{"id":780,"date":"2022-04-07T05:22:33","date_gmt":"2022-04-07T05:22:33","guid":{"rendered":"https:\/\/highclasswriters.com\/blog\/?p=780"},"modified":"2022-04-07T05:22:35","modified_gmt":"2022-04-07T05:22:35","slug":"educate-your-peers-on-how-to-teach-a-student-on-placement","status":"publish","type":"post","link":"https:\/\/highclasswriters.com\/blog\/educate-your-peers-on-how-to-teach-a-student-on-placement\/","title":{"rendered":"Educate your peers on how to teach a student on placement"},"content":{"rendered":"\n

Assessment Task 1A:
Written teaching plan
Design and development of a written teaching plan
Due date: Wednesday 6th April 2022 at 11:59pm
Weighting: 30%
Word Count: 2400 words group plan (+\/- 10%)
Assessment Purpose:
The teaching plan is the planning component for the education session that your work
group will present for Assessment Task 1B. You need to read the description for
Assessment Task 1B: Teaching session as part of your preparation for completing this task.
You will be required to allocate yourself to a work group of 4 students. Using one of the
available topics listed on Moodle, your work group will design and develop a teaching plan
for a 12 minute video recorded education session (which will include 10 minutes of content
relevant to the chosen topic and 2 minutes for the group’s self-evaluation of the teaching
session). You will be using Kaltura to create and present the education session.
Your audience will include 30 peers (3rd year nurses), who will undertake the education
session when it suits them.
You are emerging clinical leaders and, as such, expected to engage with your fellow group
members in a professional, respectful and inclusive manner and in accordance with the
expectations and standards of a registered nurse. Your ability to work well as a group is
essential to both Assessment tasks 1A & 1B. Your assessments will be submitted and
marked as a group.
Please refer to Moodle for instructions on how to set-up and allocate yourself to a group
and for additional tips and links to information on working effectively as a group.
CRICOS Provider No. 00103D
RTO Code 4909
2
CRICOS Provider No. 00103D
RTO Code 4909
Assessment Description:<\/p>\n\n\n\n

  1. As a group you must select a topic listed on Moodle by Wednesday 16 March
    2022, 11:59hrs. Failure to do so will generate an academic performance notification
    through formal university student academic progress notifications.<\/li>
  2. The teaching plan will be designed and developed as a group. Every aspect of
    your plan needs to be well supported by literature and include the following
    elements:
    \u2022 Introduction \u2013 introduce the purpose and scope of the plan, the topic
    selected, your audience and the teaching\/learning context (approx. 200
    words).
    \u2022 Learner characteristics & learning context \u2013 identify and discuss the
    learner characteristics you need to consider and the impact these could have
    to the teaching\/learning session. Describe how you plan to assess the
    learning needs of the learners (approx. 300 words).
    \u2022 Teaching & learning theories \u2013 identify the teaching and learning theories
    you are using to underpin your teaching plan and discuss why these theories
    are appropriate (approx. 300 words).
    \u2022 Session aim\/purpose & Intended learning outcomes \u2013 provide a clear aim
    or purpose of the education session and 3 \u2013 4 intended learning outcomes
    (ILO) that clearly demonstrate the desired level of learning appropriate for the
    timeframe. Remember that this teaching session is about educating your
    peers on how to teach a student a particular topic (approx.100 words).
    \u2022 Content and teaching strategies \u2013 in this element please include the
    following (approx. 500words):
    \u25aa Outline each element of the planned content. You need to include
    content that helps your peers to learn how they can teach a student in
    the clinical environment.
    3
    CRICOS Provider No. 00103D
    RTO Code 4909
    \u25aa State the amount of time you plan to spend on each element of content
    and explain why your timeframe is appropriate.
    \u25aa Describe the teaching strategies, learning activities and supportive
    learning resources you plan to use to teach your audience.
    \u2022 Session Plan – using the template below, and in point form, summarise the
    planned content, teaching strategies and learning activities described above.
