Plan for Teaching & Prepare the

Teaching Environment
 Presentation Outline
• Introduction - objectives
• Course syllabus
• Teaching-learning methods
• Teaching-learning materials
• Assessment methods
• Course schedule
• Session plan
• Preparing the teaching-learning environment
• Summary
• Application exercise
2
 Introduction

Questions
• Why plan teaching?

• Can you tell when a

course is not well
planned?

3
 Session Objectives

At the end of this session you will be able to:

• Plan for effective delivery of a course
• Select appropriate teaching methods
• Select relevant learning materials
• Plan for student assessment
• Describe a course schedule
• Prepare a session/lesson plan
• Prepare a conducive learning environment

4
 Course Syllabus

• What is a course syllabus?

• A document that provides all the basic information
about the course
• The teacher’s official notice to students of policies
and requirements
• A “contract” document

5
 What are in a Syllabus?
• Course title and • Teaching-learning
description materials
• Course pre/co- • Description of
requisites assignments
• Course and supporting • Student assessment
objectives methods
• Course logistics • Attendance criteria
(location, length, dates) • Course schedule
• Teaching-learning
methods

6
 Sample Course Syllabi

• Let’s look at Samples 3-1 and 3-2 at the end of

the module. Page 3-27

7
 Teaching methods
• Students have choice of methods: listening,
reading, observing, doing
• Two most critical factors in selecting methods
are choosing:
1. method/s that are appropriate for achieving the
learning objectives
2. a variety of methods

8
 Selecting Teaching Methods

• Is the method appropriate for the learning

objective/s?
• Are resources available for the method?
• Are special facilities required?
• What is the size of the class?
• Is special room arrangement needed for this
method?
• Will the methods selected stimulate interest and
provide variety?

9
 Teaching Methods
• Interactive lecture • Role play
• Brainstorming • Demonstration
• Discussion • Guided practice
• Case study • Clinical simulation
• Coaching
• Guest speaker
• Individual or group
• Game
tutorial
• Study trip
• See Methods in Table
3-4 page 3-18
10
 Select Learning Materials

• Is the material appropriate for meeting the

learning objectives?
• Is the information contained in the material up to
date, unbiased, factual, consistent, and
technically correct?
• Is the material of good quality
• Is the material relevant and culturally sensitive?
• Is the cost of the material reasonable?

11
 Types of Materials

• Handouts (lecture notes)

• Printed materials (textbooks, guidelines, manuals,
job aids, logbooks)
• Audiovisual aids (audiotapes, videotapes, posters,
flipcharts)
• Computer-based materials (CD-ROMs)

12
 Plan for Student Assessment

• What is the main purpose of student assessment?

• To improve students’ learning

• This is more likely to happen:

• if assessment is closely integrated with teaching,
• if it is continuous.

13
 Why Assess Students?
• To help students learning
• To motivate students by providing feedback
• To decide students progress to the next stage
• To determine if the course is meeting its objectives
• To ensure important subjects are given priority
• To offer evidence to national regulating authorities
that standards are being met

14
 Effective Assessment Requires #1

• Clear definition of learning objectives

• Close agreement among the learning objectives
and assessment methods
• Use of a variety of appropriate assessment
methods
• Reasonable balance in the assessment of KSA
using a variety of methods

15
 Effective Assessment #2

• Feedback to students both positive and

constructive
• Clear criteria for judging performance
• Procedures that are fair to everyone
• Assessment of students according to the
schedule

16
 Knowledge Assessment

• Drills, quizzes, and  Project reports

practice tests  Assignments

• Objective written  Structured practical

examinations examinations
• Case studies/clinical  Long/ short cases

scenarios  Clinical rounds

• Oral examinations
• Essay  See methods in Table
3-2 Page 3-15

17
 Skill Assessment

• Direct observation with checklist

• Structured feedback reports
• Logbooks (casebooks)
• Portfolios, learning journals, and care plans
• Structured practical examinations

• See skills assessment methods in Table 3-3

page 3-16
18
 Attitude Assessment

• Which of the methods mentioned can be used to

assess Attitude?

19
Course Schedule

• The course
schedule is a
session-by-session
summary of learning
activities and topics
for the course.

