COURSE PLAN

INTRODUCTION
The key of successful teaching is good planning. It serves as a guideline for the teacher as
well as for the students in creating the atmosphere conductive for worthwhile learning and purposeful
activities. Good teacher install her students urge to learn and the sincerity of purpose in all activities. In
curriculum planning there are three levels which includes social, institutional and instructional. The social
curriculum consists institutional and instructional. The instructional curriculum consists of content planned
day by day and week by week by a particular teacher for a particular group of students.

DEFINITION
 Course planning refers to planning course of institutions.
 “Course planning is defined as a process of planning the entire content of the program which
has to be done before the commencement of the course.”

LEVELS OF COURSE PLANNING

 Course planned at
 University level.
 Institutional level.
 Instructional level.
 Pertains to organize both content and learning experience with in a unit or a subject. I.e. at
the level of course of study, at the level of unit.
 Deals with designing the pattern for the entire program at the program level.

PRINCIPLES OF COURSE PLANNING

 State the objective in behavioral terms which has to be achieved.
 Establish sequence e.g. in teaching bed making, plan teaching of simple open bed first
admission bed next, post-operative bed, fracture bed, renal bed etc.
 The teacher should keep in mind
 What should the students learn from the course?
 What should be the sequence of topics/units?
 How much time to be allotted?
 It should allow for individual differences and according to the level of the students.
 Should follow maxims of teaching.
 Ensure logical and psychological continuity.
 Principle of integration.
 Unity curriculum.
 Avoid of repetition.
 The course should provide variety in modes of learning.
 Flexibility in teaching learning method.

STRUCTURES OF COURSE PLAN

In planning course, two kinds of planning are involved.
I. Identifying the kinds of elements and which specific learning has to be organized.
II. Selection of specific organizing centers on which learner’s entire development be focused.
ELEMENT OF COURSE PLAN
 Brief course description
 Objectives – State the objectives or outcomes to be achieved through the given course.
 Specifications for level of learner and placement within the curriculum.
 Resources material needed for the course.
 Organize the content.
 Describe the resource materials and method of teaching.
 Prepare the plan of learning activities for students.
 Mention place, length of experience, experience record/cumulative record, observations
procedures, plan for rotation with field experiences, supervised and guided practice.
 Evaluation measures.
 Bibliography.

STEPS USED IN DEVELOPING A COURSE PLAN

 Step 1:
 Divide the course into blocks - Write the heading of a course outline and fill in what
you already know about the course, e.g. duration, course plan, scoring etc. according to INC
syllabus.
 Step 2:
 Formulate the course outcomes – Use the level or program objectives to inform the
choice of course objectives.
 Step 3:
 Divide the course into logical units of about equal weight – This can be done
according to time (e.g. one unit per week of the course) or by another form of logic (e.g. one
unit for every activity of daily living in a fundamental nursing course).
 Step 4:
 Develop the units – For each unit, decide what the essential tasks of the students will be
(explaining, implementing, evaluating) and choose the appropriate content, teaching method,
resources and assessment strategy.
 Step 5:
 Select appropriate student assignment – The overall weight of the course has to be
taken into account when one decides how many assignments to put into the course.
 Step 6:
 Select appropriate teaching/learning resources – This might include videos, models,
articles from the journals, field trips and many more.
 Step 7:
 Choose an appropriate text book – Text books plays an important role in enhancing the
quality of learning and improving students performance.
 Step 8:
 Determine how students will demonstrate learning – Demonstration of learning in
nursing assessed by –
 Written tests and examination.
 Continuous clinical assessment and clinical examination.
 Step 9:
 Write the course guide to be given to students – Course guide is an important
document for both teacher and student, as a first communication between the two parties.
 It should be reflect the personality and philosophy of the teacher.

 Step 10:
 Review – Before implementing the course, it should be reviewed by the curriculum
committee, to ensure that it fits in with the overall curriculum and by other colleagues for
content validity.
 Step 11:
 Organize the course resources – This is the last step and it involves everything from
making sure that the text books are available, duplicating the course guide, booking the
teaching venue, audio visual material for the library and liaising with clinical settings.
All these preparations are essential to make the course run smoothly.

