DR' V' K' CHAUHAN

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ANATOMY OF LESSON PLAN

• DR. V. K. CHAUHAN
• PRINCIPAL
• DR. B. R. SUR HOMOEOPATHIC MEDICAL COLLEGE,
  HOSPITAL AND RESEARCH CENTRE, NANAK PURA, NEW
  DELHI

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LESSON PLAN

• The lesson plan provides a guide for managing the
  learning environment and is essential to be
  effective and efficient.

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LESSON PLAN

• Lesson plans are written by teachers to help them
  structure the learning for themselves and for the
  students.
• Research indicates that all students benefit
  from, and appreciate well-structured lessons.

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All lessons are based on curriculum i.e., what
is intended that students learn.

• Curriculum (what is intended that students learn)
  is usually structured in units.
• The units can have themes or not, but they
  include many topics that are united by a common
  thread.
• These units, which may involve work for days or
  weeks, are subdivided into daily lesson plans.

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DAILY LESSON PLANS - PURPOSE

• Lesson plans are not written for teachers to read
  to the class.
• They are used to structure the lesson and to help
  with the flow of the class, especially when
  something has occurred to distract everyone,
  including the teacher.

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DAILY LESSON PLANS THINKING PARTS

• Lesson plans are first of all a thinking process.
  This thinking process basically is completed in
  four parts.

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DAILY LESSON PLANS THINKING PARTS

• First, determine the curriculum that is, what
  the children will learn, what they will be able
  to do upon completing the activities or work of
  the lesson.

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DAILY LESSON PLANS THINKING PARTS

• Second, determine what the students already know,
  before beginning the lesson, that can lead into
  the new curriculum of the day.

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DAILY LESSON PLANS THINKING PARTS

• Third, determine at least one way to assist the
  students in learning the new curriculum.

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DAILY LESSON PLANS THINKING PARTS

• Fourth, determine at least one way to evaluate
  the learning outcomes of the students.

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DAILY LESSON PLANS WRITTEN FORMATS

• There are many different formats that can be used
  to write daily lesson plans.
• Formats that are most useful are very simple to
  follow and are well structured.
• An outline format can be used very easily during
  class for quick references by the teacher.
• It can be followed and accessed very quickly by
  the teacher in case there is a distraction or in
  case the teacher loses his/her) train of thought.

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DAILY LESSON PLANS WRITTEN FORMATS

• First, write the student academic behavioral
  learning objective based on the thinking parts
  above (especially the first and fourth steps
  that is, what the students will be able to DO
  upon completing the lesson, and what student
  academic knowledge will be evaluated as a result).

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DAILY LESSON PLANS WRITTEN FORMATS
Second, follow steps A, B, and C as follows.

• A What the students enter the lesson already
  knowing (prerequisites)
• B Core lesson (what the teacher and the students
  do)
• C The NEW curriculum that the students exit the
  lesson knowing (objective of the lesson)

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LESSON PLANNING ROLE OF TEACHER

• Effective teacher cannot create a single extra
  second of the day.
• But the effective teacher certainly controls the
  way time is used.
• Effective teacher carefully and carefully plan
  for the productive use of the instructional time.

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LESSON PLANNING ROLE OF TEACHER

• Teacher wears many hats 
• Friend, counsellor, judge, mentor ..... hundreds
  of roles and different roles for different
  classes, students, and extra curricular duties. 
  
• However, Each role has a different effect on the
  students.

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LESSON PLANNING ROLE OF TEACHER

• One of the primary role of a teacher is designer
  and implementor of instruction.
• Teachers at every level prepare plans that aid in
  the organization and delivery of their daily
  lessons.

These plans vary widely in the style and degree
of specificity.
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LESSON PLANNING ROLE OF TEACHER

• The effective teacher also needs to develop a
  plan to provide direction toward the attainment
  of the selected objectives.
• The more organized a teacher is, the more
  effective the teaching, and thus the learning,
  is.

