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2 pages/≈550 words
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APA
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Health, Medicine, Nursing
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English (U.S.)
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Topic:

BHE324 - Principles of Teaching: Bloom's Taxonomy (Essay Sample)

Instructions:
STUDENT ORIENTATION Student Email COURSE NET STUDENT SERVICES (SSS) LOG OFF Hide news BHE324 - Principles of Teaching Module 2 - SLP Bloom\\\\\\\'s Taxonomy Introduction Background Information Case assignment Session Long Project Objectives Your task: Before you begin this assignment, read the required readings and complete the required tutorial. In 2 pages, please list the following: (do not write an essay) Develop a clear overall goal for the health education lesson plan you are focusing on for your SLP. (DIABETICS WHO ARE SUBSTANCE ABUSERS) List at least 2 affective, 2 cognitive, and 2 psychomotor learning objectives for your lesson plan. All learning objectives must be SMART. For each objective, list the National Health Education Standard(s) that corresponds with the objective(s). List the performance indicator(s) to clearly link the standard(s) to the objective(s). It is recommended that you select the standard(s) first and then develop your objectives. You may use the same standard more than once, or use different standards for each objective. After each objective, explain what makes it SMART. Be sure to explain how it meets each element (S-M-A-R-T). Here is an example of how to format this paper: Goal: National Health Education Standard: (provide the number and the title of the standard) Affective learning objective #1: (develop a SMART objective) What makes it SMART? (explain how your objective meets each element: S-M-A-R-T. It must meet all 5 elements) Performance indicator(s) this objective will satisfy: (List the performance indicator(s) to clearly link the standard you chose to the objective you developed.) National Health Education Standard: Affective learning objective #2: What makes it SMART? Performance indicator(s) this objective will satisfy: National Health Education Standard: Cognitive learning objective #1: What makes it SMART? Performance indicator(s) this objective will satisfy: National Health Education Standard: Cognitive learning objective #2: What makes it SMART? Performance indicator(s) this objective will satisfy: National Health Education Standard: Psychomotor learning objective #1: What makes it SMART? Performance indicator(s) this objective will satisfy: National Health Education Standard: Psychomotor learning objective #2: What makes it SMART? Performance indicator(s) this objective will satisfy: Assignment Expectations, in order to earn full credit: You will be assessed on your ability to explain your understanding of the module materials from the perspective of a health educator. Please write your paper in your own words. That is the only way I can evaluate your level of understanding. Quotes are rarely needed; if necessary, they should comprise less than 10% of a paper and must be properly cited. Even though the papers must be written in your own words, you are required to use scholarly and professional sources to support your statement. Cite sources for any statement of fact or idea that is not common knowledge. You must cite the sources within the body of the paper and include a reference list at the end of the paper. Note: Wikipedia is not an acceptable source of information. Use credible, professional, and scholarly sources such as journal articles from ProQuest or EBSCO, and government, university, or nonprofit organizations' Web sites. You must clearly show that you have read the module homepage and the required background materials. You are welcome to do research in addition to -- but not instead of -- the required readings. Your papers will be evaluated on the following factors: References - citations are used within the body of the paper any time you state a fact or idea that is not common knowledge. A reference list is included at the end of the paper. Precision - you follow all instructions and you answer each part of the assignment. Breadth - you show broad knowledge of the module's topic. Depth - you go into detail to show more critical thought about the specific tasks or questions in the assignment. Clarity - the extent to which you elaborate