Identify the desired results - what is the big overarching goal for this lesson plan? based on your experience, course outcomes or objectives, standard of practice, etc. Students will conduct an adult cardiac assessment

Backward Design Lesson Plan Please note that when you do this assignment, it must be your own original work and not a "borrowed lesson plan" Review plagiarism in canvas and in your syllabus. We realize that you must reference where you got your content material from (books articles, etc.) but how you design and what you include in your lesson plan must be your own work. Please review the rubric for the grading based on what you do. You will submit one document that includes a cover page, template and reference page as appropriate. You will also include any handouts, power point slides, or other visual material in this portal. You will submit the completed template and files for items used in your lesson plan. Clear writing, spelling, grammar, etc. is expected. A lesson plan should be on average for 2 hours. For this assignment, you will develop a Backward Design Lesson Plan. Use the template provided below. In the template you will type the lesson plan for the three stages. Make sure to add the UTA CON cover page and use citations and references as appropriate. In this model instead of beginning with the means – content in the textbook, exam questions, etc. – the Backward Design starts with the end! There are three steps in this process: STAGE ONE The first step is to decide on a topic. Please note that it is better to do a topic that you are familiar with. It does not have to be complicated. Do not just do a lesson plan for a skill. If your topic includes a skill then it can become part of the lesson plan. Ensure that you include the content standards. Where you get it varies depending on the outcome/goal. The content standards can be derived from can be ANCC, AHA etc. You can also look for evidence based guidelines at your work place or organizations affiliated with your specialty (e.g. ENA, Emergency Nurses Association). You have done the course on EBP. Here is an example of using content standard You are expected to cite the source of the content standard and summarize it. Here is an example Competency III: Use Assessment and Evaluation Strategies Nurse educators use a variety of strategies to asses and evaluate student learning in classroom, laboratory and clinical settings, as well as in all domains of learning. (This competency is from The nurse educator core competency of the National League of Nursing) From this content standard, here is my overall goal Overall goal - Students will use a variety of strategies to evaluate learning in an on line environments. WRITING OUTCOMES AND GOALS Here is an example on another topic (cardiac) when writing outcomes and goals. Identify the desired results - what is the big overarching goal for this lesson plan? based on your experience, course outcomes or objectives, standard of practice, etc. Students will conduct an adult cardiac assessment. From this overarching goal develop specific outcomes or objective You will be writing SMART GOALS HERE (OUTCOMES) . Please note that these are specific outcomes - desired results. These goals will determine your lesson plan. Desired results/SMART GOALS - SPECIFIC, MEASURABLE, ACTION ORIENTED, REALISTIC AND TIMELY . You are expected to write a minimum of 4 specific outcomes. Example of specific outcomes Identify 10 critical cardiac health history questions to ask patients prior to doing the assessment Select 3 risk assessment areas to explore with patients after the assessment. Use 6 key cardiac landmarks when listening to heart sounds during the assessment. STAGE TWO DETERMINING ASSESSMENT EVIDENCE You are expected to submit a minimum of 2 assessment evidence items and include them in your submission . Please note that one of those must be your original creation ( A QUIZ, CHECK-OFF LIST, OR RUBRIC FOR AN ASSIGNMENT) and the other can be "borrowed" referenced and downloaded in your submission. Here is an example of determining assessment evidence How will you know if a student has the learned the information or met the desired results. Example: test questions, performance based task that students apply what they have learned and demonstrate their understanding. Continuing with example above (Cardiac Assessment) Test questions at the application level or higher Assessment checkoff for cardiac assessment demonstration See chapters 23, 24 and 25 for ideas and actual examples You can create an assignment and a rubric You can create a few questions You can create a simple check off We are looking for your creativity. STAGE THREE Develop the learning plan. Outline the learning plan including teaching and learning activities. This plan needs to align clearly with the desired results. The plan should include the following components: You are expected to complete all of these phases Introduction: how will you get the students attention/interest, set the stage, relate to previous learning, tell students what they will learn and be expected to do as a result of the lesson (Include in the template). Lesson activities: outline the content and instructional strategies as well as learning activities. Make sure to Include details what you will do, how you will organize/prepare students for tasks, and what students will do. If you plan to involve students in discussion, list key/stem questions that you might ask to generate discussion. Time line: for each step/objective/content