Evidence of ability to identify learning needs for facilitating learning.

Incomplete (I)

Upon your submission, I recommend you cover the following points below.
Content: Provide a list of prerequisites that are required of students prior to learning. This can be a set of skills, abilities or a knowledgebase. Also, look at how you might assess such skills and what measures you would put in place to ensure these are met before the session.
Learning styles: You briefly mention learning styles, however there is a lack of evidence of how diverse teaching methods support diverse learning styles. Moreover, there are few examples of how this might be applied to your lesson plan. Give explicit examples of how you would cater for each learning style with reference to supporting evidence.
Structure: The assignment would benefit from placing Gagne’s nine instructional steps towards the end of the document. This will then afford an opportunity for you to reflect critically on how and why you have used each teaching method with support from the literature.
Language: Frequent and consistent inaccuracies of academic English. There are a high number of colloquialisms as well as grammar, punctuation and spelling errors.
Referencing: Please review the APA guideline for referencing. I have included an exemplar of how to format using the APA referencing system.
Cover sheet: Please compete each section of the cover sheet below before resubmission. It is essential that this is completed in order for you to demonstrate evidence of reflective practice and progression.

Teaching and Learning in Medical Education – Assignment 2 – Cover Page

After you have completed your assignment, please write a short evaluation of how well your assignment addresses the criteria listed:
Content (understanding of theory / principles and application to own context)
– Evidence of application of learning theory to own practice
– Evidence of ability to identify learning needs for facilitating learning
– Evidence of a clear, comprehensive and pedagogically sound lesson plan
– Documentary evidence complete Self-evaluation:
This is Resubmit as per tutor feedback. It was great feedback and helped me better understanding and correction of my assignment.

Tutor feedback:
Clear explanation and manageable topic with learning outcomes identified. Evidence in the application of learning theory informing own practice. Evidence of understanding some of the problems and solutions associated with a lesson plan. Documentary evidence provided. The assignment is missing the required pre-requisites to learning. This could include general subject-knowledge or a specific set of medical skills. As the marking criteria, list the steps necessary prior to learning. You have made an attempt to link the lesson plan to learning theory, however this has not been evidenced with reference to the literature.

Style, format and language (e.g. structure, coherence, flow, formatting, use of language) Self-evaluation:

Tutor feedback:
The assignment would benefit from restructuring and general grammatical checks. You have some thoughtful ideas, however these are often less effective due to breaks in coherence and flow. Reading the assignment out loud before submission can help identify such errors.

Sources and references (e.g. (e.g. range of references cited, search strategy, how you chose for relevance, consistency, accuracy and completeness of referencing) Self-evaluation:

Tutor feedback:
Range of sources cited with relevance to the lesson plan. A number of inaccuracies in APA formatting and placement. Please review the APA referencing system and make any appropriate changes.
Which aspect(s) of your assignment would you specifically like feedback on? Student comment:

Tutor feedback:
I believe you have made some thoughtful observations and identified potential problems that an educator may face when implementing a lesson plan. However, there are still a number of areas that need to be addressed before the assignment meets the marking criteria. With work (please see above) this could be a well-research and pedagogically sound lesson plan.

How did previous feedback inform this assignment? Student comment:
Name of Tutor: Peter Buchanan Date: 13/10/2015

Lesson planning: For a topic of your choosing within your own discipline area, outline the relationship of the various parts of the topic, indicating which elements are pre-requisite to others. Design a lesson plan for this topic based on Gagne’s events of instruction using the template. Explain your choice for activity / activities for each event, indicating how diverse teaching methods meet diverse learning styles

Tips for the assignment
The template should outline activities for various Gagne events (see appendix).
The essay should reflect on how those activities support different learning styles. Why have you have chosen a particular activity, what is the impact on students learning and how do these activities meet diverse learning style?
By asking you to outline the relationship of the various parts of the topic, indicating which elements are pre-requisite to others, we mean that you provide a general description (an abstract) of the topic i.e. What is the topic, what outcomes are you trying to achieve, what it includes, which step is prior to other step.
Prerequisites refer to what the student must be able to do / know before the session. Clearly this won’t be an exhaustive list, but your assignment should demonstrate that you have considered pre-requisites. A prerequisite can be knowledge, skill or attitude.
Last but not the least, substantiate all your arguments with appropriate references from literature.1
1200 words +/-10% including citations but not including title, references or appendices

Start your assignment here:

