Assignment 3 – Developing and Simulating a Learner-Centered Teaching Plan

Learner Centered Teaching Plan

Health teaching is not an optional practice component for any healthcare professional. This assignment, Developing and Simulating a Learner-Centered Teaching Plan, will allow you to gain knowledge that is foundational to the teaching-learning process and provide you with the opportunity to achieve the course learning outcome: apply the teaching-learning process to a health-related situation in a systematic manner that reflects the principles of teaching and learning presented in this course. Supporting information to assist you in assignment 3 is addressed in Units 6-8.

Assignments must be submitted via the appropriate Dropbox on the course home page.

NOTE – Assignment 2 and 3 are progressive assignments; you will not be able to submit assignment 3 until you have completed assignment 2 and received your mark. Refer back to the case study you utilized to complete assignment 2, as this same case study should be used to complete assignment 3. Also be certain to consider your tutor’s feedback on assignment 2 when completing assignment 3. Please contact your tutor if you require further clarification of expectations for this assignment

Assignment 3 consists of two parts:

Part A: Complete the following table (possible 10 marks)

Learning Objective Teaching Strategies Rationale For Selection of Teaching Strategy
Domain: state cognitive, psychomotor or affective. List strategies you have chosen to utilize Provide rationale to support your choice of each strategy. If you used Internet resources as teaching materials, please include the links so that your tutor can access and review these. If you used other materials, such as audiovisual aids, posters, print-based pamphlets, or handouts, please send as an appendix.
Learning Objective Teaching Strategies Rationale For Selection of Teaching Strategy
Cognitive domain

According to Benjamin Bloom, the Cognitive domain of learning involves how a learner develops appropriate knowledge on the field and all the intellectual skills developed henceforth (Long, Wood, Littleton, Passenger, & Sheehy, 2010). This domain is further categorized into six categories comprising cognitions and processes that build its framework. The categories are ranked from the simplest of them all to the most complex. According to Bloom, classification of thinking frames the domain into cognitive levels of complexity, which, as mentioned earlier, are six in number.

The most basic category is Remembering. This refers to the learner’s recall of previously learned data or information (Anaya, 2012). It is also crucial as all the other levels will depend on it. The learner should be able to describe, define, know, list, name, and identify previously learned data/ information. Understanding is the next category. Here, it is upon the learner to demonstrate the capability to grasp after comprehending the data or information previously learned. The learner must have the potential to interpret the set of data or information learned earlier. The learner should display clear ability to convert, distinguish, explain, estimate, extend, summarize, and translate data. After successfully going through this level, the third category is Applying (Anderson et al., 2013). Here, the learner must be able to analyze prevailing new situations and implement the information and/or data learned. h/she is to achieve this by computing, demonstrating, discovering, manipulating, and modifying previous data.

The next category is analyzing. The student should demonstrate the ability to break down the learned material and group it into its various parts so that understanding of organizational structure can be vivid. The fifth level is known as Evaluating. It is upon the learner to mentally weigh the material that has been come up with and identify its value and significance. The final category of this domain is Creating (Marzano & Kendall, 2006). Here, the learner must be able to reconstruct all the parts broken down at the analysis level and come up with a new whole. At this level, the ability to incorporate all broken down data and information should be highly demonstrated, and the learner should come up with a new set of data with all necessary information.

  • Directly instruct students to read for information from various academic sources related to the issue at hand (Pierce & Gray, 2013)
















  • Making students participate in discussions will aid greatly in the development of their understanding capacity (Orlich, Harder, Trevisan, Brown, & Miller, 2016)








  • Presenting students with puzzling situations for them to come up with possible solutions.










  • Following the successful application of relevant knowledge learned previously, it is of great essence that the learners be taught how to analyze data and information obtained until this stage. One effective strategy would be to initiate students’ independent research followed by discussions (Orlich, Harder, Trevisan, Brown, & Miller, 2016)


  • Use group activities to solve Janice’s problems, such as discussions.





  • Instructing the students to formulate a hypothesis on Janice’s case (Reif, 2008).
Reading about how to conduct direct interviews will aid in assessing the level of Janice’s knowledge of the importance of the right diet when dealing with anemia. Additionally, to aid in development of remembering base, drill and practice strategies could be implemented. Learners could be told to memorize the foods Janice should take to increase her Iron intake. Students are to write this as a SMART objective by ensuring that they mention specific foods and set feeding patterns that are achievable and realistic for Janice and within a particular time frame.


