Teaching Plan
Assignment 3: Developing and Simulating a Learner-Centered Teaching Plan
Health teaching is not an optional practice component for any health care professional. This assignment, Developing and Simulating a Learner-Centered Teaching Plan, will allow you to gain knowledge that is foundational to the teaching learning process and provide you with the opportunity to achieve the course learning outcome: apply the teaching learning process to a health-related situation in a systematic manner that reflects the principles of teaching and learning presented in this course
NOTE – Assignment 2 and 3 are progressive assignments; Refer back to the case study you utilized to complete assignment 2, as this same case study should be used to complete assignment 3.
Assignment 3 consists of two parts: Use the same learning objective for Part A and Part B
Part A: Complete the following table (possible 10 marks)
| Learning Objective | Teaching Strategies | Rationale For Selection of Teaching Strategy |
| Domain: state cognitive, psychomotor or affective. | List strategies you have chosen to utilize | Provide rationale to support your choice of each strategy. If you used Internet resources as teaching materials, please include the links so that your tutor can access and review these. If you used other materials, such as audiovisual aids, posters, print-based pamphlets, or handouts, please send as an appendix. |
Evaluation Criteria for Assignment 3– Developing and Simulating a Learner-Centered Teaching Plan
Part A: Table (maximum 10 marks)
- learning objective domain is stated clearly (2 marks)
- learning objective is clear, measurable, and worded using Bloom’s new taxonomy (2 marks)
- teaching strategies selected are appropriate for the learning objective (2 marks)
- rationale for selection of teaching strategy is clearly articulated and supported by scholarly evidence (2 marks)
- format is professional and clear with accurate spelling, grammar, punctuation (2 marks)
