Lesson planning

(Unit No: 08)

Contents:
1. Teaching methods and teaching strategies
2. Small group learning and Co-operative learning
3. Techniques to increase learner participation
4. Teaching aids and preparing teaching material.
5. Evaluation of lesson planning
Teaching methods
There are various methods of education which can be used by the teacher
as required for successful education .There is following strategies

Lecture method
Lecture can be defined as a highly structured method by which the teacher
verbally transmits information directly to groups of learners for the purpose of
instruction

It is the most commonly used method of teaching. There is formal presentation

of content orally. Communication is from teachers to the learner .Learners are
passive and feedback is limited .Teacher requires speaking ability and
expertise.

This method is useful for the imparting education to the group of any size.
The preferable size of group should be 30-45 .The information should not be
given for more than 45-50 minutes preferably it should be 20-30 minutes. The
lecture can be made interesting and meaningful by using audio-visual aids and
by having answer-question session at the end

Advantages
1. An efficient, cost-effective means for transmitting large amounts of
information to a large number of people at same time and within a
relatively reasonable time frame
2. Useful to demonstrate patterns, highlight main ideas, summarize data,
and present unique ways of viewing information
3. An effective approach for cognitive learning, especially at the lower
levels of cognitive domain
4. Useful in providing fundamental background information as a basis of
subsequent learning such as group discussion
5. Easily supplemented with handout materials and other audio-visual aids
to enhance learning
Limitations
1. Largely ineffective in influencing affective and psychomotor behaviours
2. Does not provide for much stimulation or participatory involvement of
learners
3. Very instructor centred, and thus most active participant is more
frequently the most knowledgeable one (the teacher)
4. Does not account for individual differences in background, attention
span, or learning style
5. All learners are exposed to the same information regardless of their
cognitive abilities, learning needs, or stages of coping
6. The diversity within groups makes it challenging, if not impossible, for
the teacher to teach all learners equally

Group discussion
It is a method of teaching whereby learners get together to exchange
information, feelings, and opinions with one another and with the teacher.
Group size, a major consideration in group teaching, should be determined by
the purpose or task to be accomplished. Group size can vary, but discussions
most effective with relatively small groups because learners can take an active
role. For patient education, 2-20 members within an average of 10 has been
recommended as the most desirable size

advantages
1. As commonly employed instructional techniques, this method is learner-
cantered as well as subject-centred.
2. This method is effective in both the effective and cognitive domains
3. Stimulate learners to think about issues and problems
4. Encouraging members to exchange their own experiences, thereby
making learning more active and less isolating
5. Provides opportunities for sharing of ideas and concerns
6. Fosters positive peer support and feelings of belonging
7. Reinforce previous learning
Limitations
1. One or more members may dominate the discussion
2. Easy to digress from the topic, which interferes the achievement of the
objectives
3. Shy learners may refuse to become involved or may need a great deal of
encouragement to participate
4. Requires skills to tactfully redirect learners who digress or dominate
without losing their trust and that of other group members
5. Particularly challenging for the novice teacher when members do not
easily interact
6. More time consuming for transmission of information than other
methods such as lecture
7. Requires teachers presence at all sessions to act as facilitator and
resource person

Demonstration
Demonstration is done by the teacher to show the learner how to perform a
particular skill. Prior to giving demonstration, the teacher should inform
learners of the purpose of the procedure, the sequential steps involved, the
equipment needed and the actions expected of them. Equipment should be
tested before use to ensure that it is complete and in working order. Watching
demonstration can be a passive activity for the learner whose role is to
observe the teacher presenting an exact performance of a required skill. It can
be enhanced if teacher slows down the pace of performing the demonstration,
exaggerates some of the steps or breaks lengthy procedures into short series.
Its important to explain why each step needs to be carried out in a certain
manner

advantages
1. especially effective for learning in the psychomotor domain
2. actively engages the learner through stimulation of visual, auditory, and
tactile senses
 3. repetition of movement and constant reinforcement increases
confidence, competence, and skill retention
4. provides opportunity for over-learning to achieve the goal