    This session plan will be used as your running sheet for your teaching session
    in Assessment Task 1B (approx. 100-200 words).
    Content in
    sequence
    Planned activity & teaching
    strategy
    Resources for
    teaching & learning
    Facilitator Time
    List the content\/ topic
    you will be including
    in each section
    List the teaching strategies and
    learning activities you intend to
    use for each section.
    List resources you will
    use to undertake the
    activity and any
    resources to support
    learning.
    Name of the
    group
    member
    facilitating
    each
    section.
    Provide
    timeframe
    for each
    section.
    \u2022 Learner Assessment \u2013 describe how you plan to assess the learning achieved by
    the learners (approx. 300 words).
    \u2022 Session Evaluation \u2013 describe how you plan to evaluate the session from the
    learner\u2019s perspective, impact on care outcomes or professional practice, and as a
    teaching team (approx. 300 words).
    \u2022 Conclusion \u2013 provide a summary of the plan and the purpose of having a teaching
    plan (approx. 200 words).
    \u2022 Statement of Team Collaboration \u2013 this is a short statement about group members\u2019
    participation and collaboration in the development of the plan, including specific
    4
    CRICOS Provider No. 00103D
    RTO Code 4909
    details of how the work was distributed across the team (this statement is not
    included in the word count but does contribute to the final mark).
    Group issues:
    \u2022 Your group should regularly meet to share and discuss work with each other in open
    and honest communication, being RESPECTFUL and PROFESSIONAL at all times.
    It will be helpful to create a group chat and set up meetings via an online platform
    such as Microsoft Teams, where you can share your work.
    \u2022 Each group should designate a leader, but then take turns leading the group if the
    group leader is unable to due to health issues. NB. The leader should not be
    expected to do more work than other members. Their role will be to ensure
    submission to Moodle and monitor fair allocation of tasks.
    \u2022 As a group, you should consider the strengths and weaknesses of each group
    member and divide up work accordingly.
    \u2022 If your group is not functioning effectively, you must attempt to solve the issue by
    communicating openly with one another and develop strategies to resolve this and
    any other potential points of conflict.
    \u2022 If issues continue and cannot be resolved, moderation should occur with the campus
    course coordinator and the group leader. Members need to email the campus
    coordinator early in the semester to raise concerns. If behavioural and participation
    concerns are evidenced by other students, then the course coordinator will mediate
    and review the performance of individuals concerned and make recommendations.
    The coordinator will require written documentation of issues to support the
    contention, and consideration is at the course coordinator\u2019s discretion.
    \u2022 If a group member leaves the course, please contact your Course Coordinator as
    soon as possible to negotiate an alternative plan
    5
    CRICOS Provider No. 00103D
    RTO Code 4909
    Assignment Submission:
    \u2022 The written teaching plan shall be submitted by the GROUP LEADER of the group
    only, (Moodle will migrate the assignment to others in the group).
    \u2022 The entire group will be awarded the same mark for the work submitted, so fair
    division of work is your responsibility. It is recommended that you develop a formal
    contract of communication with group members, keep a record of who is responsible
    for agreed work, and record all formal communication in English between group
    members. This does not need to be submitted with your plan but may be called upon
    if there are any group concerns about fair engagement (this will be requested by the
    course coordinator).
    \u2022 It is recommended that a screen shot is taken from the Moodle submission link and
    sent to your other group members to confirm submission when submission has been
    accepted\/successful.
    6
    CRICOS Provider No. 00103D
    RTO Code 4909
    Marking Rubric Assessment 1A:
    NURBN3031 Assessment task 1 – Written Teaching Plan Rubric
    10 Marks 8 Marks 6 Marks 4 Marks 2 Marks 0 Marks
    Structure of Plan\/Research
    & Referencing
    Teaching plan structure and
    arguments are logically
    organised with introduction
    and conclusion. Correct
    spelling, grammar and
    punctuation used.
    Appropriate use of discipline
    specific academic language
    with correct typography and
    formatting.
