EFFECTIVE TEACHING AND

LESSON PLANNING

BSCN 1V
ACADEMIC YEAR BScN SEMESTER 1 2023-2024
HNS 403;CURRICULUM AND INSTRUCTIONS IN
NURSING
LESSON OBJECTIVES
Students to understand and apply:
1. Effective teaching
2. Effective lesson planning
EFFECTIVE TEACHING
Def:
 Teacher effectiveness is generally

referred to in terms of a focus on

student outcomes and the
teacher behaviours and
classroom processes that
promote better student
outcomes.
EFFECTIVE TEACHERS:

 contribute to positive academic,

attitudinal, and social outcomes for
students such as regular attendance,
on-time promotion to the next
grade/level, on-time graduation, self-
efficacy, and cooperative behaviour

 Have high expectations for all students

 Use diverse resources to plan and

structure engaging learning
opportunities;
 EFFECTIVE TEACHERS:
(CONT)
 Monitor
student progress formatively,
adapting instruction as needed;

 Evaluate learning using multiple sources

of evidence.
 contribute to the development of

classroom and schools that value

diversity and civic-mindedness.
 collaborate with other teachers,

administrators, and educational

professionals to ensure student success
EFFECTIVE TEACHERS:
(CONT)

Are clear about instructional goals
 Are knowledgeable about

curriculum content and the

strategies for teaching it
 Communicate to their students

what is expected of them, and why

 Make expert use of existing

instructional materials in order to

devote more time to practices that
enrich and clarify the content
EFFECTIVE TEACHERS:
(CONT)
 areknowledgeable about their
students, adapting instruction to
their needs and anticipating
misconceptions in their existing
knowledge
 teach students meta-cognitive

strategies and give them

opportunities to master them
EFFECTIVE TEACHERS:
(CONT)
 Address higher - as well as lower-level
cognitive objectives
 Monitor students’ understanding by

offering regular appropriate feedback

 Integrate their instruction with that in

other subject areas

 Accept responsibility for student

outcomes.
NOTE THAT
 Inorder to achieve good
teaching, good subject knowledge
is a prerequisite. Also, the skilful
use of well-chosen questions to
engage and challenge learners,
and to consolidate understanding,
is an important feature, as is the
effective use of assessment for
learning
EFFECTIVE TEACHING ALSO INVOLVE IDENTIFYING
A NUMBER OF CHARACTERISTICS OF GOOD
SCHOOLS/INSTITUTIONS, SUGGESTING THEY

 Establish consistency in teaching

and learning across the
organization
 Engender a culture of professional

debate and developmental lesson

observation
 Rigorously monitor and evaluate

what they are doing

 Focus on the needs, interests and

concerns of each individual learned

 SYMPTOMS OF MARGINAL/WEAK
TEACHING
Poor/weak/skimpy lesson planning
Unclear lesson outcomes
Failure to actively engage students
Weak classroom management
Failure to model behavior

expected of students
Failure to check for student

understanding (student
assessment)
LESSON PLANNING
Note that

Thissection is meant to
prepare you for the actual
teaching process
DEF
A lesson plan is the instructor's road
map of what students need to
learn and how it will be done
effectively during the class time.
 Before you plan your lesson, you will

first need to identify the learning

objectives for the class
NOTE THAT
 It can be simple as a mental checklist or as a
complex as a detailed two-page typed lesson
plan.
WHY A LESSON PLAN
 A lesson plan is an extremely useful tool that
serves as a combination guide, resource, and
historical document reflecting our teaching
philosophy and our goals for our students •
 Lesson plans are particularly important for

newly teachers and beneficial for those

teachers who have been teaching for years.
WHY WE PLAN LESSONS
 When teachers are preparing a lesson plan
they have to bear in mind the basic
components: • what to teach, • in what order
• and for how much time.
 To make an appropriate lesson plan teachers

need to develop a macro and micro planning

CREATING A LESSON PLAN
When creating a lesson, a teacher must
consider: There is not only a specific way in
creating a lesson plan. It depends on the
teacher’s preferences and experiences.
Different aspects of lesson planning.
A lesson plan has three phases: •
 A beginning,

 A middle

 And an end
THE BEGINNING
 The majority of the plans start with a description of
the class and students.
 Teachers also find important to note what they have
explained and what will be necessary to be
explained for a future particular lesson.
 Goals and objectives need to be included. Lesson
goals are most usefully stated in terms of what
students will have done or accomplished at the end
of the lesson.
 Stating goals in this way allows both teacher and
learners to know when the goals have been reached.
 Teachers should pay attention in noting any
homework so that later they can collect them and
return to their students at the right time.
HOW TO SET LESSON GOALS
 Identify a topic for the lesson.
 The topic is not a goal, but it will help you
develop your goals.
 Identify specific content, to be introduced or
reviewed.
 Identify specific communication tasks to be
completed by students.
 Identify specific learning strategies to be
introduced or reviewed in connection with the
lesson.
 Create goal statements for the content, and
learning strategies that state what you will do
and what students will do during the lesson.
SECOND, THE MIDDLE
 It refers to the lesson’s content. This includes all
the activities carried out during a lesson, time
management and class management.