Limitations
1. requires plenty of time to be set asidefor teaching as well as learning
2. size of audience must be kept small to ensure opportunity for practice
ad close supervision
3. equipment can be expensive for purchase and replace
4. extra space and equipment is needed for practicing certain skills
5. competency evaluation requires 1:1 teacher-student ratio

role-playing
it is a method by which learners participate in an unrehearsed
dramatization.they are asked to play assigned parts of a character as they think
the character would act in reality. the responsibility of the teacher is to design
a situation with enough information for learners to be able to assume the role
of someone else without actually giving them script. The purpose is to help
learners see and understands a problem through the eyes of others.

Advantages
1. Opportunity to explore feelings and attitudes
2. Potential for bridging the gap between understanding and feeling
3. Narrows the distance between and among the clients and professionals

Limitations
1. Limited to small groups
2. Tendency by some participants to overly exaggerate their assigned roles
3. A role part loses its realism and credibility if played too dramatically
4. Some participants may be uncomfortable in their roles or unable to
develop them sufficiently

Brain storming
In this method the participants are asked to throw out there as many ideas as
possible on a given issue/problem or topic. These ideas are recorded at the
same time which are discussed and later finalized. This method encourages
participation of all members, their free and frank expression of ideas and
views. It thus helps in finding solution to previously unsolved problems. At
times the ideas suggested may not be possible to implement. Some ideas may
get criticized when discussed by the group. But the moderator should guide
healthy criticism

Advantages
1. A brainstorming session is often the last resort when other techniques
and methods do not deliver the desired solutions.
2. There are only a few basic rules to follow. These are easy to learn and
perform. Once the rules are accepted by all participants, any barriers to
creativity fall quickly.
3. In addition, the costs for a brainstorming session are very low in relation
to the output.
4. The biggest advantage is the high amount of generated ideas. At best,
participants with different knowledge and different experiences come
together. They bring together various ideas and suggestions. Sometimes
non-professionals have the best and ideas and inspire the expert with
their unusual idea
5. Because the ideas are not criticized or rejected during a brainstorming
session, interesting proposals can be refined gradually. The participants
of the brainstorming build their solutions on the ideas of others, think
them up and improve them. This synergy effect allows that better and
better ideas are generated.
6. Finally, joint brainstorming improves the working atmosphere. Working
creatively motivates participants. The solutions found are generally
more accepted by the team and will be implemented with more support
in the organization.

Limitations
1. Brainstorming only works when everyone in the room has something to
say or can logically construct a good argument or claim.
2. People who lack imagination or people who are shy and quiet will not
contribute much, if anything, to the creative process. This hindrance in
brainstorming process can harm the entire group dynamic.
 3. without strict control or a leader present in the brainstorming session,
the group may take a long time to reach a consensus

field trip method

in this method an education trip is organized for a group to have first hand
information through direct observation about a place, object etc.

Advantages
1. It has additional benefit of group interaction and entertainment during
travelling time
2. It also motivates for further information and experiences
3. they allow students to have a real-world experience
4. It also allows the students to learn outside of the classroom.

Limitations

1. field trips is that they take an incredible amount of planning

2. Field trips bring up a wide array of legal issues, most regarding liability. If
a student gets injured on a nature hike, is the school liable for medical
fees?
3. They are expensive and time consuming
4. It is difficult in organization of tour and in maintenance of time schedule

Clinical areas
In clinical areas learning is through history taking and physical examination,
which makes the basis of all medical practice an experienced practitioners can
take their expertise for granted

Advantages
1. Learner makes diagnosis easily because 90% diagnosis is based on the
history and physical examination
2. It provides the learner to help the patients in health promotion as well
as increase their knowledge
Limitations
1. Passing on these skills requires the ability to assess a learners needs and
effective communication
2. There may be miss-interpretation of the information provided by the
patient and their family members
3. In a patient-led interview, staying focused is a challenge

Labs
Laboratory and practical work are characteristic features of an undergraduate
degree program in any teaching discipline