and include discussion or examples as asked. Application - the extent to which you apply the information to a real-life situation related to the assignment, if asked. Before you begin, please review this information about When to Cite Sources http://www(dot)princeton(dot)edu/pr/pub/integrity/pages/cite/ Other resources are available at http://www(dot)plagiarism(dot)org/index.html and http://owl(dot)english(dot)purdue(dot)edu/owl/resource/560/02/ Privacy Policy | Contact STUDENT ORIENTATION Student Email COURSE NET STUDENT SERVICES (SSS) LOG OFF Hide news BHE324 - Principles of Teaching Module 2 - Background Bloom\'s Taxonomy Introduction Background Information Case assignment Session Long Project Objectives Module 2 Required Tutorial (this will take about 30 minutes) CDC (2011) Writing Good Goals and SMART Objectives - Tutorials. Retrieved April 1, 2013 from http://www(dot)cdc(dot)gov/healthyyouth/tutorials/writinggoal/index.htm Module 2 Required Readings (most of these are just a page or two) CDC (2008). Writing Good Goals. Retrieved April 1, 2013 from http://www(dot)cdc(dot)gov/healthyyouth/evaluation/pdf/brief3.pdf CDC. (2009). Writing SMART Objectives. Retrieved April 1, 2013 from http://www(dot)cdc(dot)gov/healthyyouth/evaluation/pdf/brief3b.pdf Clark, D. (2010) Bloom\'s Taxonomy of Learning Domains. Retrieved April 1, 2013 from http://www(dot)nwlink(dot)com/~donclark/hrd/bloom.html#revised CDC. (2005). Stages of evaluation. Retrieved April 1, 2013 from http://www(dot)cdc(dot)gov/ncipc/pub-res/dypw/03_stages.htm CDC. (2013). National health education standards. Retrieved April 1, 2013 from http://www(dot)cdc(dot)gov/healthyyouth/sher/standards/index.htm Fanning, F. (2011). Engaging Learners: Techniques to Make Training Stick. Professional Safety, 56(8), 42-48. Retrieved April 1, 2013 from Proquest. Grant, MR & Thornton, H. (2007). Best Practices in Undergraduate Adult-Centered Online Learning: Mechanisms for Course Design and Delivery. Journal of Online Learning and Teaching, (3, 4). Retrieved April 1, 2013 from http://jolt(dot)merlot(dot)org/vol3no4/grant.htm Optional Resources Florida State University\'s Office of Distance Learning (2011) offers several resources: Creating Learning Outcomes. Retrieved July 1, 2013 from http://distance(dot)fsu(dot)edu/instructors/creating-learning-outcomes Instruction at FSU: A Guide to Teaching and Learning Practices. Retrieved July 1, 2013 from http://www(dot)lpg(dot)fsu(dot)edu/charting/howtopdf/ht-obj5.pdf Chapter 2 retrieved July 1, 2013 from http://distance(dot)fsu(dot)edu/docs/instruction_at_fsu/Chptr2.pdf Oregon State University (2007). Instructional Design -- The Taxonomy Table. Retrieved from http://oregonstate(dot)edu/instruct/coursedev/models/id/taxonomy/#table St. Edward's University Center for Teaching Excellence. (n.d.) Task-Oriented Question Construction Wheel Based on Bloom\'s Taxonomy. Retrieved from http://teaching(dot)uncc(dot)edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy Privacy Policy | Contact source..
Content:

Bloom's Taxonomy
Name
University
Date
Bloom's Taxonomy
Time

Lesson Design

Resource Need

8
minutes

Introduce topic of diabetes and substance abuse.
Students to be required to fill a False or True questions about diabetes and drug abuse based on the knowledge they have got.

Worksheet with True/False
questions

9
minutes

Students to discuss the True/False questions

Student participation

13
minutes

Give out the substance abuse and diabetes article and get the students go through it then administer a small quiz to assess the students` understanding of what they have read.

Facts on substance
article.

11
minutes

Display the notorious substances abused by diabetes patients and consequences of abusing them. Display the symptoms of diabetes

Substances and symptoms of
diabetes worksheet.

11
minutes

Conduct an interview for students with family members or relatives who are diabetic and abuses substances.
I will share with the students the story of someone who had health complications as a result of abusing substances while he was diabetic.


4
minutes

Quick summary on what the students learned today


Goal:
The ultimate goal of this lesson is to aware each student and make him or her understand the risk of more health problems to diabetics who happen abuse substances.
National Heath Standard
Standard 1: Students will understand concepts with regard to preventi...
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