 For the presentation and practice stages is

necessary to begin with a diagnostic activity.
Then, the teacher have to bear in mind how to
connect those previous activities with the new
ones and how these activities could motivate the
students.
 Lastly, the teacher should evaluate if students

have learned all the new material.

NOTE THAT TIME MANAGEMENT
CAN BE UNPREDICTABLE
 New teachers and the experienced ones
because they cannot anticipate how long an
activity will take.
 In one hand, activities are underestimated in

terms of length.
 Here, the teacher have to decide what part

of the lesson should be skipped, shortened or

saved for the next class.
 On the other hand activities are

overestimated. Generally, new teachers

become very nervous when they have ten
minutes left with nothing to do.
 Use timing only as a guideline. The timing
should be flexible enough to allow
eventualities.
THIRD, THE END
 A lesson plan contains some comments that
end the lesson. For instance; a review of the
lesson and the homework for the next
class.etc
BASIC PRINCIPLES OF LESSON PL
ANNING
1. A good teaching lesson need to have
coherence, variety and flexibility. •
Coherence: On the macro level and on the
micro level
2.SEQUENCE
 Use the Hertbetian principle to
sequence the content. In other words,
teaching should proceed from simple
to complex, and from the known to
the unknown.

 In the activity column, ensure that

you include things, which ensure
interaction between teacher and
students during the session.
NOTE THAT A LESSON PLAN
 Contains all the information that the teacher
needs during the session. You can use colours
to assist you to’ pick important details and
questions during the actual session.
 Write it in large letters legible from a waist

high table.
 When using your plan, beware of reading

your notes aloud and calling it teaching.

 Deliver the notes instead.

 Leave space on your lesson plan for your

immediate reaction at the end of the session

PLANNING THE SUBJECT MATTER OF A
TEACHING SESSION THE PREREQUISITES

1. Have a thorough understanding of the subject matter

to be taught.

2.Select the most important aspects of the topic to be

taught using the following guidelines; that which the
students must know, that which they should know and
that which they could know (nice to know)

3. Identify key concepts in the topic using literature and

your own knowledge and experience.

Use the aims and objectives of the lesson to assist you

in selecting content but keep it interesting with
anecdotes and other facts to sustain motivation.
4. Avoid giving too much information to the
point of overwhelming the students or too little
information to the point of boring them.

5. Do not try to cover all aspects of the topic in

detail unless there is no library.

6 .Keep all your references and further reading

list.
Choose appropriate teaching strategies as
discussed.
SOME BASICS TO NOTE IN LESSON PLANNING
AND PREPARATION

Always visit the venue before hand.

 Always prepare the room in advance and test all your

equipment. For this to be possible for others, you should
always finish your sessions on time.
 Use classroom lights even during the day. It assists in focusing
the students attention. Use equipment appropriately and
effectively.

 Remember, that they are aids and cannot take your place.

 Be prepared to do without some piece of equipment, which

will not work when you want it to. For example, the overhead
projector may blow up or power goes off

 That should not spell the end of the lecture. Be sure of which
class you are going into, if there is more than one class.
BEFORE THE LESSON,

1. Believe in yourself. It gives you confidence.

2.Explain. Prepare explanations well in advance. Thorough

and clear explanations give you credibility.

3. Focus on selected aspects. This helps you avoid

information overload and student frustration.
4.Over-learn your material. It gives you confidence and
credibility and allows you to be creative and flexible.

5. Rehearse. Do just as you would do in acting. This helps

you to guess the impact and time required for the session.

6. Excitement and anxiety. Avoid excessive anxiety by

preparing adequately.
Aim
Objectives/ Teachers Students’ Teaching Assessment
Content
goals activities activities aids /evaluation
1.By the end
of lesson Lesson
students Introductio Write Definenatio
n Write the Chalk
should be definition n
able to (5mins)
Define
Definition
The Nervous of Nervous
on the chalk definition in board
system system
( 5mins)
board or their
ppt
project notebooks.
Listening.
SAMPLE LESSON PLAN
Title Date
Teaching Method Time
Venue Type of Course
Educational Level Number of
Learners
Aim
 .

2.By the end

of lesson
Describe the
students To prepare Describe the Listening,
Overhead organization
should be for content taking
of the
able to
Describe

NS
Various notes and Nervous
description projector
sections of asking system
(30mins)
The nervous
questions
system
Conclude the
lesson(5mins
)

Self evaluation section

 PRESENTOR
THANKS FOR LISTENING

Margaret W Githiri

MSN in Nursing Administration

and Development(UON
 The end
 Questions??

 Comments??
PRESENTOR
THANKS FOR LISTENING

Margaret W Githiri

MSN in Nursing Administration and

Development(UON