Description
Instructional Unit: Goals, Objectives, and the Teaching Plans
This week you will 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. Click here for a refresher on what each final lesson should include.
Building on the work that you started in Week 2, for all three groups of learners:
- Write several broad instructional goals for the educational experience.
- Write several behavioral objectives based on Bloom’s taxonomy.
- 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 references page, cite all sources using APA format.
- Use this APA Citation Helper as a convenient reference for properly citing resources.
- This handout will provide you the details of formatting your essay using APA style.
- You may create your essay in this APA-formatted template.
Unsatisfactory 1 | Emerging 2 | Proficient 3 | Exemplary 4 | Score | ||
Assignment Components | ||||||
Listed two broad instructional goals for the educational experience for each of the three groups of learners. | Did not include instructional goals for the educational experience and/or did not include all learners. | Minimally listed broad instructional goals for the educational experience and included two of the three groups of learners. | Listed several broad instructional goals for the educational experience and included all learners. Goals could be more clearly stated. | Expertly stated several broad instructional goals for the educational experience and included all learners. | [Score x 4 = 16 pts] | |
Listed learning objectives that addressed the cognitive capabilities of each of the three groups of learners. | Did not include learning objectives that addressed the cognitive capabilities of the learner and/or did not include all groups of learners. | Minimally listed learning objectives that addressed the cognitive capabilities of the learner and included two of the three groups of learners | Listed learning objectives that addressed the cognitive capabilities of the learner and included all learners. Objectives could be more clearly stated. | Expertly stated learning objectives that addressed the cognitive capabilities of the learner and included all learners. | [Score x 4 = 16 pts] | |
Listed learning objectives that addressed the affective capabilities for each of the three groups of learners. | Did not include learning objectives that addressed the affective capabilities of the learner and/or did not include all learners. | Minimally listed learning objectives that addressed the affective capabilities of the learner and included two of the three groups of learners. | Listed learning objectives that addressed the affective capabilities of the learner and included all learners identified. Objectives could be more clearly stated. | Expertly stated learning objectives that addressed the affective capabilities of the learner and included all three groups of learners. | [Score x 4 = 16 pts] | |
Listed learning objectives that addressed the psychomotor capabilities of each of the three groups of learners. | Did not include learning objectives that addressed the psychomotor capabilities of the learner and/or did not include all learners. | Minimally listed learning objectives that addressed the psychomotor capabilities of the learner and included two of the three groups of learners. | Listed learning objectives that addressed the psychomotor capabilities of the learner and included all learners. Objectives could be more clearly stated. | Expertly stated learning objectives that addressed the psychomotor capabilities of the learner and included all learners identified. | [Score x 4 = 16 pts] | |
Provided an appropriate description of the lesson content | Provided a description of the lesson content but was not clearly focused or coherent. | Minimally Provided an appropriate description of the lesson content. | Provided an appropriate description of the lesson content, but could be more detailed. | Provided a description of the lesson content that was appropriate, thorough, and detailed. | [Score x 4 = 16 pts] | |
Provided a sequence for teaching activities and time allotted for each activity. | Provided a sequence for teaching activities and time allotted for each activity but was not clearly focused or coherent. | Minimally provided a sequence for teaching activities and time allotted for each activity | Provided an appropriate sequence for teaching activities and time allotted for each activity, but could be more detailed. | Provided a thoroughly detailed sequence for teaching activities and time allotted for each activity. | [Score x 4 = 16 pts] | |
Described the instructional strategies | Description of the instructional strategies was not clearly focused or coherent. | Provided a minimal description of the instructional strategies. | Provided an acceptable description of the instructional strategies, but could be more detailed. | Thoroughly described the instructional strategies in detail. | [Score x 4 = 16 pts] | |
Identified and described the instructional resources and technology | Identified and described the instructional resources and technology but was not focused or coherent.. | Minimally identified and described the instructional resources and technology | Identified and described the instructional resources and technology but could be more detailed. | Identified and thoroughly described the instructional resources and technology in detail. | [Score x 4 = 16 pts] | |
Provided an evaluation methodology | Provided an evaluation methodology but was not clearly focused or coherent. | Provided an evaluation methodology with minimal information. | Provided an acceptable evaluation methodology but could be more detailed. | Thoroughly provided an evaluation methodology in detail. | [Score x 4 = 16 pts] | |
Writing Components | ||||||
Organization Introduction Thesis Transitions Conclusion | Introduction is limited or missing entirely. The paper lacks a thesis statement. Transitions are infrequent, illogical, or missing entirely. Conclusion is limited or missing entirely. | Introduction is present but incomplete or underdeveloped. The paper is loosely organized around a thesis that may have to be inferred. Transitions are sporadic. Conclusion is present, but incomplete or underdeveloped. | Introduction has a clear opening, provides background information, and states the topic. The paper is organized around an arguable, clearly stated thesis statement. Transitions are appropriate and help the flow of ideas. Conclusion summarizes main argument and has a clear ending. | Introduction catches the reader’s attention, provides compelling and appropriate background info, and clearly states the topic. The paper is well organized around an arguable, focused thesis. Thoughtful transitions clearly show how ideas relate. Conclusion leaves the reader with a sense of closure and provides concluding insights. | [Score x 3 = 12 pts] | |
Usage and Mechanics Grammar Spelling Sentence structure | Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension. | Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension. | Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension. | The paper is basically error free in terms of mechanics. Grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic. | [Score x 3 = 12 pts] | |
APA Elements Attribution Paraphrasing Quotations | No attempt at APA format. | APA format is attempted to paraphrase, quote, and cite, but errors are significant. | Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor. | Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present. | [Score x3 = 12 pts] | |
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Timeliness | Late Work penalty: | |||||
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Explanation & Answer
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Running head: INSTRUCTIONAL UNIT
1
Instructional Unit
Name
Course
Tutor
Date
INSTRUCTIONAL UNIT
2
Instructional Unit
Introduction
A teaching plan is a roadmap that is used by instructors and teachers to facilitate the
process of learning. Teaching programs are always unique since they are adapted to the
immediate needs of the learners (Hirsh, 2009). In that regard, a lesson plan that has been used in
one context may not necessarily apply to another group since the composition, and the needs of
the learners are different. Besides, it is also noticeable that the objectives are different and that
makes it necessary to tailor the plans to the unique needs of the learners. Finally, the teaching
plan puts in place mechanisms of gauging the level of progress that has been made in the lesson.
The following is a detailed lesson plan for patient education, family education, and family
education.
The lesson plan for patient education (Diabetes Mellitus)
The goals
The fundamental objective of this lesson is to help the patient suffering from Diabetes
Mellitus to understand the complications and adopt different lifestyles to help improve their
lives. Additionally, the patient is to be taught the meaning of pre-meal and post meal glucose
levels, their significance and how to measure them. It is evident that one of the most outstanding
issues that patients face is the problem of failing to understand the various ways through which
they can check their glucose levels. Finally, it's incredibly important to discuss the medication
options that are available for the patients and the complications that might arise from the use of
such medicines. That would help the patient to develop the habit of taking their medications
almost religiously.
INSTRUCTIONAL UNIT
3
The behavioral objectives
The behavioral objective refers to the approaches that are being put in place to shape the
behaviors of individuals into what is desired of them. The first objective is to enable the patients
to gain knowledge on the disease and the ways to manage it. Besides, it aims at enabling the
patients to gain self-confidence and improve their self-esteem as they fight against the disease.
Finally, it desires to elicit the required le...