Lesson Planning
Lesson planning plays a vital role in teaching and the learning process. Lesson planning helps the teachers and students in numerous ways. Lesson planning helps the teachers to be more confident. It also allows the teachers to gain a sense of direction and become clear and precise to procedures. On top of that, it enables the teacher to have class refreshment from the previous teaching. Lesson planning helps them assimilate the structured lesson easier as recommended by Fautley & Savage, (2013). Moreover, lesson planning also makes students more motivated by letting them feel that the commitment and professionalism of their teacher for their learning (Singh, 2008).
To provide a better understanding of lesson planning, a lesson plan template for teaching first aid is presented. It is based on the Gagne’s event of instruction to explain the methods of teaching in detail to meet the diverse learning styles .
First aid bandaging Techniques
Abstract: First aid techniques are important to cope with an emergency. The class assesses, explores and experiences first aid skills that include vitals and bandaging to be prepared in case of emergency (Clement, 2013).
Topic: First aid and bandaging rescue procedures
Level: First Year Medical/ Nursing School Students
Objective: Perform bandaging as part of first aid in an emergency.
Goals: After a series of discussion, presentation and hands-on training, the students should be able to define first aid and its importance, as well as practically demonstrate the procedures of basic first aid primarily the bandaging while describing its significance. On top of that, the long-term goal is that skills will be able to apply in real emergency situations.
Materials: Red Cross Manual and Videos, Mannequins, first aid supplies, PowerPoint Presentation.
First aid based on Gagne’s 9 Instructional Events

Event of Instruction Lesson Example Rationale
1. Gaining Attention Teacher engages the students by showing a bandage

Displays an example of people who experienced emergency situations in the monitor.

Asks learner questions about first aid. Showing a topic material provides a clue about the idea of the subject.
Giving probing information allows students to build connections between two-presented materials.
Asking questions in the beginning permits an interactive atmosphere and a collection of students’ interests as recommended by Killen, (2006).
2. Informing the Learner of the Objective The teacher should advise the learner about bandaging procedures. The teacher should also inform the students about guided practice in first aid bandaging. The students should be able to undertake role-playing in case of emergency or accident . It allows the learners to be aware of class expectations and be prepared to acquire valuable knowledge and information

3. Stimulating Recall of Prior Learning Teacher asks essential questions such as “ Do you have any idea of first aid?” and/or have you tried giving and receiving bandaging?” get into more explicit and deeper details of the students about the topic .
If available, teachers’ experience can be associated with the subject to provide bright reflection.

Prior learning is relevant to the new learning. Access and assessment of prior learning plays a significant part in the process of acquiring new information. The learning method used in getting new information is constructivism .

4. Presenting the Stimulus Discussion helps the teacher to demonstrate the topic and a general idea about the first aid.

Text, audio and video presentations are also helpful because it shows different features.

The goal is the acquisition of information, focus and interest of the students to employ the stimulus smoothly .

5. Providing Learner Guidance
By use of Peyton’s 4 step approach make an actual demonstration of the bandaging procedure .

Teachers facilitate learning by independently allowing the students to explore and do the sets of the procedure.
The teacher uses “experiential learning” where the learner learns through reflection .
6. Eliciting Performance The students to perform all steps and types are bandaging . Performing the procedure confirms their learning.

7. Giving Feedback Regular feedback and instruction facilitate the attachment of the students to learning. The regular feedback enables the teacher to evaluate the progress of learners. Learning is enhanced with feedback .
8. Assessing Performance Practice activities such as return demonstrations assess the learning of the students in their performance.
Frequent monitoring of performance is the role of the teacher.
Post-lecture skills assessment such as OSCE assess the knowledge that is gained from the bandaging first aid patients in case of emergency.

The independent practice of the students dictates their learning and knowledge

9. Enhancing Retention and Transfer The teacher plays the role of asking the students to reflect on role-playing in case of emergency. To master the learning, real life, and role-playing application should be encouraged.