indicate the approximate amount of time you expect each step to take. Resources and materials (readings from text, videos, articles, etc.) - may be required prior to the lesson Closing or summary: list activities that you & students will do to summarize the lesson, reinforce what was covered, and tie everything together so students see how the lesson fits into the context of the rest of the course (what they have already done and what is coming next). Include any handouts, power point slides, and other visual materials. These are materials that you developed. It should not be complicated. Use this Template of the Backward Design Lesson Plan (Blank template), Backward design template.docx To review the Template of the Backward Design Lesson Plan (Detailed template), Backward design template with details .docx In your text book - see chapter 10 Designing courses and learning experiences - Box 10-1 and Box 10-2 for an example of a lesson plan for ideas to get this assignment completed. Submit the assignment by 23:59 Saturday of Module 3. Review the grading rubric below PLEASE READ: By submitting this assignment, I certify that the materials I am submitting are entirely my own work. I certify that the material I am submitting is not material that I have done in previous courses. I have not copied the work of any other student (past or present) or collaborated with anyone else on this assignment unless specifically directed to do so. I understand that academic dishonesty is grounds for dismissal from the program. HERE IS THE LECTURE ON BACKWARD DESIGN PLAN N-5310 Teaching and Leaning Theories and Strategies for Nurse Educators Module One: Lecture 3: Understanding By Design – Backwards Design Process # Transcript 1 This mini-lecture will cover Understanding by Design: the Backwards Design Process Model by Wiggins and McTighe. According to Stephen Cove the author of Seven Habits of Highly Effective People: “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you're going so that you better understand where you are now so that the steps you take are always in the right direction” This is exactly what Wiggins and McTighe developed for educators….Beginning with the end in mind: What is the desired result of a lesson, module, course, program or curriculum. 2 As educators we design lessons, courses, programs and curricula everyday to meet specific purposes. The Backward Design Process is not new: • About 60 years ago Ralph Tyler, described a backward design: He said “Education objectives become the criteria by which material are selected, content is outlined, instructional procedures are developed and test and examinations are prepared.” • He went on to say: “The purpose of instructional objectives is to indicate the kinds of changes in the students to be brought about so that instructional activities can be planned and developed in a way likely to attain these objectives.” • While Tyler did not call this a backward design, that is what he described…Wiggins and McTighe put Tyler’s words into a process for educators to use to design lessons, etc. 3 The faculty in the UTA COHNI MSN Nurse Educator program adopted the Backward Design Process for the curriculum. The purpose of using this model is to ensure that students design lessons, modules, courses, programs and curricula with “the END in mind” or outcome(s). This model will be used in the Nurse Educator courses to help you build lessons, etc. We used this model when we recently revised the MSN Nurse Educator curriculum, courses, and modules. 4 Let’s look at the Backward Design Model. There are 3 stages in this module. • Stage 1 – explores the Desired Results of the lesson, etc. • Lessons, curricular etc, should be Based on Content Standard(s) • Then Goals and outcomes are established • Stage 2 – includes determining the Assessment Evidence which is known as • Performance Task(s) and other Evidence • Stage 3 – is about Outlining the Learning Plan. This includes: • Material and resources needed • A Timeline • An Introduction • Developmental activities which are the teaching strategies for effective content delivery • And Closing activities • Also you should include handouts or other visual aides 5 Now let look at each stage in more detail In Stage One you will determine the Desired or End Results or OUTCOME(S) • First you will review Content Standard(s): • This comes from professional standards in your field. For nursing this might be the AACN Essentials, Nursing Standards within a Specialty, etc. A specific example might be the Recent AHA Standards for Healthcare Provider CPR • Next you will determine the goals: • A goal is “where you want to go/be”. • Think about the big ideas or concepts that you want the learner to come away with, not just facts that they must know. For example, a goal for CPR might be: The Student will be able to successfully perform CPR. This is the overarching goal. • Now for Student objectives or outcomes, we need to be more specific. This will be the “how we get there”, the steps to reach the goal. Here we are looking for • The student will be able to….: • These are observable, measurable outcomes that students should be able to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how you will assess these. • Your learning activities in Stage 3 must be designed and directly linked to having students be able to achieve the understandings, answer the essential questions, and demonstrate the desired outcomes • Let’s use the CPR goal from above. What must the student be able to