Instructions
Course Project—Part 2 (attached is the Part 1 of the project, please use this information to elaborate Part 2, the chart should not be included)
Instructional Unit: Goals, Objectives, and the Teaching Plans
In a Microsoft Word document of 6-7 pages formatted in APA style, submit your instructional unit, which should include three lesson plans: one focused on patient education, one on family education, and one on staff development. Remember, your plans should demonstrate a logical approach to teaching, communicate what is to be taught and how, and outline how objectives are to be evaluated.
Attached (Lesson components) is what each final lesson should include.
Building on the work that you started in Part 1, for all three groups of learners:
· Write two broad instructional goals for the educational experience for each group.
· For each learner group, write at least one learning objective related to each of the domains of Bloom’s taxonomy:
o Cognitive
o Affective
o Psychomotor
· Describe the lesson content.
· Provide a sequence for teaching activities.
· Describe instructional methods.
· Indicate time allotted for each activity.
· Identify and describe the instructional resources (materials, tools, etc.) and technology to be used.
· Describe how the learning will be evaluated.
On a separate reference page, cite all sources using APA format. Helpful APA guides and resources are available in the University Online Library. Below are guides that are located in the library and can be accessed and downloaded via the University Online Citation Resources: APA Style page. The American Psychological Association website also provides detailed guidance on formatting, citations, and references at APA Style.
Please note that the title and reference pages should not be included in the total page count of your paper.
Lesson Components
At a minimum, each final lesson must contain the following components: Introduction:
Provide the title of the lesson. Identify and describe the learners. Include Learner Assessment: educational level, developmental level, readiness to learn, etc. Describe the educational setting: (staff development, patient education, family education,
etc.). Purpose and rationale for the lesson(s):
Provide a rationale for selecting this lesson. Describe the philosophical or theoretical basis for teaching approaches used in the lesson.
Statement of goals and objectives:
Write several broad instructional goals for the educational experience. Write several behavioral objectives based on Bloom’s taxonomy.
Instructional methods and evaluation of learning—For each objective:
Describe the lesson content. Provide a sequence for teaching activities. Describe instructional strategies. Indicate time allotted for each activity. Describe the instructional resources (materials, tools, etc.) to be used. Describe how the learning will be evaluated.
Diabetes Lesson Plan
Nursing Concepts of Teaching and Learning Part1
Name
Institutional Affiliation
Diabetes Lesson Plan
John is an 11 year old patient in grade five and is accompanied by his class teacher and father to the facility. The father is worried about his son after the complaint from the teacher that John is losing his weight. The teacher is complaining that John has developed some behavioral changes and is becoming more irritable. While assessing John, he reveals that he is experience an increased thirst, frequent urination, extreme hunger, becoming more fatigue, and having some fruity smelling breath. Based on the information provided by John, teacher, and the father, he is more likely that he is suffering from pre-diabetes. Therefore, this discussion is based on the development of the three lesson plan, one for the patient, father, and the staff or the teacher who accompanied the patient (Dabela, et al., 2014).
Education of the patient on the management and prevention of the diabetes
The purpose of the lesson
· The lesson will help the patient to improve his blood glucose level
· The lesson will help the patient manage the symptoms of the condition
· The lesson will help the patient in knowing some of the approaches to be taken in controlling his condition for example avoiding extreme sedentary lifestyle, exercising, and watching the diet.
Objectives and Goals
Instructional
· The lesson plan is to make the patient be aware about his condition, the management approaches, and the importance of managing the condition
Learning Objectives
Cognitive
· At the end of this lesson, John will be able to have mastered all the information related to the symptoms of the condition and the management process.
Affective
· The patient will be able to actively to mention some of the physical activities that he believes can be helpful to him in managing his condition
Psychomotor
· At the end of the lesson, the patients should be able to point out some of the effective practices that he believes are important in improving his condition
Education of the father on how to help the son manage his condition
The parent in this case is not only important in providing the son with the basic needs, but also the support that is needed by the son. One of the support required is to ensure that the child follows the guidelines as recommended to help in the management of his condition. The father must also provide the son with the required diet to prevent complications such as kidney disease.
Purpose or rationale for the lesson
· The lesson will help the father learn about some of the diet that are supposed to be given to the son
· The lesson will ensure that the father is ensuring that the son is taking adequate water
· The lesson will enable the father to encourage the son to take active role in the exercise activity
· The lesson will enable the father to monitor the number of hours that the son is taking on the television
Goals and objectives
Instructional goals
· The father is made aware about some of the steps that he needs to undertake to ensure that the son is free from the potential complication associated with poor management of his condition.
Learning objectives
Cognitive
· At the end of the lesson the father will be able to ensure that the proposed guideline in managing the condition of his father is followed.
Affective
· During the lesson, the father must be able to mention some of the strategies that she knows and are important in the management of the son’s condition. The father should be able to explain the importance of physical exercise and healthy diet on the management of the condition presented.
Psychomotor
· The father would be able to recommend some of the places where the son can actively involve in the physical exercise. The father would be able to demonstrate some of the food he believes are not healthy to his son based on the condition he is suffering from.