I chose first aid and bandaging as my topic of interest because I had an experience in my early medical student life when I gained knowledge because of valid principle, teaching strategies and teaching style. For me, first aid, bandaging and other activities in the emergency situation is worthy to be treasured for any health care provider.
In my presented lesson study based on Gagne’s instructional event, I illustrated a combination of learning theories and principles such as constructivism and Peyton’s four-step approach. An excellent introduction is necessary for the implementation of the lesson plan. Introductions aid the teachers in gaining the attention of the students. I included that the teacher uses experimental teaching approach. The teacher shows a bandage and a presentation of an emergency situation with people needing help . I will attempt to pique their curiosity by creating a connection in the students’ mind of the idea for the upcoming topic. By doing this, I may be able to broaden their thought by asking about first aid. According to Shadish, Cook, & Campbell (2011) curiosity collects the interest of the students and permits an interactive atmosphere since the students make clarification by asking each other questions. Cognitive neuroscience study reveals that curiosity improves motivation. I inform the students about the objective and expectancy by verbalization. Goals and likelihood provide a sense of direction. It allows the students to stick with the lesson plan .
Stimulating recall of the prior interpretation and learning is based on the principle of constructivism that learners have already a natural perception of knowledge, skills and beliefs as confirmed by Golinski, (2005). The main point of stimulating recall is to convey the relevance of former and present knowledge. When this occurs, a new knowledge will eventually acquire. Questioning is the most common form of recalling the past learning and experiences. In the presentation of the content, I used discussion and video presentation. Content must be organized and structured. The combination of verbal, visual and hearing methods engaged the students smoothly in the meaningful and appealing learning modalities such as tactile, auditory and visual with an authentic explanation and demonstration of ideas .
In the learning process, learning guidance helps the students in encoding information and skills. Since bandaging is an activity, the actual demonstration is the best guidance strategy. According to Sapp (2010), behavioural learning theory is associated with guiding the students. Behaviourists believe that learning guidance is teacher-centred. The teacher directly influences behaviour, motivation and learning of the students. Behavioural limits the creativity of students. The learners are treated as passive that limits their participation in class. It is the perfect time to apply reinforcements. For instance, case studies, examples, mnemonics, analogies and graphical representation are some of the common strategies in guiding the students .
To further determine if the students entirely acquire the guided performance, performance elicitation is the process. In bandaging, it is achieved when the students perform the practice on their own. Without a doubt, experiential learning is widely used in this type of strategy . By experiencing the stimulus, the students gain valuable learning. People who believe in experiential think that experience in practice confirms the understanding of the context.

In all of the activities, feedback is the most important. Students do acquire knowledge in a change in stimuli, however not all acquisition is correct. Teachers provide feedback to shape and mould comprehension. Guidance and answers are feedback of the students who seem to have a hard time interpreting ideas in the learning process.
In every plan, there is an assessment. Assessment is important to know if the students could master the practice and knowledge. In enhancing retention, I used role-playing. The mastery of training and experience needs real situation application. From my point of view, role-playing is seemingly a real life situation. Also, I used social learning theory to fortify the learning of the students. According to Akers (2009) in social learning theory, the learners interact with one another. As a result, in role-playing social learning theory is very effective.
Overall, I use diverse learning methods in my lesson plan. In a typical classroom, learning style is not always hands-on, verbal or visual. It is important that every teacher must not ignore the diversity of the students’ culture, preference and behaviours towards learning. Flexibility in learning strategies is one of the key components to be a successful teacher.

References
Akers, R. L. (2009). Social learning and social structure : a general theory of crime and deviance. New Brunswick [N.J.] : Transaction Publishers.
Allen, K. (2001). An Examination of the integration of learning modalities and personality types into sales message delivery by a select group of national pharmaceutical sales representatives during sales presentations to physicians. New York: Ed. D. Wilmington College.
Beard, C., & Wilson, J. P. (2006). Experiential learning : a best practice handbook for educators and trainers. London ; Philadelphia : Kogan publishers.
Fautley, M., & Savage, J. (2013). Lesson planning for effective learning. Maidenhead : Open University Press.
Gabler, I. C., & Schroeder, M. (2003). Invisible teaching : a planning guide for seven constructivist methods. Boston, MA : Allyn and Bacon.
Golinski, J. (2005). Making natural knowledge : constructivism and the history of science. Chicago: University of Chicago Press.
Halttunen, T., Koivisto, M., & Billett, S. (2011). Promoting, assessing, recognizing and certifying lifelong learning : international perspectives and practices. Dordrecht, NL : Springer.
Hargittai, I. (2011). Drive and curiosity : what fuels the passion for science. Amherst, N.Y.: Prometheus Books.
Harris, J. (2000). The recognition of prior learning : power, pedagogy, and possibility : conceptual and implementation guides. Pretoria : Human Sciences Research Council ; Johannesburg : Thorold’s Africana Books.
Killen, R. (2006). Effective teaching strategies. South Melbourne, Vic.: Thomson Learning Australia,.
Killen, R. (2006). Effective teaching strategies. South Melbourne, Vic. : Thomson Learning Australia.
Kolb, D. A. (2012). Experiential learning : experience as the source of learning and development. Upper Saddle River, New Jersey : Pearson Education, Inc.
Moss, C. M., Brookhart, S. M., & Development., A. f. (2012). Learning targets : helping students aim for understanding in today’s lesson. Alexandria: VA : ASCD,.
Ornstein, A. C. (2002). Secondary and middle school teaching methods. New York: HarperCollins.
Peyton, J. W. (2008). Teaching & learning in medical practice. Heronsgate Rickmansworth: Manticore Europe Ltd.
Rauhvargers, A., & Bergan, S. (2008). New challenges in recognition : recognition of prior learning and recognition in a global context. Strasbourg : Council of Europe.
Sapp, M. (2010). Psychodynamic, affective, and behavioral theories to psychotherapy. Springfield: Charles C Thomas Publisher, Ltd.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2011). Experimental and quasi-experimental designs for generalized causal inference. Boston : Houghton Mifflin.
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