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LESSON PLANNING ROLE OF TEACHER

• Regardless of the format, all teachers need to
  make wise decisions about the strategies and
  methods they will employ to help students move
  systematically towards learner goals.

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LESSON PLANNING ROLE OF TEACHER

• Teachers need to be able to sequence educational
  needs and goals / objectives so that students
  become proficient in the skills and knowledge of
  a particular discipline.

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LESSON PLANNING ROLE OF TEACHER

• Several lesson plan outlines NEED TO BE
  developed as per the situational need.
• Planning and classroom delivery innovations
  usually come once you are in the classroom with
  your own set of learners, have developed your own
  instructional resources, and have experimented
  with various strategies.

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LESSON PLANNING ROLE OF TEACHER

• Although fundamental lesson planning elements
  tend to remain unchanged, their basic formula is
  always modified to suit the individual teacher's
  lesson preparation or style of presentation.

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LESSON PLANNING ROLE OF TEACHER

• Some instructors prefer to construct Elaborate
  detailed and impeccably typed outlines
• Others rely on the briefest of notes handwritten
  on scratch pads or on the backs of discarded
  envelopes.

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LESSON PLANNING PROCEDURES

• Bloom's Taxonomy has classified thinking skills
  into two levels
• Level 1 Skills (lower order)
• Knowledge.
• Comprehension.
• Application
• Level 2 Skills (higher order)
• Application.
• Analysis.
• Synthesis.
• Evaluation

• Just to remind the Fundamentals of lesson
  planning elements in reference to Blooms
  Taxonomy.

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LESSON PLANNING PROCEDURES
On earlier basic skills assessments, students had
to use only the lower order thinking skills, but
the majority of questions on the FCAT require
students to use higher order skills.

• Just to remind the Fundamentals of lesson
  planning elements in reference to Blooms
  Taxonomy.
• In reference to natomy At lower level are facts
  of anatomy and at higher level is application of
  these facts for clinical aspects

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LESSON PLANNING PROCEDURES

• The chart in the next slide shows the six levels
  of Bloom's Taxonomy with key words that
  correspond to each of the levels.
• One simple way for teachers to be sure they ask
  for higher order thinking skills is to use the
  Level 2 key words in their lessons and on their
  assignments and tests.

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ESSENTIAL ELEMENTS OF LESSON PLANNING

• Objectives
• What students will be able to do as a result of
  the lesson
• Procedures
• What the teacher will do to get the students
  there
• Assessment
• What teacher can do to see if the lesson was
  taught effectively 
• watching students work, assigning activities,
  getting feedback, etc. 

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ADDITIONAL ELEMENTS OF LESSON PLANNING

• Modifications/accommodations
• For any special needs students in the class
• Materials needed for the class period and any
  special equipment
• Time estimates
• Procedural Sub points.

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PREPARATION OF LESSON PLAN

• Stage 1
• Pre-Lesson Preparation
• Goals
• Content
• Student entry level

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PREPARATION OF LESSON PLAN

• Stage 2
• Lesson Planning and Implementation
• Unit title
• Instructional goals
• Objectives
• Rationale
• Content
• Instructional procedures
• Evaluation procedures
• Materials

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PREPARATION OF LESSON PLAN

• Stage 3
• Post-Lesson Activities
• Lesson evaluation
• Revision

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FORMAT FOR LESSON PLAN-A
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FORMAT FOR LESSON PLAN-B
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EXECUTION OF LESSON PLAN

• Executional Remarks
• Even teachers who develop highly structured and
  detailed plans rarely adhere to them in lock-step
  fashion.
• Such rigidity would probable hinder, rather than
  help, the teaching-learning process.

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EXECUTION OF LESSON PLAN

• Executional Remarks
• The elements of lesson plan should be thought of
  as guiding principles to be applied as aids, but
  not blueprints, to systematic instruction.
• Precise preparation must allow for flexible
  delivery.

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EXECUTION OF LESSON PLAN

• Executional Remarks
• During actual classroom interaction, the
  instructor needs to make adaptations and to add
  artistry to each lesson plan and classroom
  delivery.