• See Samples 3-1 and

3-2 on page 3-30.

20
 Session Plan

Advantages
• Provides structure of a session(mental picture)
• Helps to keep track of the topic of discussion
• Saves resources including time
• Sprint board when to present the session again
• ‘An organized teacher is one who plan
her/his session’
• See in the next slide sample session plan

21
Date: 13-May-19 Venue: Adama Hospital, Session #: 1 Duration: 100 min
Adama
Topic: Foundations of Educating Healthcare Providers
Session objectives: By the end of this section, participants will be able to:
Describe the guiding principles of educating healthcare providers

Define core competencies and their role in curriculum development and design

Discuss effective approaches to teaching and learning

List the challenges in educating health care providers/midwives

Methods & activities Materials/ resources

Introduction – 10 min  Laptop and LCD
Discuss objectives  PPT presentation slides
Flip chart & marker
Ask participants to reflect their views on what should education of HCP be or look like.  ETS manual
Body – Interactive presentation and discussion – 80 min  Facilitator guide
Guiding principles and roles of HCP – 10’
Academic program, Core competencies, Curriculum, Effective approaches – 20’
Is teaching-learning a science or an art?
Is effective teaching a learned ability?
Group activity on teaching-learning approaches – 40 min
Divide into 4 groups
25 min for review and 15 min for sharing group work
Brainstorming on challenges of midwifery education – 10 min
Summary – 10 min
Review key points of the session
Ask for questions and comments
22
Review/evaluation (key points from session, what worked and what did not, modifications for next session):
Preparing teaching environment

• Describe the worst room you

ever experienced as a student
or teacher?
• The best?
 Preparing a Classroom
• Is the space large enough for
the number of students?
• Is the room properly heated or
cooled and ventilated?
• Is the lighting adequate?
• Is the seating appropriate so
that the teacher can move
around?
• Is there audiovisual equipment
and is it functional?

24
 Prepare for practice in Simulated
environment
• Simulated environments are places where
students
• Can work together in small groups,
• Observe or participate in role plays,
• Perform clinical simulations,
• Watch videos,
• Practice skills with anatomic models, or
• Work on computers ….
 Prepare for practice..cont..,d

• Simulated practice can take place:

• In a classroom (set up room and ready
supplies)
• In a skills lab
• At the clinical/ practice sites

26
 Skills Development Lab (SDL)
Requirements:
• A room that is accessible and can
be locked
• A room with adequate
• Space, well illuminated and ventilated
• Equipment and supplies for students to
practice
• Learning materials: checklists, posters,
AVs
• Cabinets that can be locked
• Electricity, water and sewage system

28
Selecting Clinical/ Practice Sites
Questions to ask:
• Is the environment consistent
with the skills being taught?
• Is the staff receptive to
students?
• Is there adequate space for:
• The number of students?
• Discussion and small group
activities?
29
 Selecting Sites…

• Is there enough patient flow/ caseload ?

• Are there appropriate type of clients ?
• Is the site easily accessible for students and tutors ?
• Is this practice site meeting the learning needs?
• Are the essential drugs, supplies, and equipment
available ?
• Let’s review the job aid on Page 4-13.

30
 Prepare clinical practice environment

• Has the room reserved for gathering students?

• Are the essential drugs ,supplies & equipment’s available
?
• Is practice schedule at a time when patients are
available ? Is the time is convenient for clinical staff ?
• With whom do you need to coordinate clinical practice ?
• Is there adequate patient flow ?
• Are there appropriate types of patients ?
• Will you need to schedule patients ?

31
 Key Points

• Sound planning and preparation are key to

successful course delivery.

• Failing to plan is planning to fail!

32
 Exercise 1

• Working individually, develop a session plan for

a topic you are teaching
• Use the session plan format on the next slide
• Time: 10 min

• Two presentations in the plenary – 10 min

33
Date: Venue: Session #: Duration:

Topic:
Session objectives: By the end of this section, the student will be able to:

Methods & activities Materials/ resources

Introduction – min 

Body – Interactive presentation and discussion – min

Group activity - min

Summary – min

Students evaluation – min

Review/evaluation (key points from session, what worked and what did not, modifications for next session):

34