Oral Presentation & Lesson Plan

Title

Assessment 2: Oral Presentation & Lesson Plan

Purpose

This assessment task is intended to provide an opportunity for the aspiring educator to begin to develop practical teaching skills through the delivery of one teaching session. You will be required to plan, deliver and receive feedback on one teaching session to a health professions group relevant to your discipline and/or specialisation and submit the lesson plan and feedback for assessment.

To complete this assessment, please choose ONE of the following options:

1. Prepare and deliver a live face-to-face teaching session for a group of learners in your workplace. You will need your workplace clinical educator to provide feedback on the attached form.
2. Prepare and deliver a live face-to-face teaching session to your peers during the semester. The teaching team will provide feedback.
3. If you do not have a workplace or you live outside Victoria, you need to plan and deliver a video recorded teaching session. The teaching team will provide feedback. Please upload a video recorded teaching session through Moodle in Assessment 2 dropbox.

NOTE: Choose Option 2 or 3 if you are unable to access your workplace to conduct a live, face to face teaching session. You will obtain feedback on your teaching session from the teaching team.

Regardless of the option you choose, this teaching session should incorporate the active learning approaches you identified and defined in assessment task 1 and can include in-service education; clinical teaching, simulation or classroom teaching. The teaching session should be a approx. 20 minutes for option 1, 2 & 3.

Alignment with unit learning outcomes

This assessment task aligns with the following unit outcomes:

1. Discuss contemporary active learning trends in health profession education

2. Evaluate current and future educational roles and contexts that encompass education in health care practice.

4. Apply evidence-based educational practices to plan, design and implement an education session for health care practitioners.

5. Evaluate your own teaching approaches in a teaching practicum.

6. Contrast and critique contemporary teaching and learning methods for a range of clinical and academic education contexts.

7. Describe and critique common workplace, clinical supervision and teaching models.

9. Apply critical reflective skills through linking past and present learnings to future education in health care practice.

Your assessment task

This assessment task requires you to select a health care professional group in your discipline and/or specialisation to design and deliver a teaching session. You are required to: –

• Deliver a teaching session in-line with active learning principles using either option 1, 2 or 3 (see below).
• Submit the written lesson plan (using this template ) detailing your teaching session, the feedback you received and all teaching materials, such as PowerPoint presentations, handouts submitted as a PDF attachment.

This assessment requires substantial organisation, please ensure you allow enough time to plan and implement your teaching session.

You have three options to complete this teaching session: –

1. Liaise with your workplace clinical education team (early in the semester) to arrange a suitable time to conduct the teaching session in your workplace.
2. The unit coordinator will advise you of the time and location during the semester to deliver your face-to-face teaching session.
3. Record and upload a teaching session

Review the table below to determine what you need to upload to the Moodle dropbox according to the option you choose.

All students, regardless of the option you choose must:

• Plan a teaching session using active learning approach/s.

Lesson plan should contain the following detail:

• Lesson Plan: Outline provides context about the lesson for educators using the lesson plan to teach and describes what it is about, who it is for and what resources are needed.
• Lesson Plan: Introduction provides information for educators on how to set the stage for the lesson.
• Lesson Plan: Body- provides detailed information about the teaching strategies and learning activities used in the lesson, linking them to the learning outcomes.
• Lesson Plan: Summary provides information for educators on how to wrap up the lesson.

NOTE: Content on structuring and formulating your teaching will be delivered across a few weeks of semester. Please use the lesson plan template provided on Moodle.

Option 3 information about making and uploading a video

For students – learn how to make a video assignment

For students to submit their video

Length of assessment

Oral presentation approx 20 minutes & Lesson Plan (1,500 words)

Submission

Submit via this Moodle Assignment dropbox. To do so, click on the ‘Add submission’ button below to upload your work. Once your work is ready to be submitted for marking, click on the ‘Submit assignment’ button.

Turnitin will not be used for this assessment

Criteria for marking

Click here to view RUBRIC

Generative AI

AI & Generative AI tools may be used in GUIDED ways within this assessment / task as per the guidelines provided.

For NUR5204 assessment tasks you are able to selectively use generative AI to assist with brainstorming only. You are not able to use generative AI to write your assessment task. Should it be found that you have used Generative AI to write the assessment task, you will be subject to an academic integrity breach.

Brainstorming of ideas means that you may prompt generative AI to formulate ideas for the construction of the assessment, but not the writing of the assessment task itself.

We suggest that you use Microsoft Co-pilot to assist with the brainstorming of the assessment task.

Where used, AI must be used responsibly, clearly documented and appropriately acknowledged

Any work submitted for a mark must:

1. represent a sincere demonstration of your human efforts, skills and subject knowledge that you will be accountable for.
2. adhere to the guidelines for AI use set for the assessment task.
3. reflect the Universitys commitment to academic integrity and ethical behaviour.

It is imperative that if you decide to use generative AI to assist in the brainstorming process that you analyse and critically evaluate the output that is provided. You need to assess the relevance and accuracy of the generative AI output to evidence based practice.

Inappropriate AI use and/or AI use without acknowledgement will be considered a breach of academic integrity.