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TEACHER-STUDENT COMMUNICATIONLECTURE

• A traditional view of the teacher is of someone
  who dispenses knowledge someone who lectures,
  tells, feeds, disseminates, covers material,
  teaches the subject matter more than the
  students.
• The students sit passively while the teacher is
  on show.

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TEACHER-STUDENT COMMUNICATIONLECTURE

• Desks in rows and a blackboard and podium up
  front are an arrangement designed for this role
  of a teacher.
• However, lectures are effective for giving short
  sets of instructions, background information,
  guidelines, or other information that is needed
  in a short time frame (e.g., before doing a class
  project, lab, or group activity)

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TEACHER-STUDENT COMMUNICATIONDEMONSTRATION

• Demonstrations, on the other hand, allow students
  to experience more fully the information and
  concepts the teacher wants to impart during the
  lesson.
• Students remember much better what they have both
  heard and seen (or even touched, smelled, or
  tasted)!

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TEACHER-STUDENT COMMUNICATIONDEMONSTRATION

• In demonstrations, teacher is the center of the
  action and the dispenser of knowledge.
• Students can more easily see what they need to
  know and more efficiently link it to prior
  knowledge in their own ways.

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TEACHER-STUDENT COMMUNICATIONLISTENING

• Listening is very important teachers role,
  something that we don't usually think of in
  connection with the lecturer role.
• Teachers who listen can turn around provide very
  effective support structures to guide students on
  to the next level of challenge.

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TEACHER-STUDENT COMMUNICATIONLISTENING

• Listening is crucial for assessment of learning
  (checking comprehension), for collaboration
  between teachers and students.
• And for giving students a real sense of ownership
  of classroom activities as well as for allowing
  students to articulate and internalize the
  learning processes.

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TEACHER-STUDENT COMMUNICATIONEMPOWERING

• Empowering is really what teaching is all about.
• Ironically, though, many teachers act as if
  empowering students means weakening
  themselves--their authority as both a classroom
  disciplinarian and a subject-matter authority.
• But may be power is like love the more you give,
  the more you get.

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TEACHER-STUDENT COMMUNICATIONSPOON-FEEDING
Teaching as Spoon Feeding? ... NO What goes in
... Comes back out?    
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SEATING ARRANGEMENT

• As an effective teacher and to deliver an
  effective lesson, it is to be remembered that
  every seating arrangement should be in accordance
  with what you want the lesson to accomplish.

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TEACHER-STUDENT COMMUNICATIONTRADITIONAL
CLASSROOM

• A Traditional Classroom is set up with the desks
  in rows, the teacher's desk or table somewhere in
  front.
• This arrangement packs desks into the room
  efficiently and lets student have easy access to
  their seats.

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TEACHER-STUDENT COMMUNICATIONTRADITIONAL
CLASSROOM

• The learning environment should be designed
  according to learning objectives and desired
  outcomes.
• However, this arrangement is probably the best
  for preventing cheating on traditional testing
  days. 
• The role of the teacher here seems that of a cop.

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TEACHER-STUDENT COMMUNICATIONCLASSROOM FOR
DISCUSSION/DEBATE

• Discussions Debates and many other interactive
  classroom activities, where the whole class is
  looking and listening and contributing, probably
  work better if the students' seats are somehow
  facing each other.

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TEACHER-STUDENT COMMUNICATIONCLASSROOM FOR
DISCUSSION/DEBATE

• Teacher's desk is placed in the back of the room
  to get it out of the way.
• It's still within easy access to grab a stack of
  hand outs, etc.
• The role of the teacher here is kind of like
  Speaker of the House.

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TEACHER-STUDENT COMMUNICATIONHORSESHOE SHAPED
CLASSROOM

• A variation on the bicameral (two sides)
  arrangement is the Horseshoe.  
• Both the bicameral and horseshoe arrangements
  work well for handing out stuff. 
• The role of the teacher seems to be coordinator
  and collaborator in these classrooms.