In groups, the learners will discuss various types of meat rich in iron and the best choices for Janice. They are also to be charged with discussing the various foods rich in folic acid as they greatly aid Janice’s anemic condition. Apart from various foods recommendable for Janice, students are to discuss alternatives available such as ingesting protein supplements, including prenatal vitamins.


For the students to apply effectively what they have already learned, presenting them with a puzzling situation could be an effective strategy. They will be required to identify various foods that are inhibitors/ promoters of iron absorption into the body and hence come up with solutions that will help advise Janice accordingly.


They are to conduct the research and discussions

while focusing on iron absorption into Janice’s bloodstream and the various foods she should consume. Though the pre-mentioned are the key elements of this argument, Janice’s pregnancy should always be considered.








Students should then be taught on various ways of evaluating the results of their study. This strategy proves to be very effective in developing evaluation intellectual skills.


Since the last category of the cognitive domain involves creating a new whole from parts of previous strategies, relevant skills should also be installed on the learner to make the whole process complete.

Part B: Complete a simulation of the implementation of your teaching plan. Note that this simulation is not to be implemented with a human subject.  Think of this simulation as your rehearsal before actually implementing it with a client. You need to submit a video of your simulation. Your video simulation should be 3 minutes in length. You do not need to submit a copy of your narrative, but you do need to plan carefully what you will include in your simulation. You can record your video using Adobe Connect, YouTube, Vimeo, or a platform of your choice.

Evaluation Criteria for Assignment 3– Developing and Simulating a Learner-Centered Teaching Plan

Part A: Table (maximum 10 marks)

  • learning objective domain is stated clearly (2 marks)
  • learning objective is clear, measurable, and worded using Bloom’s new taxonomy (2 marks)
  • teaching strategies selected are appropriate for the learning objective (2 marks)
  • rationale for selection of teaching strategy is clearly articulated and supported by scholarly evidence (2 marks)
  • format is professional and clear  with accurate spelling, grammar, and punctuation (2 marks)

Part B: Simulation Video (maximum 25 marks)

  • learner objective was stated clearly and concisely (4 marks)
  • stated objective was attainable within the allotted three-minute time frame (3 marks)
  • content of the presentation clearly reflected the stated objective  (3 marks)
  • presentation was planned to facilitate the learners’ attainment of the objective (3 marks)
  • presentation was logically organized from the introduction through to the conclusion (3 marks)
  • presentation included an appropriate evaluation strategy (3 marks)
  • presenter’s voice was clear and easily heard (3 marks)
  • presenter’s manner was interesting and positive (3 marks)

Assignment 2 is below. Case study is –    Janice is a 28-year-old financial advisor. She is now 7 months pregnant with her first child. She is complaining of many symptoms including fatigue, shortness of breath, dizziness, leg cramps and mouth/tongue sores. She is diagnosed with iron-deficiency anemia. Write learning objectives to guide your teaching about how diet modification could improve her health and well-being.

Janice is a 28-year-old financial advisor. She is now 7 months pregnant with her first child. She is complaining of many symptoms, including fatigue, shortness of breath, dizziness, leg cramps, and mouth/tongue sores. She is diagnosed with iron-deficiency anemia. The purpose of this paper is to develop SMART objectives regarding Janice’s diet modification and improve her well-being. Add a background to the topic (developing learning objectives using Bloom’s Taxonomy).

Cognitive Domain (level two heading)

Add a discussion of the cognitive domain with reference for the reader.

First of all, I assessed Janice’s knowledge ( how will this be accomplished?)  that she is aware of that diet is an important characteristic when dealing with iron deficiency anemia, especially during pregnancy, because the World Health Organization (WHO) reports that the cause of iron deficiency anemia is deficiencies in the diet (Johnson-Wimbley & Graham, 2011).

