Bloom’s taxonomy is a classification of learning objectives used within the educational system
Teaching Plan Description
Topic/Title of Teaching Plan: Identify the title of the teaching plan. This is a topic of your choice. If you have a work assignment coming up that will involve teaching a course or class, then use that topic for this assignment if you would like. If you have questions about the topic, please contact your instructor.
Target Audience: Be specific in describing the target audience. The target audience can be students or staff in a clinical facility. This is NOT a teaching plan for patients. Example: Second-semester undergraduate nursing students in a BSN program. This is their first introduction to the care of the patient with diabetes.
Program Description: In this section, identify what will be taught and the amount of time to be allotted to the teaching plan for this topic. It is recommended that for this assignment, you choose a specific one for the three-hour class topic. In your description of the course, be specific. Include the time frame for this class. Example: This is a 2-hour lecture on basic care of the patient with diabetes. This class is part of a total of 8 hours of lecture on the care of the patient with diabetes.
Learning Objectives: In this section, identify the course objective(s) as well as unit objectives for the students. The course objective is a broader outcome, while the unit objective is specific to the content being taught in this teaching plan. The unit objectives flow from the course objective. Start ALL your objectives with “At the end of the course/session/class (choose one), the student will be able to”; then, fill in the appropriate action. Objectives are to be written in a measurable format with an action verb as the first word. As you write objectives, there should only be one action verb in each objective. Do not combine action verbs, because you cannot clearly measure the outcomes. Example: Course Objective – At the end of the course, the student will be able to provide care for the diabetic patient. There can be multiple unit objectives from this one-course objective. Example of some unit objectives: At the end of the class, the student will be able to define diabetes; the student will be able to list the symptoms of diabetes; the student will be able to administer an insulin injection.
Objectives: Bloom’s taxonomy is a classification of learning objectives used within the educational system. It is a way to identify different levels of thinking in education. The educational objectives in Bloom’s taxonomy are divided into 3 different areas: cognitive, affective, and psychomotor objectives. The cognitive domain is the knowledge or comprehension area; the affective domain describes the growth in attitudes while the psychomotor objectives measure the ability of skill development. In developing teaching plans, we use Bloom’s taxonomy to identify what we want the student to be able to do with the information. The cognitive levels in the taxonomy run from the lowest level of remembering to the highest level of creating. There are specific action words associated with each level. For beginning nursing students, using the lower levels in unit and course objectives is acceptable; however, for senior-level nursing students or working nurses, the higher levels of analyzing and evaluating are needed. Therefore, if you want the senior-level nurse to be able to analyze the differences in treatment options for the patient, the objective may be written as: At the conclusion of this class, the student will be able to compare the treatment options for the patient with breast cancer. Below is a graphic representation of the cognitive domain of Bloom’s Revised Taxonomy. Under each level is the definition of that level and some action words to use.
Topical Outline: In this part of the teaching plan, the content to be taught will be identified. The course content is to flow from the objectives. For example, if there is an objective that states “at the conclusion of this session, the student will be able to administer an insulin injection,” somewhere in the course content there will need to be content on insulin syringes and how to prepare insulin. If the objective focuses on skill, in the methods of instruction there will need to be a demonstration and return demonstration of preparing insulin, and in the evaluation section, there will be both test questions on insulin preparation and a skills checklist. The content is to be in an outline form only. Details of the content, definitions of terms, and so forth, do not need to be included.
Instructional Methods: In this section of the teaching plan, identify how you will teach the content. Will it be a lecture, small-group discussion, role play, or others? Will you use PowerPoint presentations, handouts, interactive video, or other audio-visual tools? Be specific as to what type of instruction methods/tools you will use with each part of the content. The instructional methods are important in this plan. Make the method appropriate with the content and the objectives. Identify different types of methods to meet the needs of the learners. Review the methods that are presented in the course as you develop this section. You are to provide a rationale for why you choose each specific instructional method. The rationale should focus on the learning styles of the audience.
Learning Resources/Materials: In this section, identify the specific assignments for the student prior to/during/after the class. Identify the sources of the materials you will use (e.g., textbooks, journal articles, policy/procedures from the institution, or simulation). These are to be actual assignments. Be realistic. If you are teaching a 4-hour lecture on sterile technique, do not give the students 15 chapters to read in the textbook. The assignments are to be formatted using APA 6th edition.
Methods of Evaluation: In this section, describe how you will evaluate the learning. Will it be a written test, a paper, or a clinical evaluation of a skill? If there are different methods of evaluation for different parts of the content, clearly identify what method will be used to evaluate each part of the content. The evaluation methods need to match the domains of the learning objectives; for example, if you have a skill in the learning objectives/content, then a skills demonstration/return demonstration/skills checklist is needed. If you are giving a test, the standard is generally 4-5 questions per hour of lecture. If you have a 3-hour class, then the maximum number of questions should be 15. If the content lends itself to a skills review, then include that in the evaluation. The evaluation does not need to be only written tests. If there is a skill check, identify if it is to be graded or pass/fail.