Design and development of a written teaching plan
Due date: Wednesday 6th April 2022 at 11:59pm
Weighting: 30%
Word Count: 2400 words group plan (+/- 10%)
Assessment Purpose:
The teaching plan is the planning component for the education session that your work group will present for Assessment Task 1B. You need to read the description for Assessment Task 1B: Teaching session as part of your preparation for completing this task.
You will be required to allocate yourself to a work group of 4 students. Using one of the available topics listed on Moodle, your work group will design and develop a teaching plan for a 12 minute video recorded education session (which will include 10 minutes of content relevant to the chosen topic and 2 minutes for the group’s self-evaluation of the teaching session). You will be using Kaltura to create and present the education session.
Your audience will include 30 peers (3rd year nurses), who will undertake the education session when it suits them.
You are emerging clinical leaders and, as such, expected to engage with your fellow group members in a professional, respectful and inclusive manner and in accordance with the expectations and standards of a registered nurse. Your ability to work well as a group is essential to both Assessment tasks 1A & 1B. Your assessments will be submitted and marked as a group.
Please refer to Moodle for instructions on how to set-up and allocate yourself to a group and for additional tips and links to information on working effectively as a group.
Assessment Description:
- As a group you must select a topic listed on Moodle by Wednesday 16 March 2022, 11:59hrs. Failure to do so will generate an academic performance notification through formal university student academic progress notifications.
2. The teaching plan will be designed and developed as a group. Every aspect of your plan needs to be well supported by literature and include the following elements:
- Introduction – introduce the purpose and scope of the plan, the topic selected, your audience and the teaching/learning context (approx. 200 words).
- Learner characteristics & learning context – identify and discuss the learner characteristics you need to consider and the impact these could have to the teaching/learning session. Describe how you plan to assess the learning needs of the learners (approx. 300 words).
- Teaching & learning theories – identify the teaching and learning theories you are using to underpin your teaching plan and discuss why these theories are appropriate (approx. 300 words).
- Session aim/purpose & Intended learning outcomes – provide a clear aim or purpose of the education session and 3 – 4 intended learning outcomes (ILO) that clearly demonstrate the desired level of learning appropriate for the timeframe. Remember that this teaching session is about educating your peers on how to teach a student a particular topic (approx.100 words).
- Content and teaching strategies – in this element please include the following (approx. 500words):
- Outline each element of the planned content. You need to include content that helps your peers to learn how they can teach a student in the clinical environment.
- State the amount of time you plan to spend on each element of content and explain why your timeframe is appropriate.
- Describe the teaching strategies, learning activities and supportive learning resources you plan to use to teach your audience.
- Session Plan – using the template below, and in point form, summarise the planned content, teaching strategies and learning activities described above. This session plan will be used as your running sheet for your teaching session in Assessment Task 1B (approx. 100-200 words).
| Content in sequence | Planned activity & teaching strategy | Resources for teaching & learning | Facilitator | Time |
| List the content/ topic | List the teaching strategies and | List resources you will | Name of the | Provide |
| you will be including | learning activities you intend to | use to undertake the | group | timeframe |
| in each section | use for each section. | activity and any | member | for each |
| resources to support | facilitating | section. | ||
| learning. | each | |||
| section. |
- Learner Assessment – describe how you plan to assess the learning achieved by the learners (approx. 300 words).
- Session Evaluation – describe how you plan to evaluate the session from the learner’s perspective, impact on care outcomes or professional practice, and as a teaching team (approx. 300 words).
- Conclusion – provide a summary of the plan and the purpose of having a teaching plan (approx. 200 words).
- Statement of Team Collaboration – this is a short statement about group members’
participation and collaboration in the development of the plan, including specific
details of how the work was distributed across the team (this statement is not included in the word count but does contribute to the final mark).
Group issues:
- Your group should regularly meet to share and discuss work with each other in open and honest communication, being RESPECTFUL and PROFESSIONAL at all times. It will be helpful to create a group chat and set up meetings via an online platform such as Microsoft Teams, where you can share your work.