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TEACHER-STUDENT COMMUNICATIONCLASSROOM FOR GROUP
ACTIVITY

• An important seating arrangement is that for the
  group activities.  
• Here the teacher's role is facilitator.

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LESSON PLAN OF ANATOMY
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TEACHING ANATOMY MUST CHANGE

• Medical students have been taught anatomy in the
  same way since medieval times - by dissection of
  human cadavers.
• In medical schools around the country, however,
  the emphasis has now shifted from students
  dissecting to demonstrator led teaching.

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TEACHING ANATOMY MUST CHANGE

• The origins and insertions are out of flavour,
  and the clinical relevance of the anatomy we
  learn is in flavour.
• Dissecting and "self directed learning" in this
  way would probably increase the amount of
  anatomical knowledge medical students possess.

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SELF DIRECTED LEARNING

• What is In self-directed learning?
• (SDL), the individual takes the initiative and
  the responsibility for what occurs.
• Individuals select, manage, and assess their own
  learning activities, which can be pursued at any
  time, in any place, through any means, at any age.

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SELF DIRECTED LEARNING

• What is In self-directed learning?
• For the individual, SDL involves initiating
  personal challenge activities and developing the
  personal qualities to pursue them successfully.

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TEACHING BRACHIAL PLEXUS A TRADITIONAL
PRESENTATION
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TEACHING BRACHIAL PLEXUS A LINE DIAGRAM
PRESENTATION
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TEACHING BRACHIAL PLEXUS A MORE COLOURFUL
PRESENTATION
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TEACHING BRACHIAL PLEXUS A MORE ELABORATE
PRESENTATION
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TEACHING BRACHIAL PLEXUS AN EXHAUSTIVE
PRESENTATION
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TEACHING BRACHIAL PLEXUS IN SMALL UNITS
Roots
Trunks
Divisions
Cords
Branches
Upper
A
P
Middle
A
Lateral
P
Lower
P
Posterior
A
Medial
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TEACHING BRACHIAL PLEXUS IN SMALL UNITS
Roots
Prefixed C4
Rhomboids Levator Scapulae
Dorsal Scapular
C5
C6
C7
C8
T1
Postfixed T2
Serratus Anterior
Long Thoracic
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TEACHING BRACHIAL PLEXUS IN SMALL UNITS
Trunks
Supraspinatus Infraspinatus
Suprascapular n.
Nerve to subclavius
Adjacent to apex of lung
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TEACHING BRACHIAL PLEXUS IN SMALL UNITS
Usu. No nerves
Divisions
Anterior divisions flexors Posterior divisions
extensors
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TEACHING BRACHIAL PLEXUS IN SMALL UNITS
Cords
Lateral pectoral n.
Pect major
Medial pectoral n.
Teres major subscapularis
Medial brachial cutaneous Medial antebrach.
Cutan.
Upper lower subscapular n Thoracodorsal n
Lat dorsi
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TEACHING BRACHIAL PLEXUS IN SMALL UNITS
Branches
Biceps Brachialis (lat cut n of
forearm) coracobrachialis
musculocutaneous
Deltoid, teres minor
axillary
radial
median
ulnar
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HISTORY
Literal translation of brachial plexus
interweaving of strands of the
arm Hippocrates, 400 B.C. 1st anatomical
dissections during this time period
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HISTORY
700 years before Hippocrates
The Iliad by Homer 2 passages highly suggestive
of injury to the brachial plexus
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HISTORY

• Illustration of battle between Hector and Teucer
  Teucer had just taken an arrow from his quiver
  and laid it upon the bow-string, but Hector
  struck him just where the collar-bone divides
  the neck from the chest, a very deadly place and
  broke the sinew of his arm so that his wrist was
  less, and the bow dropped from his hand

