A lesson planrequires great consistency and undoubtedly multifaceted strategies.As such, a comprehensive development of the plan requires that oneidentify the needed strategies and materials critical to an unbiasedlearning environment (Sarmiento, 2012). The focus will turn to theapproaches imperative to meet the learning objectives designed andcommitment to a supportive learning situation. In addition, the focuswill embrace the most apposite erudition strategies, theirapplication, orientation to students, and reference to instructionaldemonstration of cultivated sets. In this regards, the assessment oflearning strategies, plans, environment, application sets,instructional demonstration, proposed learning rationales andoutcomes, and reckonable or effective perspectives aligned tostrategies and materials in a Health Education Program will providethe needed framework.
Context, lessontopic, and learning objectives
The learningcontext for the plan encompasses parallel issues related toinnumerable outcomes but which offer an effective potential forstudents. As such, the context comprises an audience composed ofLPN’s and RN’s employed at my operative nursing facility.Projector, a screen, chairs, and tables entail part of the class assupportive materials. In addition, the timeframe for the programconsiders the tenacity of the program, materials required, number ofstudents, and the potential outcomes. However, the capacity willconsist of 17 nurses per shift. The lesson topic for the program isthe broad overview of CHF including but not limited to signs andsymptoms, education programs on CHF, measurable issues related to theillness, lifestyle modification of patients, diagnosis, and amendablerisk factors associated with the illness. I intend to instill greatawareness in students such that they attain the objectives of theprogram i.e. students manage to identify and articulate early signsof CHF, care management strategies, risk factors associated with thedisease, mitigating practices and diagnosis practices.
Type of learners
During the process of conveying the proposed lesson plan, I expect tomeet auditory, visual, and kinesthetic learners. Sarmiento (2012)contends that visual learners comprise learners who will discover theneeded assessment and objectives mostly through perception andreading. In this regards, I will have to develop comprehensivereading materials to engage the leaners in theoretical aspects of thelesson. On the other hand, auditory learners learn effectivelythrough remembering issues that they hear. As such, lecture will forma major component for such learners. Practical element of the lessonwill prove handy for the kinesthetic learners who learn effectivelythrough practice. To integrate all learners in an effectiveenvironment that understand and solve imminent challenges, ComputerMediation Communication and applicable tools to each learner’sperceptive capacity will form a predominant aspect of the program.
Appropriateteaching strategies and learner activities
Sarmiento (2012) and Sit (2012) assert that learning strategies andlearners’ activities form the foremost outline for theaccomplishment of any program. Without an all-inclusive and appositelearning stratagem tied to multidimensional learners’ undertakings,I will not manage to achieve the anticipated objectives of theprogram. In this regards, I intend to implement strategies groundedon Bloom’s categorization, which will include transmission of casestudy modules where nurses will work in small groups to developprogressions of accomplishment and strategies of care. Eggenberger & Regan (2010) assert thatsuch a progressive taxonomy will aid to develop the student’scritical thinking and scholarly skills per Bloom’s taxonomyperceptive purview.  The development of critical thinking andscholarly adeptness aligned to programmable implementation of theplan will provide the needed foundation for lifelong and activelearning. In fact, Eggenberger & Regan (2010)and Brown (2006) contend that a program that hinges on theprogression of critical thinking and erudite adeptness of learnersacts as the unquestionable program to success.
The affective sphere encompasses developing one’s demonstrative andpsychosomatic capacities in order to switch to different situationswith patients in an empathetic and concerned manner (Sit, 2012 Rich,Colon, Mines & Jivers, 2014).  In order to helpprogress these abilities, I will engage the nurses to a demonstrativeopportunity where I will place them in situations that require themto think critically about family, the disease, and other complexdynamics that come into play when attempting to educate individuals. Such a plan will benefit the nurses greatly as they will identifywith the patients thus, understand successfully the dynamics thatdefine CHF. The program will achieve its objectives through the abovesuggestive and remarkable plan. On the other hand, the psychomotorsphere will focus more on the indicators, which within my programwill form an important aspect in delineating the issues to thelearners. Taking into consideration that the CHF education programdoes not deal with procedural nursing skills as opposed to moreeducation and teaching measures even though demonstration and returndemonstration is included in the programming, I will inject a moreproblem-oriented strategy.
