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Curriculum . 1995 . 4 CurriculumLearning Out ComeStudentStudentStudentEducational environmentStudentWhat to content LearnAssessmentHow to learn-Education Strategy-Teaching & leaning tools

:

. 1- Formal & Informal2- Hidden curriculum3-

: . . ... . . .Mumford Honey . : . ( ) . .( ) : .

Case . . .

Information explosion( 4 20 ) . ( curriculum overload) .

: ( ) ( ) .

( ) . ( ). () : . ( ). .high standard of mastery . ( ) :

: Outcome Based Education ( OBE) . Product ( ...) Health Care Provider ( ... .

OBE . . Imbalanced coverage . Task overlap Task gap

:

Dundee 12 . (7 ) (3 ) (2 ) . ( )

Brown University Outcomes In 1996 Brown University School Of Medicine Competency Based Curriculum 2000

: . . 1996 .1- curriculosclerosis hardening of categories ( (

: 3- : 4- : .5- : 6- ossification of curriculum .

- : 8- : .

Thanks for your attention

92

IN THE NAME OF GOD

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Whats Lesson plan?Curriculum PlanCourse Plan Lesson Plan94

Teaching Learning Process

.

SOB? GIO?

Method Evaluation?

Homework & project:?Time?Media?Method Teaching?

Taxonomy?Domain?Intermediate Objectives?

( content)?

Teaching Plan95

- 96

:1- . 2- . 3- . 4- . 5- ..... .6 - .98

General Instructional Objective (GIO )

. : ........

99

Intermediate Objectives( content) :

. 100

Selecting the ContentOrganizing the contentBetter to KnowNice to KnowMust to learn101

Specific Observable Behavior( SOB)

.

102

PARTS OF PERFORMANCE OBJECTIVESAction verbs Content ReferenceCriteria Performance Conditions 103

Action verbs .

104

: : . . . (......) . . . .

105

Categories of Performance ObjectivesCognitive Domain

.

Psychomotor Domain

.

Affective Domain

.

.106

Cognitive Domain . 6 KnowledgecomprehensionApplicationAnalysisSynthesisEvaluation107

KnowledgeRecall facts, definitions, dataRecall concepts, theories108

Translate, interpret materialImplications, justification Comprehension109

ApplicationApply rules, concepts, material in new settingsSolve problemsUse protocols in concrete situations110

AnalysisBreak down material into componentsReasoning, fallacies, relevanceRecognize inferences111

SynthesisReconstruct ideas into a plan of actionIntegrate learning from a variety of sources

112

Use internal and external criteriaApply all areas of learning to problemMake value judgmentsEvaluation113

Blooms TaxonomyKnowledge Tax1Comprehension

Application Tax2Analysis

Synthesis Tax3Evaluation114

Low High LevelLevels of Performance Objectives115

Affective Domain . .

ReceivingRespondingValuingOrganizingCharacterization116

Psychomotor Domain .Readiness Independent PerformanceAcceleration & AccuracyCoordination of ActionNormality117

(Readiness and imitation):

( Independent performance):

(Acceleration & accuracy): 118

: ( coordination of actions): .

(normality): .119

. .... . .

120

( ) ( ) 121

: . . . .

122

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Teaching Strategies

What s SOB? Whats domain? Whats TAX?

Lecture,. Discussion ,PBL, ..Demonstration ,Role Playing,.124

TIME MANAGEMENT

125

References and Resources Harvard Reference Method Vancouver Reference Method

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Kolef M.Ventilator associated pneumonia.Chest.2007;12(3):1251-1259. Smeltzer SC & Bare BG.Text Book of Medical Surgical Nursing.10th edition. Lippincott. Baltimore.2004. 127

MEDIA SELECTIONVisual FormatAudio Format Audiovisual or Multimedia 128

Teaching Learning ProcessTeaching activityStudent activities: Homework & project

129

Evaluation MethodsMultiple Choice Question (MCQ)True - False Matching EssayShort / LongDirect observationOSCE

130

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Lesson Plan Table

Method EvaluationHomework & project:Time

MedMethodTeachingTaxonomy

DomainSOBIntermediate Objectives( content)References:

..........Teacher name Lesson name.:GIO132