Advantages
1. Motivate students and stimulate their interest in the subject
2. Help them to deepen their understanding through relating theory to
practice
3. Provide opportunities for students to work together on analysing and
solving engineering problems
4. Develop skills and attitudes that will enable graduates to operate
effectively and professionally

Limitations
1. Practical skills are time consuming to organize, manage and assess
2. Space and equipment can be limited
3. Practical work is expensive to run

Self-learning
It is also called auto didacticism or self-education is the act of self-directed
learning about a subject or subjects in which one has had little to no formal
education

Advantages
 1. It allowed students to complete certain levels of study from the comfort
of their own homes and in their own time
2. The students have no need to register with a college or high tuition so
cheap method of learning
3. students find that it is easier to balance work and home life by learning
at their own pace

Limitations
1. students who lack motivation may fall behind as can those with bad
study habits
2. Students who are used to traditional classroom environments may have
a hard time not being a routine or having an instructor looking over
their.
3. Learner has the feeling of isolation

Teaching strategies for learning

Pedagogy
It is the art and science of children to learn. The different stages of childhood
are divided according to what developmental theorists and educational
psychologists define as specific patterns of behaviour seen in particular phases
of growth and development .One common attribute throughout all phases of
childhood is that learning is subject-centred

Teaching strategies for infany-toddlerhood

1. Although teaching activities primarily are directed to main care-givers
and at this developmental stage the children have a great capacity for
learning
2. Because of the childs natural tendency to be intimidated by unfamiliar
people , it is imperative that a primary nurse be assigned to establish a
relationship to reduce the child fear of strangers .parents should be
present whenever possible during formal and informal teaching and
learning activities to reduce stress
 3. Health teaching should take place in environment familiar to the child
such as home or day-care centre
4. The approach should be warm, honest, calm accepting and matter-of-
fact ,it helps in attracting childrens attention and helping them adjust to
new circumstances
5. Role-play to bring the childs imagination closer to reality
6. Read simple stories from the books with lots of pictures
7. Keep teaching sessions brief( not longer than 5 minutes ) because of the
child short attention span
8. Encourage parents to act as role-models because their values and beliefs
serve to reinforce healthy behaviours and significantly influence the
childs development of attitudes and behaviours
9. Stimulate all senses

Teaching strategies for early-childhood

1. Use warm calm approach to build trust
2. Provide safe secure environment because childrens fear of pain and
bodily harm is uppermost in their minds due to the reason that they
have fantasies and active imaginations
3. Provide visual and physical stimuli because language ability is still
limited, both for expressing and for comprehending verbal instructions
4. Keep teaching sessions short (no more than 15 minutes) and scheduled
sequentially at close intervals so that information is not forgotten
5. Relate information needs to activities and experiences familiar to the
child For example ask the child to pretend to blow out candles on a
birthday cake to practice deep breathing
6. Arrange small group sessions with peers as a way to make teaching less
threatening and more fun
7. Give praise and approval through both verbal and non-verbal gestures
which are real motivators of learning
8. Use positive reinforcement for the mastery of cognitive and
psychomotor skills
9. Allow the child to manipulate equipment and play with replicas or dolls
to learn about body parts. Special kidney dolls. Stormy dolls with stomas
 , or orthopaedic dolls with splints and tractions provide opportunity for
hands-on expertise.
10.Encourage questions to reveal perceptions / feelings
11.Stimulate senses : visual, auditory, tactile, motor

