wk3t2/p

My mother was hospitalized for pneumonia. After ten days of hospitalization and complications of the pneumonia my mom came home on a prescription inhaler and home oxygen because her saturation while ambulating would not go above 80% on room air. Also, an incentive spirometer was sent home with written instructions. The incentive spirometer was most challenging for her to understand. She is 75 years old and has a high school diploma. She is ready to learn because of her willingness to get better.

The learning objective is to understand the parts of the incentive spirometer and what the mean. There are printed materials to follow along. The measurement is when I can ask my mom what all the parts are and what do they mean. The teaching strategy is understanding the printed materials and self-teaching. Taxonomy is the cognitive domain with comprehension.

The next learning objective is watching a video online demonstrating the use of the incentive spirometer and my mom will be able to demonstrate to me on how to use the incentive spirometer. The measurement is how she demonstrated the use of the incentive spirometer after watching the video demonstration and doing a return demonstration. This should include proper position, holding the incentive spirometer correctly. Sealing your lips around the mouth piece and breathing in slowly to the correct goal number on the cylinder. Taxonomy was psychomotor domain and to demonstrate.

The last learning objective is to walk thru the demonstration again verbalizing the correct steps in order. The teaching strategies will be to discuss the steps of the use of the incentive spirometer. Taxonomy is affective domain is responding and to discuss.

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 wk3t2/topic 1/t

Reflect on a lesson you would like to teach to a friend or family member. Determine the level of your learning objectives using Bloom’s taxonomy. Construct three learning objectives containing appropriate active verbs. Identify a possible teaching strategy for each of your objectives. Indicate how you plan to measure each objective.

STROKE RECOGNITION

Learning Objective: After reading a handout, family member can properly recite the acronym used as a mnemonic to help detect and enhance responsiveness to the needs of a person having a stroke. 

Measurement: When asked to recite and explain FAST family member is able to state (FAST) Facial drooping, Arm weakness, Speech difficulties and Time to call 911.

Teaching Strategy: Self instruction

Taxonomy: Cognitive

Learning Objective: After a brief one on one discussion about how to detect and enhance the responsiveness to the needs of a person having a stroke the family member can verbalize feelings of confidence in stroke detection mnemonic FAST and meaning.

Measurement: Question & Answer

Teaching Strategy: One on one discussion

Taxonomy: Affective

Learning Objective: After 30 minutes of teaching and demonstrations how to detect and enhance the responsiveness to the needs of a person having a stroke, the family member can perform a return demonstration on FAST mnemonic and stroke detection.  

Measurement: Family member can perform return demonstration on how to enhance responsiveness to the needs of a person having a stroke and the mnemonic FAST.

Teaching Strategy: Demonstration and return demonstration

Taxonomy: Psychomotor

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WEEK 4 PROJECT PART 2

Course Project—Part 2

Instructional Unit: Goals, Objectives, and the Teaching Plans

This week you will submit your instructional unit, which should include three lesson plans: one focused on patient education, one on family education, and one on staff development. Remember, your plans should demonstrate a logical approach to teaching, communicate what is to be taught and how, and outline how objectives are to be evaluated. Click here (PLEASE SEE  FIRST ATTACHED) for a refresher on what each final lesson should include.

Building on the work that you started in Week 2, (PLEASE SEE  SECOND  ATTACHED, ATTACHMENT IS THE PROJECT THAT I SUBMITTED IN WEEK 2) for all three groups of learners:

· Write several broad instructional goals for the educational experience.

· Write several behavioral objectives based on Bloom’s taxonomy.

· Describe the lesson content.

· Provide a sequence for teaching activities.

· Describe instructional methods.

· Indicate time allotted for each activity.

· Identify and describe the instructional resources (materials, tools, etc.) and technology to be used.

· Describe how the learning will be evaluated.

On a separate references page, cite all sources using APA format.

Submission Details:

· Submit your response in a 6- to 7-page paper to the Submissions Area by the due date assigned. Be sure to use appropriate APA formatting.

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  Discuss a clinical experience in which you had to incorporate one or more learning styles such as visual, kinesthetic, and auditory. Explain the outcomes and how you created an effective learning experience 

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 wk3

Topic 2

You have been assigned to teach a class using gaming, in which 75% of the students are from a particular ethnic group (you decide the content area, class size, and ethnic group). Choose the topic of your choice and take into account the ethnic group’s special needs. Describe your approach, and provide details regarding the assumed characteristics of the ethnic group. Identify the tools or technology, services, and resources needed for developing the instructional gaming material.

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