TEACHERS ROLE IN COURSE PLAN

 Teachers plan unit of work.
 Teachers should select materials and learning activities according to the levels of students.
 Teacher should plan carefully.
 Teacher should avoid gaps and non-projective repetition in subject matter content.
 Teacher should provide enforcement of previous learning.
 Teacher should formulate the objectives prior to the planning.
 Teacher has to set up working group.
 Teacher should possess knowledge adequately.
 Teacher should have skills related to the area that they are teaching.
 Teacher should be efficient in preparing course plan.
 Teachers should plan equally to all the students.

TEACHER STUDENT PLANNING

 Student is the centre of whole educative process.
 The life that teacher’s effort.
 The student’s internal mental activities are primary cause of learning and teacher is the
guide, secondary proximate cause.
 Education at the school is a cooperative act – a joint enterprise between the student & teacher.
 In course plan the involvement of student should be present.
 Teacher have to plan, act and educate students for activity in the total process.
 By virtue of her maturity, knowledge and experience the teacher is recognized authority for
student.
 The student is influenced by the teacher’s maturity, teaching learning sessions in
hospital/community and level of experience.
 Thus the student is influenced to be involved in planning, executing, evaluating for learning
experiences.
FORMAT OF COURSE OUTLINE

Placement: Total Prescribed Hours:

Subject: Total Planned Hours:
General objective:
Specific objective:
Unit Time Content Teaching-Learning Activities A.V. Aids Evaluation
Methods

References:
 UNIT PLAN
INTRODUCTION
The teacher has to recognize the content of the text book on the subject into suitable unit.
Unit is developed psychologically in students as a mean of integration, unitary teaching necessitates the
interlocking of idea in order to achieve full understanding. A teacher who is experienced and competent
enough in the subject matter should prepare the year plan, keeping in mind the ins and outs of the units of
subject.

DEFINITION
 According to HC Morrison, A Unit consists of a comprehensive serious of related and
meaningful activities, so developed to achieve the purpose and educational objectives by
providing significant educational experiences that would result in appropriate behavioral
changes in the learner.
 According to Carter V Good, You need may be described as an organization of various
activities, experiences and types of learning around a central problem or purpose developed
comparatively by a group of pupils under teacher – leadership.

CHARACTERISTIC OF UNIT PLAN

 Unit planning recognizes that learning takes place most effectively in terms of whole rather
than fractions.
 Developmental and therefore provide for vertical and horizontal organization of learning
experiences.
 Necessity for providing individual differences in rates learning and interests.
 Unit planning recognizes that true learning renders the learners increasingly skill in self
directions.
 Unit planning provides sound basis for evaluation.

CRITERIA FOR A GOOD UNIT PLAN

 Provide opportunity for new student.
 The needs, capabilities and interest of the student should be kept in mind.
 A variety of experience should be planned better learning (field trip, demonstration, project)
 Familier and rated topics should be included in the unit.
 Unit planning should be result of co-operative planning of teacher and student.
 Psychological principle learning by whole is followed.
 Importance has to be given to integration learning outcomes.
 It should be related to social and psychological environment of the student.
 Unit should be a part of sequence that permit growth from year to year.

THE ESSENTIAL ACTIVITIES OF UNIT PLANNING

 Selection and statement of objectives.
 Selection of type of unit to be used.
 Selection of learning situations.
 Selection of knowledge component.
 Selection of the organizing centers-learning and teaching activities.
 Selection of method of evaluation.
PURPOSES OF UNIT PLANNING
 Used as a basis of developing a teachers unit.
 Provide improvise education for the teacher.
 Lay a ground work for good teaching.
 Stimulate teacher activity-by offering a variety of suggestions and materials.
 Can be used as a substitute for text book.
 Excellent source of information for beginning teachers.
 Emphasize evaluation and offer various approaches.

TYPES OF UNIT PLANNING

 Subject matter units
a. Topical unit.
b. The generalization unit.
c. The unit based on significant aspect of environment and culture.
 Experience unit
a. Unit based on center of interest.
b. Unit based on student purpose.
c. Unit based on student need.