Teaching strategies for middle and late childhood

1. Use logical explanations in accordance with the childs level of
understanding and reasoning. Although at this stage of development are
able to think logically, their ability for abstract thoughts remains limited.
2. Encourage independence and active participation because they are not
only willing but also capable of manipulating equipment with accuracy
due to their ability of adeptness in relation to manual dexterity,
mathematical operations, and logical thought process, they can be
taught for example to calculate and administer their own insulin or use
an asthma inhaler as prescribed
3. Clarify any scientific terminology and medical jargon used
4. Use analogies as an effective means of providing information in
meaningful term such as Having a chest x-ray is like having your picture
taken or white blood cells are like police cells that can attack and
destroy infection
5. Establish role models
6. Providing time for clarification , validation and reinforcement of what is
being learned
7. Employ group teaching sessions with others of same age and problem to
avoid them from feelings of isolation
8. Prepare children for procedures well in advance to allow them time to
cope with their feelings and fears, to anticipate events, and to
understand what the purpose of each procedure is.
9. Use diagrams , models, pictures, videotapes, printed materials and
computers adjuncts to various teaching methods because an increased
facility with language as well as with mathematical concepts allows for
these children to work with more complex instructional tools

Teaching strategies for adolscence

 1. Use one-to-one interaction to ensure confidentiality of sensitive
information
2. Choose peer group discussion sessions as an effective approach to deal
with health topics such as smoking, alcohol and drug use, safety
measures and teenage sexuality. Adolescents benefit from being
exposed to others who have the same concerns or who have successfully
dealt with problems similar to theirs.
3. Employ adjunct instructional tools, such as complex models, diagrams,
and specific, detailed written materials, which can be used competently
by many adolescents
4. Clarify any scientific terminology and medical jargon used
5. Share decision-making whenever possible because control is an
important issue for adolescence
6. Include them in formulating teaching plans related to teaching
strategies, expected outcomes, and determining what needs to be
learned and how it can be achieved to meet their needs for autonomy
7. Approach them with respect, tact, openness, and flexibility to elicit their
attention and encourage their responsiveness to teaching-learning
situations
8. Expect negative responses, which are common when their self-image
and self-integrity are threatened
9. Avoid confrontation and acting like an authority figure. Instead of
directly contradicting their opinions and beliefs, acknowledge their
thoughts and when casually suggest an alternative view-points and
choices such as yes I can see your point, but what about the possibility
of?

Andagogy
It is the art and science of teaching adults. Education within this framework is
more learner-centred and less teacher-centred, that is instead of one party
imparting knowledge on another; the power relationship between the
educator and adult learner is much more horizontal

Teaching strategies for young adulthood

 1. Use problem-centred focus because young adults are generally very
healthy and have limited exposure to health professionals .there content
with the health-care system is usually for pre-employment, college, or
pre-sort physicals; for a minor episode complaint or for pregnancy and
contraceptive care .It is the period for the establishment of behaviours
that help individuals to lead healthy lives, both physically and
emotionally
2. This stage is full of teachable moment opportunities and the experiences
at this stage serve as a foundation on which to build new learning to the
teaching-learning situation
3. It is important to draw on their experiences to make learning relevant,
useful, and motivating because young adults tend to be reluctant to
expend the resources of time, money and energy to learn new
information, skills, and attitudes if they do not see the content of
instruction as relevant to their lives or anticipated problems
4. Encourage mutual collaboration in health education decision-making
because adults typically desire active participation
5. Teaching strategies must be directed at encouraging young adults to
seek information that expands their knowledge base helps them control
their lives and bolsters their self-esteem
6. Assessment should also be done prior to teaching which will help to
determine the level at which to begin teaching no matter what the
content; the enduring axiom is to make learning easy and relevant
7. Group discussion is an attractive method for teaching and learning
because it provides opportunity to interact with others of similar age
and situation such as parenting groups, prenatal classes or marital
adjustment sessions
8. Apply new knowledge through role-playing and hands-on practice

Teaching strategies for middle-aged adulthood

1. Assess potential sources of stress due to mid-life crisis
2. Focus on maintain independence and re-establishing normal life
patterns
3. Assess positive and negative past experiences with learning
4. Provide information to coincide with life concerns and problems
 5. Adult learner needs to be reassured or complimented on their learning
competencies.
6. Reinforcement for learning is internalized and serves to reward them for
their efforts
7. Teaching strategies for learning similar to those instructional methods
and tools used for the young adult learner but the content is different to
coincide with concerns and problems specific to this group of learner