Educating the class teacher on behalf of the school
The teacher is playing an active role in the well-being of the patient in managing this condition. Therefore, the teacher will be provided with some of the printed materials on some of the food that the student should not be taking while at school to help in the successful management of this condition. A teacher will also play a role in sharing the important information with the school teachers, the school management, and the students on some of the risk they are exposing themselves when consuming some types of foods (Antvorskov, et al., 2020).
Purpose or rationale for the lesson
· The lesson will help the teacher and the school to develop a strict guidelines on the type of the food being taken by the students
· The lesson will ensure that the teacher is encouraging the active participation in the exercise by the learners to reduce the risk of diseases such as diabetes
· The lesson will enable the teacher to learn about the disease and its symptoms
Goals and objectives
Instructional goals
· The lesson is to make the teacher aware about the cause of the disease, symptoms, and how to manage it.
Learning objectives
Cognitive
· Towards the end of the lesson, the teacher will be able to design some of the guidelines to be followed by the teachers, parents, and the learners on the type of the foods to be taken to reduce their exposure to the risk of diabetes
Affective
· During the lesson, the teacher should be able to indicate some of the important practices that she believes are important in the management of the diabetes even in the adulthood.
Psychomotor
· After the lesson, the teacher will be in a position to use the materials provided to help in passing the message to the learners and the fellow teachers or parents on some of the steps that can be taken in preventing and managing the diabetes condition
Implementation methods and evaluation of learning
| Objective | Content | Instructional Technique | Time to be used | Resources | Assessment Methods |
| Education of the Patient on the management of the diabetes | |||||
| Cognitive Domain: master all the information related to the symptoms of the condition and the management process.
|
Lecturing on the symptoms associated with the diabetes in children. Lecturing on the management methods of the condition | Lecture and active group discussion | 10 minutes | Printed materials with some of the symptoms of the condition and the management process | For the patient: lecture guide, printed document with the symptoms and the management process
For the educator: Reflecting on the lesson outcome |
| Affective domain: mention some of the physical activities that he believes can be helpful to him in managing his condition
|
Asking the patient to list the types of physical activities that can be considered important in managing his condition | Brainstorming | 15 minutes | Whiteboard | For the patient: group discussion
For the educator: reflecting on the learning outcome |
| Psychomotor domain: point out some of the effective practices that he believes are important in improving his condition | Asking the patient to on some of the practices that he considers helpful to help in achieving the aerobic exercise activities | Group discussion | 10 minutes | Using the website and some of the printed materials with the exercise activities | For the patient: printed materials with notes
For the educator: revision on the activities |
| Education of the father on managing the condition | |||||
| Cognitive Domain: Follow the proposed guideline | Lecturing on the management process | Discussion and lecture | 15 minutes | Lecture notes and printed materials with notes | For the learner: lecture guided learning process
For the educator: Reflection on the learning process |
| Affective domain: mention some of the strategies that she knows and are important in the management of the son’s condition. Explain the importance of physical exercise and a healthy diet on the management of the condition presented.
|
Asking the learner to list some of the methods that are important in the management of such conditions. Asking the learner about the role played by the physical activities and diet in the management of such condition | Whole discussion
Brainstorming |
20m minutes | Whiteboard | For the learner: group discussion
For the educator: proposing a revision of the notes |
| Psychomotor domain: recommend some of the places where the son can actively involve in physical exercise. Demonstrate some of the food he believes are not healthy to his son based on the condition he is suffering from. | Asking the learner to mention some of the healthy foods that he believes to be important for his son | Brainstorming and the whole discussion | 15 minutes | Using the computer tom show some of the healthy foods and unhealthy food for the son | For the learner: computerized promoted learning
For the educator: demonstration |
| Education of the teacher on the management of the condition | |||||
| Cognitive domain: design some of the guidelines to be followed by the teachers, parents, and the learners on the type of the foods to be taken to reduce their exposure to the risk of diabetes
|
The teacher demonstrating what she believes to be the important steps to be used in managing the condition based on her knowledge and what has been learnt | Whole group discussion | 10 minutes | Whiteboard | For the learner: one-on-one discussion
For the educator: advising on further practice |
| Affective domain: indicate some of the important practices that she believes are important in the management of diabetes even in the adulthood | The teacher to demonstrate the experience with the management of such condition | Whole group discussion | 20 minutes | Whiteboard | For the learner: group discussion
For the educator: recommending on further improvement |
| Psychomotor domain: share some information with learners and fellow teachers or parents on some of the steps that can be taken in preventing and managing the diabetes condition
|
The learner demonstrating some of the important information learnt in the lesson while using the board | Discussion in the class | 20 minutes | Whiteboard | For the learner: one-on-one discussion
For the educator: reflective though on the overall outcome |
Physical Exercise
Healthy Foods
Unhealthy foodS
References
Antvorskov, J. C., Morgen, C. S., Buschard, K., Jess, T., Allin, K. H., & Josefsen, K. (2020). Antibiotic treatment during early childhood and risk of type 1 diabetes in children: A national birth cohort study.”. Pediatric Diabetes. Dabela, D., Mayer-Davis, E., Saydah, S., Imperatore, G., Liese, A. D., & Divers, J. (2014). Prevalence of type 1 and type 2 diabetes among children and adolescents from 2001 to 2009. Jama, 311(17), 1778-1786.
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