do to successful perform CPR? The Student will be able to • Verify scene safety • Assess victim’s unresponsiveness and call for help • Assess breathing and check pulse • If No breathing and no pulse, begin CPR with 30 compressions and 2 breathes, (with chest compressions between 2-2.5 inches and breathes sufficient enough to cause the chest to rise and fall) • And so on… 6 In Stage 2 we will determine the Assessment Evidence • Often we use Performance Task(s), tests or assignments. These include: • Authentic, performance based tasks that have students apply what they have learned and demonstrate their understanding. • If it is a test, these are usually designed at least at the application level or higher on Bloom’s Taxonomy. If you are not familiar with Bloom’s Taxonomy, you will learn about it shortly. • For assignments, grading rubrics can be used to guide students in self-assessment of their performance as well as for faculty to grade • Other Evidence might include: • pre-assessment, and formative and/or summative assessments • This evidence can be individual or group based • And might include informal methods (such as thumbs up, thumbs down, and formal assessments, such as quiz, answers to questions on a worksheet, written reflection, or essay) • Let’s again use the CPR class. The assessment evidence might be: • A test to assess knowledge about the steps for CPR. Remember the questions should be at the application level or higher • A performance evaluation can be used during practice as formative evaluation to help guide the student’s progress • A final performance evaluation to determine if the student can perform CPR accurately. 7 Stage 3 – is the nuts and bolts of our lesson. It is the Outline of the Learning Plan. This plan should be aligned clearly with the desired results (i.e. geared towards having students meet the objectives, answer the essential questions, and be able to complete the assessment activities). This stage includes: • Material and resources: a detailed list of books, articles, videos, etc that you will use • The Timeline: next to each step, indicate the approximate length of time you expect each step to take • An Introduction: how will you get the students attention or interest, it is about setting the stage, relating to previous learning, and telling students what they will learn and what they will be expected to do as a result of the lesson • The Developmental activities are an outline of the specific content and an outline of the instructional strategies & learning activities. You need to include details about what you will do, how you will organize and prepare students for tasks, and what students will do. If you plan to involve students in discussion, list key/stem questions that you might ask to generate discussion • Closing activities should address a list of activities that you & students will do to summarize the lesson, reinforce what was covered, and tie everything together so students see how the lesson fits into the context of the rest of the class/course, etc. In this stage you will also Include Handouts, power point slides, relevant visuals, etc. Back to our CPR example. Think about the last CPR class you took…can you identify the Nuts and bolts of the lesson plan? How did the instructor get your attention or hook you? Did they show a video of how CPR saved a life? What types of instructional strategies were used? Could you work in a group if that was your learning preference? Were there closing activities before you were evaluated? 8 Here are some Tips for what you should aim for in your plan: • Make sure to include strategies that promote student learning and active engagement. Remember: Students are asked to take responsibility for their own learning but we need to facilitate that learning so the strategies we use are key. The strategy needs to be appropriate for the content. For example: What is a strategy that might be best for a CPR class? Maybe demonstration, return demonstration…practice lab? • Include cultural integration and bring community resources into the lesson as needed. • Clearly tie your goals and objective to a standard(s). Ask students to engage in critical thinking and problem solving as appropriate to prior knowledge, styles and interests. For example for the CPR class, what critical thinking activities might you use? Maybe several case studies? • Engage students in both individual and group learning based on personal interests. Students should be able to make choices that help them to establish meaning. Some students learn best on their own and others learn better in a group… • Include variety and accommodations for learning styles, and multiple levels of development. Again clearly tie to the goals and objectives or outcomes. • Include where appropriate activating prior knowledge, anticipating preconceptions, exploration and problem solving, and new skill building. 9 This backward design process is to educators and the nursing process is to nurses…so learn and use it! Throughout the MSN Nurse Educator Program, You will use the Backward Design process in: • Advanced Patho Advanced Pharm • Adv Health Assessment Curriculum Design • Assessment & Evaluation Simulation • And Nurse Educator Practicum We focus many of your learning activities on creating backward design lessen plans, courses, and curriculum! 