Teaching strategies for older adulthood

1. Learning in older adults can be affected by sociological, psychological,
and cognitive factors as retirement, economics, mental status, and
information processing abilities. So for teaching use concrete examples
for learner to teach
2. Make information relevant and meaningful because cognitive function in
older adults is decreased
3. Present one concept at one time for better understanding because the
cognitive functioning is reduced and low-energy levels
4. Avoid written exams because of visual deficit is common in this age
group
5. Keep explanations brief and allow time for processing/ response
6. Speak slowly, distinctly and low-pitched tones because all senses
functioning is decreased
7. Use white backgrounds, black print, large letters and well-spaced print
and avoid colour coding with pastel blues, greens, purples and yellows
8. Provide safe environment and increase safety precautions
9. Use analogies (expressions) to illustrate abstract information and
establish retrieval plan
10.Demonstrate relevance of information to daily life and establish realistic
short-term goals and sessions should be short for teaching
11.Ensure accessibility of prostheses (i-e ,glasses, hearing aid)
12.Make learning positive
13.Identify past positive experiences and integrate new behaviours with
formerly established ones

Small group learning

Definition
Small group learning is an educational approach, in which group work has to be
carefully planned and frequently requires a facilitator to ensure group
progress. The group function and the learning that takes place needs to be
assessed and evaluated. The material should be according to the groups ability
to achieve a common goal. Facilitatory skills are important and requires
teacher to ensure that both the task is achieved and group functioning is
maintained. Small group leaning allows students to develop problem solving,
interpersonal, presentational, and communication skills.

These skills are difficult to develop and require feedback and interaction with
other individuals. Although, this practice is not the best way for the students to
develop and improve these skills. There are some ways to make this effective
for both the students and instructor

Co-operative learning
Definition
It is a successful teaching strategy in which small team, each with students of
different levels of ability, use a variety of learning activities to improve their
understanding of subject. Students must work in groups to complete tasks
collectively toward academic goals. Unlike individual learning which can be
competitive in nature, students learning co-operatively can capitalize on one
anothers resources and skills

Techniques to increase learner participation

1. Assess their prior knowledge

2. Try skills grouping
3. Let them teach each other
4. Allow anonymous questions
5. Allow them to work together
6. Keep it bite-sized
 7. Keep them busy
8. Look into the future
9. Use groups
10.Give them a voice and a choice

Teaching Aids
Teaching aids is a tool used by teachers to help the learners improve reading
skills, illustrate or reinforce the skills, fact or idea and relief anxiety and
boredom.

There are variety of teaching aids available which facilitate

communication between the health educator, and the audience, these
aids can be categorized as:

Auditory aids

Visual aids

Audio-video aids (a combination of both)

Folk media

AUDITORY AIDS
Anything by means of which learning process may be encouraged through the
sense of hearing

These types of aids include radio, tape recorders, microphones, audio

tapes and records, and ear phones. These are very useful:

For supplementing the information which are given through other

methods;

Where other health education aids and methods are not possible;
 At the time of emergency situation messages can be given through
radios even in the remotest areas.

For virtually handicapped

These aids includes chalkboard, posters, charts, and graphs, pictures,

flash cards, khaki and flannel graphs, bulletin boards, broachers,
pamphlets, booklets, information sheets, slides, video tapes,
transparencies, and overhead projectors, models, specimens etc

All these can enhance almost any learning in various situations.

Such aids especially useful for teaching people with auditory deficit.

AUDIO-VIDEO AIDS
Audio-video aids have combined effects of senses of hearing, vision and
touch. it includes motion-talky pictures, television, video-audio
cassettes/discs, video-audio players and recorders.

These are very appealing to sense of vision, hearing and catch attention
of people.

These aids are useful for both audio and visually handicapped people in
some way or the other.

FOLK MEDIA
It includes puppets, folk songs, drama, storytelling, folk dances. In the
community such people as singers, writers, actors, story tellers, and
puppeteers get involved.