Hodgkinson’s model that regards learners as whole individuals inthe context of their families will allow the program to embracediversity and achieve the desired outcomes without disengaginglearners (Rich et al., 2014). In fact, themodel will allow the program to remain true to the emotional, social,cognitive, and linkages in learners. Committed to the structure andbroad perspective of the program, the model will allow me to have aclear sense of ethnic and cultural identities among learners. Inaddition, I will develop a cognitive-focused scaffolding that willallow learners to progress cognitively and emotionally through apositive environment.
Anticipatory setfor the proposed lesson
My inductionwill contain a statement of the learning and issues related to thelesson topic with great highlight to involvement. In addition, sincethe program will take some time, I will use a fun regimen of dailychores to involve learners. Below is an example of the anticipatorysets that I will utilize
Will introduce a guest speaker for most lectures or field lessons.
Will have a different disposition each day to illustrate a point.
Will draw different pictures of different people, illustrative pictures of the human anatomy to reveal the effect of CHF
Pictures and figures for learners to match signs, risk factors, diagnosis, and treatment of CHF.
Learners take turns giving announcements
Leaners will identify signs and symptoms in their medical names.
The closure ofany lesson will involve extensive reflection of the lessons learnt.To create an effective closure set, I will implement a structuraltimetable that will engage all learners throughout to gain on theirunderstanding of the issues. As such, the timetable will have threeelements i.e. comments, scale, and re-visitation. Comments willinvolve a scenario where learners may ask questions related to thetopic of the day, comment on the topic, add their insight to thetopic, or create a set of question for the next lesson. On the otherhand, the scale element of the lesson will involve scenarios wherestudents share their insights as what they learnt. This will form abig chunk of the closure activity, as it will offer a connectingestablishment between success and challenges. The re-visitationaspect of the plan involves a situation where students will embark onother lessons covered before.
Before attachingany instructional resources to a lesson, I will have teachingsoftware, audio/visual software, manipulatives, library resources,and community resources, which will complement the instructionalresources. However, content will form the primary gesture of theinstructional resource. This will keep the learners in line with theconsiderations, skills, facts, and concepts of the lessons. Inaddition, it will propose an outline of what to cover thus, studentswill understand the overview of the topic, areas of discussions, andtheir contribution to the topic.
Curricularadaptations and instruction differentiation strategies will enablethe learners to have a comprehensive understanding of the problemsand the set of behavior required (Brown, 2006). In this regards, abehavior guide complete with regulations, course of action andremedies/chastisement for failures will take the place of thedistinguished rules of engagements throughout the lesson program.
Principles ofstudent-centeredness and adult learning
The lesson planinvolves practical, CMC, cognitive-oriented lessons thus, it willachieve greatly. In this regards, the plan will demonstrate that itfocuses on students’ capacities and weaknesses while at the sametime developing highly successful learners with proficient skills.The plan supports the attachment of all learners in the three levelsof teaching through the aforementioned models. In addition, itrealizes the needs of each learner through dual-certified teaching,differentiated learning, and individualized education plans, whichwill ensure that the plan stays focused to students’ needs andskills. On the other hand, learners will develop their own cognitivebehind facts, information, and concepts, which will allow that theplan will remain learners-focused and enabling in adult learningenvironment. Finally, collaboration, multiple strategies, and habitsof mind will allow students to focus on their weaknesses, developtheir skills greatly, and focus on a professional mindset.
Brown, D. W. (2006). Micro-level teaching strategies forlinguistically diverse learners. Linguistics and Education,17(2), 175-195.
Eggenberger, S., & Regan, M. (2010). ExpandingSimulation to Teach Family Nursing. Journal
Of Nursing Education,49(10), 550-558.
Rich, J., Colon, A., Mines, D., & Jivers, K.(2014). Creating learner-centered assessment
strategies for promoting greater studentretention and class participation. FrontiersIn
Sarmiento, C. Q. (2012). Teaching Strategies to Enhance ScienceLearning among Diverse and Multicultural Learners. JPAIRMultidisciplinary Research, 4(1), 16-23.
Sit, H. H. (2012). Teaching Strategies for Enhancing Peer Interactionamong Diverse Learners. Higher Education Studies, 2(4),23-27.