    Selection of at least 8
    relevant and current peer
    reviewed sources using
    correct APA (7th Ed) style intext and reference list
    citations are fully present
    with no errors. (10 marks)
    Concise and logical
    structure that is easy to
    follow and understand.
    Formal academic
    writing style applied
    with no grammatical,
    spelling, typographical
    or formatting errors.
    More than 8 relevant
    peer reviewed
    references using correct
    APA (7th Ed) style with
    no errors.
    Clear logical structure
    that is easy to follow
    and understand. Formal
    academic writing style
    applied with a few
    grammatical, spelling,
    typographical errors
    and\/or formatting
    errors.
    8 relevant peer
    reviewed references
    using correct APA (7th
    Ed) style with no errors.
    The structure is generally
    logical and easy to follow,
    though some paragraphs are
    unclear. Occasional parts of
    the text could be more
    clearly expressed, or with a
    more formal tone. There are
    minor grammatical, spelling
    errors, typographical and\/or
    formatting errors.
    8 peer reviewed sources.
    One or two references are
    not current or very relevant
    with a few errors noted in
    APA (7th) style.
    The structure is
    sometimes logical, though
    some paragraphs are
    unclear. Many parts of the
    text could be more clearly
    expressed. The tone is
    informal. There are
    numerous grammatical,
    spelling errors,
    typographical and\/or
    formatting errors.
    Less than 8 peer reviewed
    sources. More than two
    articles are not current,
    reputable or relevant with
    numerous errors noted in
    APA (7th) style.
    The structure is
    awkward, difficult to
    follow and tone is
    informal. There are
    numerous grammatical,
    spelling, typographical
    errors and formatting
    errors. The tone is
    informal and not
    academic.
    Less than 8 peer
    reviewed sources. Many
    references are not
    reputable, current, or
    relevant with numerous
    errors noted in APA (7th)
    style.
    No evidence
    of structure\/format as per
    submission requirements.
    No references that are
    reputable, current,
    extensive or credible.
    Incorrect APA (7th) style.
    Content \u2013 Learner
    considerations
    Identifies and discusses
    relevant learner
    characteristics and other
    factors that may impact the
    learning\/teaching situation.
    (10 marks)
    Concise and detailed
    description of relevant
    learner characteristics
    and other factors that
    may impact the
    learning\/teaching
    situation.
    General description of
    relevant learner
    characteristics and
    other factors that may
    impact the
    learning\/teaching
    situation.
    Limited description of
    relevant learner
    characteristics and other
    factors that may impact the
    learning\/teaching situation.
    Poor description and
    relevancy of learner
    characteristics and other
    factors that may impact
    the learning\/teaching
    situation.
    Awkward and overall
    inaccurate description
    and relevancy of learner
    characteristics and
    other factors that may
    impact the
    learning\/teaching
    situation.
    No description of learner
    characteristics and other
    factors that may impact
    the learning\/teaching
    situation.
    Content \u2013 Learner
    considerations
    Description of the approach
    to assess learning needs of
    the learner(s) is appropriate
    for the learner and
    teaching\/learning situation.
    (10 marks)
    Concise and detailed
    description of approach
    to assess learning needs
    that is appropriate for
    the learner and
    teaching\/learning
    situation.
    General description of
    approach to assess
    learning needs that is
    appropriate for the
    learner and
    teaching\/learning
    situation.
    Limited description of
    approach to assess learning
    needs that is partially
    appropriate for the learner
    and teaching\/learning
    situation.
    Poor description of
    approach to assess
    learning needs that is
    inappropriate for the
    learner and
    teaching\/learning
    situation.
    Awkward description of
    approach to assess
    learning needs that is
    inappropriate for the
    learner and
    teaching\/learning
    situation.
    No description of
    approach to assess
    learning needs.
    Content \u2013 Learner
    considerations
    The aim of the session,
    desired level of learning
    and learning outcomes are
    clearly stated and
    accurate. The planned
    approach to assess level of
    learning is supported and
    appropriate for the
    learning and
    teaching situation.