Cost involved is minimal, people get involved and the audience identifies
with them because they are from same community and speak the same
language, share same social characteristics and values.
 The community people get encouragement and support from each other
to solve their own health problems, promote and maintain health
practice.

WHY WE USE TEACHING AIDS

Teaching/Instructional AIDS are useful to:

reinforce what you are saying and summarize key concepts,

ensure that your point is understood,

signal what is important/essential,

enable students to visualize or experience something that is impractical

to see or do in real life,

engage or stimulate students other senses in the learning process,

facilitate different learning styles.

Effective teaching aids must be:-

Well prepared

Well presented

Readable

Legible

Visible to all

Appropriate format for room and audience size

Relevant

Pertinent to topic

Up-to-date
 Consistent with local protocols

TEACHING AIDS EXAMPLES

Chalkboard/Whiteboard

Flipcharts

Overhead Projector/Transparencies

Power Point

Data Projectors/Smart Board

Audiotapes/CDs

Videotapes/DVDs

Podcasts

Chalkboard/Whiteboard

CONSTRUCTION:
Coloured chalk and markers can enhance the presentation
Using students as recorders can increase involvement and free
instructors hands
 PROPER USE:

Reliable:

Dependable format

Should evoke consistent responses

Repetitious:

Should support presentation

Stress the important points

Summarize and reinforce key points

ADVANTAGES
1. No special preparation required except when displaying a complex
table/chart/ diagram
2. Technology is not dependent on electricity or other possible glitches.
3. Can be used by students for problem-solving, etc.
4. Forces the teachers to concentrate on important points
5. It is cheap and can be easily improvise (e.g. draw simple diagrams to
emphasize on a point if needed)

DISADVANTAGES
1. Time-consuming if you have a lot to write.

2. Handwriting may be difficult to read (legibility, size, glare, etc.).

3. Turn your back on audience.

4. Cleaning the board (chalk dust, permanent marker, etc.)

5. Cant go back to something youve erased.

FLIPCHARTS
When to USE:

if electricity is unavailable,

to enable students to illustrate group reports,

To provide a written record of points made by students.

TIPS FOR USING FLIPCHARTS

Check the room and equipment beforehand.

Get your own pad of newsprint.

Write out important pages in advance.

Dont put too much on a page.

Carry a collection of felt-tip pens and check that they havent dried out.

CONSTRUCTION:
Commercially available

Needs a stand

Can make your own

PROPER USE:

Complicated or time consuming illustrations should be done ahead of

time

Do not walk with back to audience

Writing should be legible

Involve students

If illustrations pre-drawn, staple 2 pages together, so cannot show

through
 Write notes to self in pencil at edge audience cannot see

ADVANTAGES
1. Flipcharts dont need electricity
2. Flipcharts are economical as they dont require special films and printers
to produce them
3. Colours can be added easily
4. Flipcharts allows you spontaneity (any last minute changes can be made
easily)
5.
6. Inexpensive can be made from butcher paper
7. Reasonably portable
8. Can save the data

DISADVANTAGES

1. Instructors back to audience

2.Limitations on size of room and audience
3.It may require use of graphics talent
4.it may be difficult to transport
5.not suitable for use In large audience
6.it has limited writing space

OVERHEAD PROJECTOR/TRANSPARENCIES
PROPER USE:
Prepare complicated transparencies ahead of time, by hand, computer,
printing, printer or photocopier
Arrange in order use something to keep in order number them
Cover unwanted portions until ready for audience to see
Leave on long enough for audience to read, take notes, etc.
Highlight/point-out key concepts
Involve students
 CONSTRUCTION:
Focus Projector
Make sure font size is large enough to be readable
Use non-permanent pens for spontaneous additions
Highlight permanent parts with different colours
Create on computer, etc.
Use clip art or other graphics
Run through copy machine to put on transparency make sure using
right machine and blank transparencies
Set machine at right length away from screen
Do not use a full typewritten page only bullets or outline type
Draw as you go for best effect
Turn off if not using fan, light, etc. distracting

Advantages:
1. It is attention getting tool
2. It is relatively inexpensive
3. Easy to prepare
4. Instructor can face audience
5.Reasonably portable
6. It can sometimes leave room lights on
7. Fairly reliable machinery
8. One can write on while talking
9.Allows you to prepare all your slides in advance.
10. Particularly suited for complex diagrams, charts and illustrations.
11. Can build up information point-by-point through the use of overlays.
12. Dont have to turn your back on the audience.