- Each group should designate a leader, but then take turns leading the group if the group leader is unable to due to health issues. NB. The leader should not be expected to do more work than other members. Their role will be to ensure submission to Moodle and monitor fair allocation of tasks.
- As a group, you should consider the strengths and weaknesses of each group member and divide up work accordingly.
- If your group is not functioning effectively, you must attempt to solve the issue by communicating openly with one another and develop strategies to resolve this and any other potential points of conflict.
- If issues continue and cannot be resolved, moderation should occur with the campus course coordinator and the group leader. Members need to email the campus coordinator early in the semester to raise concerns. If behavioural and participation concerns are evidenced by other students, then the course coordinator will mediate and review the performance of individuals concerned and make recommendations. The coordinator will require written documentation of issues to support the contention, and consideration is at the course coordinator’s discretion.
- If a group member leaves the course, please contact your Course Coordinator as soon as possible to negotiate an alternative plan
Assignment Submission:
- The written teaching plan shall be submitted by the GROUP LEADER of the group only, (Moodle will migrate the assignment to others in the group).
- The entire group will be awarded the same mark for the work submitted, so fair division of work is your responsibility. It is recommended that you develop a formal contract of communication with group members, keep a record of who is responsible for agreed work, and record all formal communication in English between group members. This does not need to be submitted with your plan but may be called upon if there are any group concerns about fair engagement (this will be requested by the course coordinator).
- It is recommended that a screen shot is taken from the Moodle submission link and sent to your other group members to confirm submission when submission has been accepted/successful.
Marking Rubric Assessment 1A:
| NURBN3031 Assessment task 1 – Written Teaching Plan Rubric | ||||||
| 10 Marks | 8 Marks | 6 Marks | 4 Marks | 2 Marks | 0 Marks | |
| Structure of Plan/Research & Referencing Teaching plan structure and arguments are logically organised with introduction and conclusion. Correct spelling, grammar and punctuation used. Appropriate use of discipline specific academic language with correct typography and formatting. Selection of at least 8 relevant and current peer reviewed sources using correct APA (7th Ed) style in- text and reference list citations are fully present with no errors. (10 marks) | Concise and logical structure that is easy to follow and understand. Formal academic writing style applied with no grammatical, spelling, typographical or formatting errors. More than 8 relevant peer reviewed references using correct APA (7th Ed) style with no errors. | Clear logical structure that is easy to follow and understand. Formal academic writing style applied with a few grammatical, spelling, typographical errors and/or formatting errors. 8 relevant peer reviewed references using correct APA (7th Ed) style with no errors. | The structure is generally logical and easy to follow, though some paragraphs are unclear. Occasional parts of the text could be more clearly expressed, or with a more formal tone. There are minor grammatical, spelling errors, typographical and/or formatting errors. 8 peer reviewed sources. One or two references are not current or very relevant with a few errors noted in APA (7th) style. | The structure is sometimes logical, though some paragraphs are unclear. Many parts of the text could be more clearly expressed. The tone is informal. There are numerous grammatical, spelling errors, typographical and/or formatting errors. Less than 8 peer reviewed sources. More than two articles are not current, reputable or relevant with numerous errors noted in APA (7th) style. | The structure is awkward, difficult to follow and tone is informal. There are numerous grammatical, spelling, typographical errors and formatting errors. The tone is informal and not academic. Less than 8 peer reviewed sources. Many references are not reputable, current, or relevant with numerous errors noted in APA (7th) style. | No evidence of structure/format as per submission requirements. No references that are reputable, current, extensive or credible. Incorrect APA (7th) style. |
| Content – Learner considerations Identifies and discusses relevant learner characteristics and other factors that may impact the learning/teaching situation. (10 marks) | Concise and detailed description of relevant learner characteristics and other factors that may impact the learning/teaching situation. | General description of relevant learner characteristics and other factors that may impact the learning/teaching situation. | Limited description of relevant learner characteristics and other factors that may impact the learning/teaching situation. | Poor description and relevancy of learner characteristics and other factors that may impact the learning/teaching situation. | Awkward and overall inaccurate description and relevancy of learner characteristics and other factors that may impact the learning/teaching situation. | No description of learner characteristics and other factors that may impact the learning/teaching situation. |