STEPS IN THE DEVELOPMENT OF UNIT PLAN

1) Selection of unit from syllabus (based on course learning out comes).
2) Allotment of working hours for particular unit.
3) A unit is sub divided into suitable subunits or parts.
4) Laying down of the teaching learning objectives of these sub units.
5) Appropriate method, devices, and techniques for proper teaching learning.
6) Selection of appropriate audio-visual aids to facilitate better learning.
7) The use of appropriate evaluation devices for the evaluation of the outcomes of the teaching-
learning process.
8) The utilization of the outcomes of the evaluation for the proper follow up and remedial
teaching provided list of references for detailed study of particular unit.

FACTORS TO BE CONSIDERED WHILE PLANNING A UNIT

1. Objectives with specification- The second step is to find out the objectives and
specification that can be realized through the content analysis.
2. Content Analysis- In unit planning emphasis is placed on analyzing its content into, terms,
concepts, facts, situation processes, generalization, conclusion, principles etc. ex. It helps the
teacher thorough knowledge about the subject matter. It gives self confidence since she has
mastery over the subject matter. Missing of point will be avoided.
3. Learning Activities- Individual differences and psychology of the pupil will be
considerable in choosing learning activities.
4. Testing Procedures- Types of evaluation tools and techniques are mentioned through
when the teacher would get evidence of the achievements of objectives on the part of pupil.
IMPORTANCE AND ADVANTAGES OF UNIT PLANNING
 It helps in the proper coverage of the syllabus of that subject with in available time and
duration of the course as syllabus is divided into units.
 It provides organization of subject matter and learning experiences into meaningful units.
 It makes both the students and teacher clear about the goals and objectives of the content
matter to be covered in the unit.
 Unit plan lays stress on the formulation of teaching-learning objectives of the unit in
behavioral terms.
 In unit planning, a teacher is well informed about the type of methods and strategies used and
the material, resources utilized for teaching-learning of various subdivisions.
 Unit planning has a proper provision for the diagnosis of learning difficulties of the student.
 Unit planning has a proper provision for the review, recapitalization, practice and drill work
related to the content and learning experiences of the subunits.
 Unit planning paves the way for a proper and appropriate daily lesson planning.

LIMITATIONS AND DEMERITS OF UNIT PLANNING

 The division of the contents of the syllabus into meaningful and complete units and sub
divisions is not an easy job.
 The unit planning puts restrictions on the freedom of teachers.
 The teaching learning process becomes too much time bound through the adoption of unit
planning.
 Unit planning may make the teacher too much conscious for the implementation of a planned
scheme.
 It makes the teaching and learning as planning-centered rather than student-centered.
 It needs expertise and labour and time spent on the part of a teacher.
 It prevents flexibility in the teaching-learning process.

EXAMPLE OF A UNIT PLAN

Placement:
Subject:
Unit:
prescribed hours:
planned hours:
Genera Objective:
Specific Objectives:
Time Content Teaching-Learning activities A.V. Aids Evaluation
methods

References:
CONCLUTION
Course planning refers to planning course of instructions. In the curriculum planning, there were key to
success’ teaching and good planning. Its serves as a guideline the teacher as well as for the students in
creating atmosphere conductive for worthwhile learning a purposeful activities.
Unit planning recognizes the necessity for providing for individual differences in the rates of learning and
interests. Therefore, a variety of assignments, e.g. projects, field trips, conferences and other similar
activities are planned by an
BIBLIOGRAPHY
1. Neeraja K.P. Textbook of communication & Education technology for Nurses, Second edition, page
175-181
2. R Pramilaa, Nursing Communication and Educational Technology, Jaypee brothgers publishers, 1st
edition, page 183-189
3. Shebeer P. Basheer, Textbook of Nursing Education, 1st Edition, page 347-351
4. Sodhi Jaspreet Kaur, Comprehensive Textbook of Nursing Education, Jaypee brothers medical
publishers, Second edition, page 326-330