DISADVANTAGES
 1. Requires equipment and they are large and bulky, difficult to
transport from venue to venue.
2. One must know how to use equipment and troubleshoot (change
bulbs, etc.)
3. Limitations on room and audience size
4. Projectors bulbs are expensive to replace.
5. File corruption can occur which can lose data.
6. A blown bulb or power failure can spoil all your hard work.
7. Image quality can also be a problem.
8. Can be disorienting to manipulate transparencies on projector plate.

POWERPOINT PRESENTATIONS

PROPER USE:
Make certain that projector is focused
Leave word slides on longer than action slides
Use to reinforce and highlight
Know how to change bulbs, troubleshoot, etc.

CONSTRUCTION:
Use colored background darker for computergenerated slides lights
can be brighter in room
Keep slides simple should only take a moment to figure out what slide
is about
Use graphics and images when appropriate
No more than seven to ten words to a line and seven lines to a slide
Use short sentences and bullet lists not complete sentences
Use full screen
Use colored background darker for computergenerated slides lights
can be brighter in room
 Have back up notes in case the slide projector or computer quit
One idea per slide
Charts and graphs are great
No more than 3 colours per slide

ADVANTAGES

1. Good for large rooms and audiences

2. Can be action oriented or words oriented
3. Allows for reference back to previous slide
4. PowerPoint encourages and support learning process by facilitating
material presentation.
5. Using PowerPoint improve the students learning motivation, increase
authentic material for study, increase interaction between teacher and
students.

DISADVANTAGES
1. The system sometime does not work due to equipment failure.
2. It is expensive
3. Can be difficult to produce easier with computer graphics
4. Room must be darkened somewhat
5. Requires equipment and knowledge of that equipment
6. Relatively portable

Data Projectors/Smart Board

Smart Boards are rapidly being integrated into classrooms around the
world and are essentially enhanced whiteboards that are used in
conjunction with projectors and laptops.
This allows access to a wide variety of computer-based multi-media
content on the board in front of the class.
 The teacher or student is able to touch the surface of the board to
control applications, write notes and manipulate objects.

ADVANTAGES:
1. Good for large rooms and audiences
2. Allows for reference back/info. can be saved for later use
3. Lights can be on
4. Interactive nature of smart boards provides a platform for students to
demonstrate their grasp of subject through, touching and writing.
5. Smart boards are neat and easy to use. There is no need for using
unhygienic chalk or markers pen.

DISADVANTAGES
1. Very expensive many students/teachers dont have access to this type
of technology

2. Requires equipment and knowledge of that equipment

3. Not portable!

4. Another disadvantage is passive learning, student spend most of their

time in watching screen rather than noting down important points of
information
5. Already available data on smart boards discourage the teachers from
planning for individual needs of students.

AUDIOTAPES/CD

When to USE:
Particularly suited for language learning, media studies, English
literature, etc.
Valuable when referring to recorded historical events (e.g. Martin Luther
Kings I have a dream speech).
 Background music can also be played before class starts and during
group activities.

VIDEOTAPES/DVD
When to USE:
Adds a dimension not available through audio alone - helps students to
visualise.
Essential when illustrating things that are impractical to do in real life.
Particularly suited for language learning, media studies, engineering, etc.
Valuable when referring to recorded historical events.

PADCASTS
A series of digital media files, usually digital, audio, or video, that is
made available for download via web
Possibilities: Lessons could be downloaded on iPod, i-Phone, mP3 player,
etc.
Advantages:
For those students who are very technical and it is less time consuming.
Disadvantages:
Podcast software will be needed which is expensive, also training might
be needed to use the program.

