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Teaching Plan

Posted by author-avatar
On July 24, 2021
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Rubric
Comprehensive
Assessment
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10 pts
Clear and concise discussion of client’s admission diagnosis, demographic data, and anticipated learning needs
7.6 pts
Vague and incomplete discussion of client’s admission diagnosis, demographic data, and anticipated learning needs
5 pts
Vague and incomplete discussion of client’s admission diagnosis, demographic data, and anticipated learning needs
2.5 pts
No discussion of client’s admission diagnosis, demographic data and anticipated learning needs.
/ 10 pts
Nursing Diagnosis
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10 pts
Clear and comprehensive client assessment data to support a deficient knowledge nursing diagnosis
7.6 pts
Vague client assessment data to support deficient knowledge nursing diagnosis or nursing diagnosis not written in proper format
5 pts
Improper or incomplete client assessment data to support deficient knowledge nursing diagnosis or missing elements of the nursing diagnosis
2.5 pts
No comprehensive client assessment data to support deficient knowledge, or improper format of nursing diagnosis or no nursing diagnosis
/ 10 pts
Client Learning Needs Assessment
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10 pts
Clear and complete assessment of learner (client /family), teaching needs, and special learning needs, if present
7.6 pts
Vague assessment of learner (client and/or family), teaching needs, and special learning needs, if present.
5 pts
Incomplete assessment of learner (client and/or family), teaching needs, and special learning needs, if present.
2.5 pts
No assessment of learner (client and/or family), teaching needs, and special learning needs, if present
/ 10 pts
Clients Strengths and Weakness for Learning
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10 pts
Clear identification of client’s strengths and weaknesses relevant to learning needs.
7.6 pts
Vague identification of client’s strengths and weaknesses relevant to learning needs
5 pts
Incomplete identification of client’s strengths and weaknesses relevant to learning needs
2.5 pts
No discussion of client’s strengths and weaknesses relevant to learning needs
/ 10 pts
Introductions
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10 pts
Open and closing remarks that capture client’s attention. Includes a clear and correct statement of 2 teaching objectives
7.6 pts
Vague open or closing remarks or vague/incorrect teaching objectives.
5 pts
Poor open or closing remarks or vague/incorrect teaching objectives or use of only one objective
2.5 pts
No open or closing remarks displayed or no teaching objective stated.
/ 10 pts
Handout/
Brochure
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10 pts
Clear and organized presentation of evidence-based client teaching in appropriate reading level and understanding for the patient
7.6 pts
Vague/disorganized presentation of evidence-based client teaching or not at the appropriate level for patient teaching
5 pts
Poor/disorganized presentation of evidence-based client teaching or not at the appropriate level for patient teaching, spelling or grammatical errors
2.5 pts
Poor or disorganized presentation of teaching from inappropriate sources, poor format, poor spelling and poor grammar
/ 10 pts
Body Language
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10 pts
Direct eye contact and appropriate gestures/movements during teaching. Relax, self-confident nature and no mistake during teaching.
7.6 pts
Minimal eye contact and little movement or descriptive gesture during teaching. Mild tension, lack of self-confidence and difficulty recovering from mistakes
5 pts
Minimal eye contact and little movement or descriptive gesture during teaching. Obvious nervousness and tension with many speaking errors
2.5 pts
No eye contact and inappropriate gestures during teaching. Tension and nervousness obvious, trouble recovering from mistakes.
/ 10 pts
Voice
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10 pts
Use of clear speech and inflection, maintains the interest of the learner
7.6 pts
Some level of inflection and clarity during delivery
5 pts
Monotone voice with some inflection of delivery
2.5 pts
Monotone voice consistently
/ 10 pts
Teaching/
Learning
Evaluation
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10 pts
Clear/appropriate evaluation of client’s response and effectiveness/ineffectiveness of teaching.
7.6 pts
Vague/inappropriate evaluation of client’s response and effectiveness/ineffectiveness of teaching
5 pts
Poor/inappropriate evaluation of client’s response and effectiveness/ineffectiveness of teaching.
2.5 pts
No evaluation of client’s response and effectiveness/ineffectiveness of teaching
/ 10 pts
Reflective Analysis
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10 pts
Reflective analysis of teaching including discussion of strengths and weaknesses.
7.6 pts
Vague reflective analysis of teaching including discussion of strengths and weaknesses
5 pts
Reflective analysis of teaching that lacks insight or a poor discussion of strengths and weaknesses
2.5 pts
Absent reflective analysis of teaching

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Uncategorized

Teaching Plan

Posted by author-avatar
On July 9, 2021
0 comments

Teaching Plan:
Select one class period from your course syllabus and develop a teaching plan for your chosen class. Following the assignment guidelines below, develop and submit your teaching plan for the class period during week 6 and deliver a mini presentation explaining your teaching plan during week 7.
Assignment Guidelines:
Your teaching plan should serve as a road map of what you think students need to learn as well as how you will effectively deliver your instruction and evaluate what the students learned during the class period. Your teaching plan should guide your teaching presentation during week 7 (see guidelines for the presentation in week 7). While there are many formats for a teaching plan, the following sections should be included in your plan:
-The subject or topic that you plan to teach: Your topic should be selected from one of the class periods listed in your syllabus that you developed for an undergraduate nursing course.
-Level of instruction: The placement of the course in the nursing program curriculum (i.e., freshman, junior, sophomore, senior; beginning, mid-program, or end-of-program level)
-Method/mode of delivering your teaching presentation: Form of audio-visual delivery, PowerPoint presentation, or similar method
-Learning objectives: Include 4–5 outcome statements that define what you expect the students to learn or accomplish by the end of the class period. Your learning objectives should be clear and measurable, and appropriate to the information you are teaching, and the level of instruction.
-Content outline: Develop an outline of the central points and/or skills you plan to cover. Your content should be logically structured.
-Teaching strategies and learning activities: List the approach, techniques, and methods you will use to drive your instruction and engage your students to reach the learning objectives (e.g., lecture, active learning, discussions). Provide a rationale supporting your selected teaching strategies, as well as their advantages and disadvantages.
-Plans for individual learning differences: How you plan to adapt your teaching to meet individual learning needs of various students. Explain how individuals with different learning styles will be supported by your teaching strategies and activities.
-Evaluation process: List the methods you plan to use to assess student learning and evaluate the effectiveness of your teaching strategies (how you will determine if students met the outcome objectives).
-Include formative (questioning, discussion, games, etc.) and summative (assignment, test, presentation, etc.) evaluation strategies.
Include at least one written assignment and develop a rubric that clearly describes your expectations for the assignment. Your rubric should:
List the criteria that will be assessed (a breakdown of the assignment parts).
Include some type of scale that measures the levels of quality for the criteria being assessed (e.g., from excellent to poor, from exceeds expectations to does not meet expectations).

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