| Content – Learner considerations Description of the approach to assess learning needs of the learner(s) is appropriate for the learner and teaching/learning situation. | Concise and detailed description of approach to assess learning needs that is appropriate for the learner and teaching/learning situation. | General description of approach to assess learning needs that is appropriate for the learner and teaching/learning situation. | Limited description of approach to assess learning needs that is partially appropriate for the learner and teaching/learning situation. | Poor description of approach to assess learning needs that is inappropriate for the learner and teaching/learning situation. | Awkward description of approach to assess learning needs that is inappropriate for the learner and teaching/learning situation. | No description of approach to assess learning needs. |
| (10 marks) | ||||||
| Content – Learner considerations The aim of the session, desired level of learning and learning outcomes are clearly stated and accurate. The planned approach to assess level of learning is supported and appropriate for the learning and teaching situation. (10 marks) | The aim, desired level of learning, and learning outcomes are outlined using terms that are Concisely stated and accurate. The planned approach to assess level of learning is appropriate for the learning and teaching situation and very well supported. | The aim, desired level of learning and learning outcomes are clearly stated and accurate. The planned approach to assess level of learning is appropriate for the learning and teaching situation and well supported. | The aim, desired level of learning and learning outcomes are stated with a few inaccuracies. The planned approach to assess level of learning is appropriate for the learning and teaching situation and generally supported. | The aim, desired level of learning and learning outcomes are poorly stated with numerous inaccuracies. The planned approach to assess level of learning is not appropriate for the learning and teaching situation and poorly supported. | The aim, desired level of learning and learning outcomes are awkwardly stated and overall inaccurate. The planned approach to assess level of learning is inappropriate for the learning and teaching situation. | The aim, desired level of learning and learning outcomes and planned approach to assess level of learning not provided. |
| Content – teaching considerations Outline of content, learning activities &/or teaching strategies and materials are well explained, supported, relevant and appropriate for timeframe, context and desired level of learning. | Outline is concise, well supported and is relevant and appropriate for the context, timeframe and desired level of learning. | Outline that is explained generally and is supported, relevant and appropriate for the context, timeframe and desired level of learning. | Outline with limited explanation that is mostly supported, relevant and appropriate for the context, timeframe and desired level of learning. | Outline that is poorly explained with numerous inaccuracies regarding relevance and appropriateness for the context, timeframe and desired level of learning. | Outline that is awkwardly explained and overall inaccurate regarding relevance and appropriateness for the context, timeframe and desired level of learning. | No outline or explanation provided. |
| (10 marks) |
| Content – Evaluation considerations Planned evaluation approaches are appropriate and will effectively evaluate own performance, learner evaluation and care outcomes. | Concise and detailed discussion of planned evaluation approaches that are appropriate, creative and will effectively evaluate own performance, learner evaluation and care outcomes. | General discussion of planned evaluation approaches that are appropriate, creative and will effectively evaluate own performance, learner evaluation and care outcomes. | Limited discussion with a few inaccuracies regarding planned evaluation approaches that are appropriate and effective in evaluating own performance, learner evaluation and care outcomes. | Poor and/or incomplete discussion with numerous inaccuracies regarding planned evaluation approaches to evaluate own performance, learner evaluation and care outcomes. | Awkward and overall inaccurate or incomplete discussion regarding planned evaluation to evaluate own performance, learner evaluation and care outcomes. | No discussion regarding planned approaches. |
| (10 marks) | ||||||
| Total marks | /60 converted to | |||||
| 30% weighting | /30 |
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