Preparing teaching material

Choosing instructional material:

Making appropriate choices of instructional materials depends on broad

understanding of three major variables:-

1. Characteristics of learner

2. Characteristics of media

3. Characteristics of task
Characteristics of learner:

Must be aware of sensorimotor abilities, physical attributes, motivational

levels, developmental stages, learning styles of your audience.

Characteristics of media:

Educator must be flexible in considering printing and non printing and

multimedia approach to complement the methods of instruction.

Characteristics of task:

Identifying the learning domain (cognitive, effective and psychomotor) and

complexity of those behaviour that are required based on predetermined
behavioural objectives, defines the task to be accomplished.

Teaching material can be in the form of:-

Written material
Commercially prepared material
Instructor composed material

Written material:
Handout, leaflets, books, pamphlets, brochures and instruction sheets are
most widely employed and most accessible type of media used for teaching.
Although printed material have been described as frozen language .They are,
nonetheless, the most common form of distinct advantages they provide to
enhance teaching and learning.

Commercially prepared materials:

Material prepared by pharmaceutical companies or medical supply companies.
Several factors must be considered when reviewing printed material that has
been prepared commercially, including following:-

Who produces the item? Evidence should make it clear if input was
provided by health care professionals with expertise in the subjects
matter.
Can the item be previewed? The educator should have an opportunity
the accuracy and appropriateness of content to ensure that information
needed by target audience is provided.
Is the price of the teaching tool consisting with its educational value?
Getting across important message effectively may justify a significant
cost outlay, especially if the tool can be used with large numbers of
learner.

Instructor composed material:

Educator may choose to write their own instructional material for the purpose
of cost savings or the need to tailor content to specific audiences.

By writing your own material you can tailor the information to:

Fit your own institutions policies, procedures, and equipments.

Build in answer to those questions asked most frequently by your
patients.
Highlights point considered especially important by your team of
physicians or other health care professionals.
Reinforce specific oral instructions that clarify difficult concepts.
3.Evaluation of lesson planning
An important aspect of evaluating any instructional program is to assess the
effectiveness of the method. Was the choice selected as effective, efficient,
and appropriate as possible? There are five questions that will help to decide
which method to choose or if the method selected should be revised or
rejected

Does the method help the learners to achieve the stated

objectives?
This question is the most important criterion for evaluation. If the method
does not facilitate accomplishing the objectives, then all the criteria is
unimportant. Examine how well matched the method is to learning domain of
the predetermined objectives. Will the method expose learners to the
necessary information and training to learn the desired behaviours?

Is the learning activity accessible to the learners who have

been targeted?
Accessibility includes such issues as when information is presented, the
location and setting in which teaching takes place, and the availability of
resources and equipment to deliver the message. Patients and family members
need programs to be offered at suitable times and accessible locations. For
example, childbirth preparation classes scheduled during the daytime hours
likely would not be convenient for expectant couples who are working

Is the method efficient given the time, energy, resources

available in relation to the number of learners the educator is
trying to reach?
To teach large numbers of learners, one will have to choose a method that can
accommodate groups, such as lecture, discussion sessions, or role playing, or a
method that can reach many individuals at one time, such as the use of various
self-instructional formats.

To what extent does the method allow for active

participation to accommdate the needs, abilities, and style
of the learner?
Active participation has been well documented as a way to increase interest in
learning and retention of information. Evaluate how active learners want to be
or are able to be in the process of gaining knowledge and skills. No one
method will satisfy is learners, but adhering to one method will exclusively
address the preferred style of only a segment of your audience.

Is the mothed cost-effective?

It is vital to examine the cost of educational programs to determine whether
similar outcomes might be achieved by using less costly methodologies. In this
era of cost containment, employers and insurers want their monies invested in
patient programs that yield the best possible outcomes at the lowest price as
measured in terms of preventing illness and injury, minimizing the severity and
extent of illness, and reducing the length of hospital stays and readmission.
Healthcare agencies want the best staff nurse performance with the most
reasonable use of resources and the least amount of time taken away.