10 You will use the Backward Design Process in this course • In Module 3: you will develop a backwards lesson plan for the classroom environment • If possible make this lesson plan something that you actually need to present at work, etc. Rubric Module 3: Final Grading Rubric Backward Design Lesson Plan Module 3: Final Grading Rubric Backward Design Lesson Plan Criteria Ratings Pts This criterion is linked to a Learning OutcomeStage 1: Desired results (20 points) •Content Standard(s) •Goal(s) •Learner outcomes or objectives 20.0 to >18.0 pts Accomplished •Clearly and succinctly defines content standard(s). References content standards •Identify overarching Goal •Learner outcomes are SMART and reflect goal(s) Lists 4 or more outcomes 18.0 to >16.0 pts Proficient •Content standard are not referenced and/or cited. •Does not list overall Goal. OR •Learner outcomes do not support overall goals or are not SMART OR list 3 outcomes 16.0 to >14.0 pts Needs Improvement •Content standards are vague and not referenced/cited. •Overall Goal is vague •Leaner outcomes are vague or unrealistic and are not SMART. Lists 2 outcomes 14.0 to >0 pts Unacceptable •Content standards are not present. •Goals are limited or missing •Learner outcomes are limited, vague or unrealistic OR LIST 1 outcome or no outcome 20.0 pts This criterion is linked to a Learning OutcomeStage 2: Assessment (10 points) •Performance tasks •Other evidence 10.0 to >9.0 pts Accomplished Two performance items (one of which must be created by you). 1.Performance tasks must be relevant to outcomes 2. Performance task are authentic, have students apply what they have learned and demonstrate their understanding, OR •If used, test questions are designed at least at the application level or higher on Bloom’s Taxonomy. OR •if used, rubrics are clear and can be used to guide students in self-assessment of their performance. OR IF A CHECK OFF is developed, it reflects the evaluation of the outcomes One of evaluation items must be created by the student . The other can be from a source, include file and reference). 9.0 to >7.0 pts Proficient •Performance tasks are lacking one of the key elements e.g. •Test questions are lower on Bloom’s Taxonomy OR •Rubric is unclear in some areas OR CHECK-OFFS do not reflect evaluation of outcomes OR There is No evaluation item developed by student 7.0 to >5.0 pts Needs Improvement •Performance task are lacking of the key elements OR •Test questions are vague or unclear and lower on Bloom’s Taxonomy OR •Rubric is unclear in more than one area OR •Other evidence is missing Has ONE evaluation items NOT developed by student 5.0 to >0 pts Unacceptable •Performance task are vague or do not support the goals, objectives. OR are missing •Test questions do not support the learner goals and objectives OR •Rubric is unclear in multiple areas or does not reflect the learner goals, objectives. OR •Other evidence is missing. No evaluation items 10.0 pts This criterion is linked to a Learning OutcomeStage 3: Learning Plan (60 points). All of the following are present 1.Materials &ample resources 2.Timeline realistic 3.Introductory activities: present 4.Learning/developmental activities realistic and are congruent with objectives 5.Closing/summary activities 6. Include handouts, PowerPoint slides, and other relevant visuals and materials discussed in this section. 60.0 to >54.0 pts Accomplished •All elements (1-6) are included and developed comprehensively. •Each element includes specific and meaningful information. 100% of teaching material is developed by student - 3 or more items ( like case study, PP, etc.) 54.0 to >48.0 pts Proficient •All elements (1-6) are included and developed adequately. • 5 of elements include specific and meaningful information. •Other written or visual materials are included but relevance is limited. OR two items (PP, handouts, developed by student. 48.0 to >42.0 pts Needs Improvement •One element (1of 6) is missing while the remaining elements are included and developed adequately • 4 of the elements are specific and include meaningful information. •Other written or visual materials are included but relevance is questionable. OR only one material (PP, case study etc, ) developed by student 42.0 to >0 pts Unacceptable •Missing more than one elements and/or elements are poorly developed. •3 or or fewer elements include specific and meaningful information and are clear. OR NONE OF material (like PP, case study etc. developed by student). 60.0 pts This criterion is linked to a Learning OutcomeWriting (10 points) including: 1. Write out abbreviations first time 2. Correct Spelling, 3. Correct Punctuation, 4. Correct Grammar, 5. Correct sentence structure, 6. Writing is clear and concise 7. Writing is objective/non-biased & professional/ formal 8. Correct in text citations 9. Correct Reference page if Reference page is needed 10. Writing is clear and concise 11. Writing is objective/non-biased & professional/ formal 12. Correct use of Headings, cover page, etc. 13. Intro and Conclusion/ Summary included 10.0 to >9.0 pts Accomplished Assignment is formatted correctly and according to the General Guidelines listed in the syllabus. Assignment correctly follows APA guidelines. No more than one error 9.0 to >7.0 pts Proficient 2 formatting or writing errors 7.0 to >5.0 pts Needs Improvement 3 formatting or writing 5.0 to >0 pts Unacceptable More than 3 formatting or writing errors is a zero for this section Did not use the template 10.0

ANSWER. PAPER DETAILS
Academic Level	Masters
Subject Area	Nursing
Paper TypeÂ	Assignment
Number of Pages	3 Page(s)/825 words
Sources	3
Format	APA 6
Spacing	Double Spacing

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