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Assessment One Tasks and Criteria

4.1 Lesson Planning Assessment

Note: the candidate must engage in lesson planning and review for all teaching
sessions during the academic year. For the assessment, each candidate
provides four completed lesson plans and reviews for a module(s) that they
teach (two in semester 1 and a further two in semester 2). You are required to
record outputs from your four lesson plans on the Moodle/VLE CRN 51389.

TEACHING SESSION PLAN


Module: Nutrition, Physical Activity & Level / Stage (6,7,8)
Health Year:

Year 2, BSc Hons Public Health Nutrition & BSc Hons


Sports & Exercise Science

Title of session/ topic: Cancer (session 2 of 3)

Mark the type of session:

Lecture X Tutorial ☐ Lab ☐ Studio ☐ Workshop ☐


Module Outcome (What module outcome(s) is the class/session aligned to):
1. Explain the role of physical activity and nutrition in the prevention and treatment of disease
and have a sound understanding of key research that underpins this relationship.

2. Explain, with an evidence-based argument, the dietary factors necessary to elicit an


improvement in risk factors associated with a variety of diseases.

3. Provide a detailed explanation of the different nutritional and physical activity


requirements for healthy living in humans, according to life stage, sex and health status.

Class/Session Outcomes : Upon completion of this session, you should be able to: (Share
with students e.g. Write on board /slide/ project image at beginning of lecture for students)
• Students should be able to list the 10 WCRF recommendations on cancer prevention.
• Students should be able to explain the scientific rationale for the 10 WCRF cancer prevention recommendations.
• Students should be able to interpret the cancer causation and prevention evidence matrix.

Teacher Activity Student Activity


(what you will do during the class): (what students will do during workshop/lecture):
0-3 Mins: Welcome students and recap on Students list the 5 most common cancers in
Recap on what we learned last week Ireland (recap on last week).
3-5 Mins: Advise students what we’ll be
covering today.
5-10 Mins: Ask the students to write down the 10
recommendations and what cancers they
thought they would be assoc with.

10-25 Mins: Go through the 10


recommendations

25-30 mins: Ask a handful of students if they


had got any of the recommendations correct.

30-35 mins: Give students the summary matrix


handout.

35 mins: Ask students to write down factors


affecting pre-menopausal and post-menopausal
breast cancer.

35-40mins:

Talk about breast cancer, and the reasons why


different things impact the risk. Refer back to
content we have done previously in
osteoporosis
40 - 50 mins: Ask students by name to list out
each diet and lifestyle factor from the matrix and
the cancers that is causes or protects against.

Explain any factors that students didn’t


understand e.g. aflatoxins

50-55mins: Conclude, summarise and advise


students what we will be talking about in our
next class. Ask students to post post-it note to
the door as they leave with one thing they
learnt, and one thing they didn’t understand.
Online Student Engagement Tools:

There were no online student engagement tools used in this class. Students received a colourful
hand-out which was time-consuming and there wouldn’t have been time to use online tools as well
as this in the class.
Teacher Reflection:

What worked?

I used the student names a lot, and we had good discussion in the class.

I handed out the matrix of evidence at the correct time as students were just about to become

disengaged with the didactic nature of the lecture.

Some students were confused about the different factors that affect pre-menopausal and post-

menopausal breast cancer risk. This means that I didn’t explain it very clearly. However, I took the

time to check student’s understanding of the concept by asking them to teach it back to me. I was

able to explain the concept a second time to ensure that students understood.

I referred back to physiology that we had discussed recently when learning about osteoporosis.

What did not work?

I forgot to hand out post-it notes at the end of the class as I was pressed for time. I should avoid

trying to cram too much into one teaching session, especially for important topics like cancer

prevention.

Students struggled to grasp the physiological basis of the different risk factors associated with pre-

menopausal and post-menopausal breast cancer.

To what extent did you address different domains of learning?

Students were required to remember information from previous classes and to apply previously

learnt physiology to this topic. Student were also given the opportunity to analyse the cancer risk

factors matrix, and were challenged to evaluate why some risk factors e.g. sugar sweetened

beverages were included on the matrix.


What would I do differently next time?

Stay focussed on the module and topic learning outcomes and avoid trying to get too much content

into one session.

Create a structured set of questions that allow students to work independently with the cancer risk

factor evidence matrix and challenges students to consider why different risk factors are cancer

causing.

Aim to use post-its or an exit quiz on forms/kahoots to assess how much students have learnt and

any areas of confusion.

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