Lesson Plan Discussions

Lesson Plan Discussions

Discussion 1: Learner-Centered Learning.

The learner-centered approach to learning is a special method of teaching in which the student becomes the focus of teaching. The learner is an active participant who develops learning goals based on what they understand and from real-life issues, thus helping develop learners’ independence.

Because learners are allowed to choose what they learn, how and when they learn, and how their assessments should be done, students become more active in such learning arrangements (Emery et al., 2021). On the other hand, teachers provide the necessary materials and skills to help the learners achieve their goals while addressing individual learners’ needs as each learner has their own pace.

Besides, constructivist learning theory is employed, which enables learners to use new information and prior experiences to construct meaning while developing skills that enhance decision-making which is essential in solving problems.

Furthermore, because of the interactive nature of learners` centered learning, learners feel motivated, become persistent, acquire skills, and can use them to improve their creativity and helps them in their daily activities. Therefore, teachers should be quick to understand each learner`s needs and the necessary resources to ensure learners’ success. All these are in line with blooms taxonomy.

Because blooms taxonomy provides a stepwise learning process in which the subsequent learning experience is built from the previous issue, it can be used in coming up with objectives and learning outcomes of a course (Barari et al., 2020). This current course will focus on post-interventional patient recovery care.

One of the objectives requires learners to provide care to an unconscious patient. A successful outcome would be demonstrated by the ability of learners to offer holistic care to the unconscious patient until they gain consciousness. Specific details of the care would include oxygen administration, checking and recording vitals, ensuring patency of the way by intubation, relieving pain, and preventing nausea and vomiting.

References

Barari, N., RezaeiZadeh, M., Khorasani, A., & Alami, F. (2020). Designing and validating educational standards for E-teaching in virtual learning environments (VLEs), based on revised Bloom’s taxonomy. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1739078

Emery, N., Maher, J. M., & Ebert-May, D. (2021). Environmental influences and individual characteristics that affect learner-centered teaching practices. PloS One, 16(4), e0250760. https://doi.org/10.1371/journal.pone.0250760

Discussion 2: Curriculum Designs

By definition, curriculum design is simply a deliberate organization that guides course activity as well as the delivery of learning. Using a specific design ensures that the teachers cover the requirements required to achieve goals. Notably, three main curriculum designs exist, including subject-centered, learners-centered, and problem-centered designs (Cranney et al., 2020).

Subject-centered design is the most common design in various institutions and tends to focus on specific subjects such as biology and mathematics. Instructors come up with a list of subjects while providing some examples of how each subject should be tackled. Essentially, learners are trained to memorize specific subjects and be able to reproduce the same during an examination. Unfortunately, most students who are unable to grasp and reproduce the contents of a specific subject feel demotivated and fall behind. No individual learning plan is put in place.

On the contrary, the learner-centered design allows for active participation of students concerning student goals, needs, and interests. Students are not regarded as uniform; therefore, a specific is developed to suit every learner while allowing learners to choose the activities, teaching and learning experience they desire, and learning objectives (Cranney et al., 2020).

On the other hand, teachers locate resources required by learners to achieve their goals. Consequently, learners become empowered with various skills that suit their interests. However, balancing individual patient needs to achieve the desired outcomes can be daunting.

Last but not least, problem-centered learning focuses on equipping learners with skills and knowledge to interact with problems while coming up with a solution. Essentially, this model allows learners to interact will real-life situations and skills that ensure authentic learning necessary to be transferred in real life (Emery et al., 2021). Because learners are equipped with problem-solving skills, this model allows for innovation, creativity, and collaboration necessary for better outcomes and future discoveries.

References

Cranney, J., Morris, S., Krebs-Lazendic, L., & Hutton-Bedbrook, K. (2020). Back to the education future—evidence-based student-centered approaches to online curriculum design and delivery. In Tertiary Online Teaching and Learning (pp. 119–128). Springer Singapore. https://doi.org/10.1007/978-981-15-8928-7_10

Emery, N., Maher, J. M., & Ebert-May, D. (2021). Environmental influences and individual characteristics that affect learner-centered teaching practices. PloS One, 16(4), e0250760. https://doi.org/10.1371/journal.pone.0250760