The inclusion of high-iron foods in the patient’s diet will be essential to improve the patient’s iron intake (how could this be written as a SMART objective?), which should reduce the symptoms that she is complaining of. These symptoms are fatigue, shortness of breath, dizziness, leg cramps, and mouth/tongue sores. The pregnancy will cause anemia because she needs a higher iron count whilst the fetus is being carried (Johnson-Wimbley & Graham, 2011). This impact is that Janice will need to increase the amount of iron she consumes (what is the recommended amount of iron? How could this be written as a SMART objective?) to counter her symptoms. One of the options that Janice can use is to take a supplement of oral ferrous iron salts, which will give her the iron that she needs (the scenario clearly states to address with diet modification – perhaps this would be an option if diet modification is not successful?). This is not a complete change in her diet but is recognized as an economical option (Sun & Joffe, 2007, p. 180). There may be problems in absorption, especially as Janice is pregnant (what assists in iron absorption?). This means that it is essential that there is an assessment of whether iron supplements and iron-rich foods are the best options for Janice, especially if there is an impact upon the unborn fetus (what are the risks to the fetus if untreated? How could this be written as a SMART objective?),.

Janice was interested to know more iron-rich foods that she can bring changes in her intake. The first option is to increase the amount of iron-rich foods, which includes red meat, chicken, fish, and eggs (Morgan & Baggott, 2006, p. 527) (how could this be written as a SMART objective?),. These meats require an increase in the amount of consumption in order to be effective; otherwise, Janice will be in the same position that she is currently in. The implication is that the best types of this food are simply cooked in order to ensure that there is iron consumption (i.e., fried versions should be avoided) (how could this be written as a SMART objective?). Red meat has a higher level of iron, so choosing the most iron-rich meats is advised (Savva & Kafatos, 2014, p. 179). The implication is that the patient has to make the right dietary choices; otherwise, there will not be the desired delivery of iron to their cells. The choice of rich iron meats, such as game (i.e., venison), will be essential to counter the current condition that Janice is in. Nonetheless, it is recognized that if Janice has never eaten these game-rich meats before, then the pregnancy may not allow her to eat them (i.e., she may have morning sickness) then she should increase her poultry consumption if this is her preferred meat. Thus, balancing her traditional meat consumption with iron-rich meats is paramount. Another option for Janice is foods high in folic acid, such as dried beans, dark green leafy vegetables, and raw vegetables (UCSF Health). (How could this be written as a SMART objective?),   

If Janice cannot eat the higher-rich meats, she should consider using iron supplements such as prenatal vitamins to prevent anemia during her pregnancy. (Beyond the scope of this scenario). Also, Janice should consult her health care provider to prescribe iron tablets, as long as it complies with her pregnancy. The relevance is to ensure that Janice has the necessary iron intake to ensure that she will complete her pregnancy without significant health problems (Johnson-Wimbley & Graham, 2011, p. 178). Another aid that can help Janice is to eat iron-rich foods whilst drinking tea, because tea does not cause the iron to break down (what foods inhibit/promote iron absorption? How could this be written as a SMART objective?),. This is traditionally a tool that is used for elderly patients that have a low iron count, but it can help any patient that finds themselves in this problem (Sun & Joffe, 2007, p. 281). This means that there can be additional measures that the patient implements to ensure that they can increase their iron intake but remain safe for the fetus.

This means that the three strategies that Janice can use are: (1) to increase her iron intake through oral iron supplements (beyond the scope of scenario); (2) to increase her iron intake through the consumption of high-iron meats (how could this be written as a SMART objective?),  (i.e., game meats); and (3) to increase her iron through poultry cooked purely (i.e., not fried) (how could this be written as a SMART objective?),. The best way to cook the poultry is through a Sautee pan or on the grill, ensuring the iron will be better transported to the patient. In the case of high-iron meats, a similar approach should be taken, although as there is higher iron, more aggressive cooking procedures can be used (such as frying). The aim is to ensure that Janice consumes the highest quality iron foods because reducing the symptoms will mean she will feel better. She will have a healthier pregnancy (especially as she is in her seventh month). Oral ferrous iron salts can also be considered, but this is of higher risk due to pregnancy. This means there has to be a medical referral to ensure that there will not be a negative impact on the unborn fetus. Therefore, changing the dietary habits of Janice is safer for the fetus than more aggressive procedures and the introduction of oral ferrous iron salts (reference; beyond the scope for the scenario). It is possible in the future that a hemoglobin infusion will be considered, but at this stage, dietary changes is preferable because such an infusion may bring an infection to Janice or the fetus.

On completion of the three-minute educational session, Janice will:

  1. Correctly explain two risk factors of Iron Deficiency Anemia in pregnancy.
  2. Correctly recall the daily amount of iron recommended
  3. Correctly list five food high in iron
  4. Correctly describe the importance of Vitamin C
  5. Correctly recall the effect of Calcium on iron absorption