Professional Documents
Culture Documents
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.
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.
35-40mins:
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
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.
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-
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
Stay focussed on the module and topic learning outcomes and avoid trying to get too much content
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