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SELF DIRECTED LEARNINGBRACHIAL PLEXUS (GROUP
ACTIVITY)
BRACHIAL PLEXUS / NERVES TO ARM
http//www.flickr.com/photos/ksoc/54427341
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SELF DIRECTED LEARNINGBRACHIAL PLEXUS (GROUP
ACTIVITY)
BRACHIAL PLEXUS / NERVES TO ARM
http//www.flickr.com/photos/ksoc/54427341
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SELF DIRECTED LEARNINGBRACHIAL PLEXUS (GROUP
ACTIVITY)
BRACHIAL PLEXUS / NERVES TO ARM
http//www.flickr.com/photos/ksoc/54427341
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SELF DIRECTED LEARNINGBRACHIAL PLEXUS (GROUP
ACTIVITY)
BRACHIAL PLEXUS / NERVES TO ARM
http//www.flickr.com/photos/ksoc/54427341
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SELF DIRECTED LEARNINGBRACHIAL PLEXUS (GROUP
ACTIVITY)
BRACHIAL PLEXUS / NERVES TO ARM
http//www.flickr.com/photos/ksoc/54427341
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SELF DIRECTED LEARNINGBRACHIAL PLEXUS (GROUP
ACTIVITY)
BRACHIAL PLEXUS / NERVES TO ARM
http//www.flickr.com/photos/ksoc/54427341
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SELF DIRECTED LEARNINGBRACHIAL PLEXUS (GROUP
ACTIVITY)
BRACHIAL PLEXUS / NERVES TO ARM
http//www.flickr.com/photos/ksoc/54427341
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SELF DIRECTED LEARNINGDELTID (GROUP ACTIVITY)
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SELF DIRECTED LEARNING (GROUP ACTIVITY)
Examination of individual muscle groups
2. Levator scapulae (cervical vertebrae to
scapula) elevates scapula 3. Infraspinatus
(lower scapula to humeral head) lateral
rotation of humerus 4. Teres major (scapula to
anterior humerus) medial rotation of humerus
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SELF DIRECTED LEARNING (GROUP ACTIVITY)
Examination of individual muscle groups
5.Teres minor (scapula to posterior humerus)
lateral rotation of humerus 6.Supraspinatus
(upper scapular spine to humeral head) abducts
humerus
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SELF DIRECTED LEARNING (GROUP ACTIVITY)
Examination of individual muscle groups
8. Rhomboids (thoracic vertebrae to scapula)
raise/adduct scapula 9. Latissimus dorsi (t-,
l-, s-vertebrae to humerus) extend/adduct arm
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SELF DIRECTED LEARNING (GROUP ACTIVITY)
Examination of individual muscle groups
Serratus anterior (anterior surface of medial
border of scapula to ribs) protraction and
rotation of scapula
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• Thorburn, 1903
• In such cases the shoulder is flaccid and
  rotated inwards, the forearm is extended and the
  hand lies prone.
• Waiters tip position

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• 5 Patterns of nerve involvement
• C5-6 (Erbs palsy, 50)
• C5-7 (Erbs-plus palsy, 35, classic waiters tip
  position axillary, musculocutaneous,
  suprascapular)
• C5-T1 with some finger flexion sparing
• C5-T1 with flail arm and Horners
• C8-T1 and Horners (Klumpkes, v. rare)

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• 1st published photo of bilateral neuralgic
  amyotrophy, 1896
• Left scapular winging and right lateral deltoid
  flattening
• Nerves involved Left long thoracic and right
  axillary nerve

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Burner Syndrome

• Forceful separation of the shoulder and head
• If associated with pain and paresthesias, the
  term stinger or burner is applied
• Males, contact sports
• Classically C6 distribution
• Permanent neurologic dysfunction is rare

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Rucksack palsy (cadet palsy, pack palsy)

• Classic painless weakness associated with
  wearing a backpack
• Sensory involvement
• Risk factors pack weight, duration worn, and
  device characteristics
• Most are demyelinating conduction block
• Conservative treatment

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• What's that ancient proverb?
• Give people some fish and they eat for the day,
• But teach people to fish and they eat for life.
• What's your metaphor for teaching?

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THANK YOU