    (10 marks)
    The aim, desired level
    of learning, and learning
    outcomes are outlined
    using terms that are
    Concisely stated and
    accurate. The planned
    approach to assess level
    of learning is
    appropriate for the
    learning and
    teaching situation and
    very well supported.
    The aim, desired level
    of learning and learning
    outcomes are clearly
    stated and
    accurate. The planned
    approach to assess level
    of learning is
    appropriate for the
    learning and
    teaching situation and
    well supported.
    The aim, desired level of
    learning and learning
    outcomes are stated with a
    few inaccuracies. The
    planned approach to assess
    level of learning is
    appropriate for the learning
    and teaching situation and
    generally supported.
    The aim, desired level of
    learning and learning
    outcomes are poorly
    stated with numerous
    inaccuracies. The planned
    approach to assess level of
    learning is not appropriate
    for the learning and
    teaching situation and
    poorly supported.
    The aim, desired level
    of learning and learning
    outcomes are
    awkwardly stated and
    overall inaccurate.
    The planned approach
    to assess level of
    learning is
    inappropriate for the
    learning and
    teaching situation.
    The aim, desired level of
    learning and learning
    outcomes and planned
    approach to assess level of
    learning not provided.
    Content \u2013 teaching
    considerations
    Outline of content, learning
    activities &\/or teaching
    strategies and materials are
    well explained, supported,
    relevant and appropriate for
    timeframe, context and
    desired level of learning.
    (10 marks)
    Outline is concise, well
    supported and is
    relevant and
    appropriate for the
    context, timeframe and
    desired level of
    learning.
    Outline that is
    explained generally and
    is supported, relevant
    and appropriate for the
    context, timeframe and
    desired level of
    learning.
    Outline with limited
    explanation that is mostly
    supported, relevant and
    appropriate for the context,
    timeframe and desired level
    of learning.
    Outline that is poorly
    explained with numerous
    inaccuracies regarding
    relevance and
    appropriateness for the
    context, timeframe and
    desired level of learning.
    Outline that is
    awkwardly explained
    and overall inaccurate
    regarding relevance and
    appropriateness for the
    context, timeframe and
    desired level of
    learning.
    No outline or explanation
    provided.
    7
    CRICOS Provider No. 00103D
    RTO Code 4909
    Content \u2013 Evaluation
    considerations
    Planned evaluation
    approaches are appropriate
    and will effectively evaluate
    own performance, learner
    evaluation and care
    outcomes.
    (10 marks)
    Concise and detailed
    discussion of planned
    evaluation approaches
    that are appropriate,
    creative and will
    effectively evaluate
    own performance,
    learner evaluation and
    care outcomes.
    General discussion of
    planned evaluation
    approaches that are
    appropriate, creative
    and will effectively
    evaluate own
    performance, learner
    evaluation and care
    outcomes.
    Limited discussion with a few
    inaccuracies regarding
    planned evaluation
    approaches that are
    appropriate and effective in
    evaluating own
    performance, learner
    evaluation and care
    outcomes.
    Poor and\/or incomplete
    discussion with numerous
    inaccuracies regarding
    planned evaluation
    approaches to evaluate
    own performance, learner
    evaluation and care
    outcomes.
    Awkward and overall
    inaccurate or
    incomplete discussion
    regarding planned
    evaluation to evaluate
    own performance,
    learner evaluation and
    care outcomes.
    No discussion regarding
    planned approaches.
    Total marks \/60
    converted to
    30% weighting \/30<\/li><\/ol>\n","protected":false},"excerpt":{"rendered":"

    Assessment Task 1A:Written teaching planDesign and development of a written teaching planDue date: Wednesday 6th April 2022 at 11:59pmWeighting: 30%Word […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[1],"tags":[],"class_list":["post-780","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"acf":[],"yoast_head":"\nEducate your peers on how to teach a student on placement - 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