PRACTICAL 2 UNIT PLANNING

Structure
2.0 Objectives
2.1 Introduction
2.2 Concept and Definition of Unit Planning
2.2.1 The Unit Concept
2.2.2 Definition of Unit Planning
2.3 Purposes of Unit Planning
2.4 Characteristics of Unit Planning
2.5 Types of Unit Planning
2.5.1 Subject Matter Units
2.5.2 Experience UnitsITeaching-Learning
2.5.3 Teaching Learning Unit
2.6 Essential Components of Unit Planning
2.6.1 Formulation of Objectives
2.6.2 Criteria for Selection and Statement of Objectives
2.6.3 Selection of the Learning Situation
2.6.4 Selection ofthe Learning Component
2.6.5 Selection and Organization of Teaching-Learning Activities
2.6.6 Selection of Methods of Evaluation
2.7 Unit Planning-Practical Procedure
2.7.1 Steps in Writing a Unit
2.7.2 Format of Unit Planning
2.7.3 Sample Unit Planning
2.8 Let Us Sum Up
2.9 Answers to Check Your Progress
2.1 0 Activity

2.0 OBJECTIVES
After going through this practical, you should be able to:
explain the concept of unit planning and define unit planning;
describe the characteristics of unit planning;
a state the types of unit planning;
explain the essentials of unit planning;
list the steps in writing unit plan; and
prepare a sample of teaching learning unit.

In this practical you will review what has been learnt in Block 2 of BNS-111.
Curriculum Development, Planning and Organization of the Curriculum and learn
how to plan unit for teaching and learning.
Practical Manual-Nursing With the understanding of learning theories and psychology of learning more and
Education and Research more educators have accepted the unit as the basis for organisation of learning. The
basis for the unit idea can be traced to Herbart (1776-2841) who stressed four
essentials in the learning process. His followers divided the process into 5 steps,
namely:
1) Preparation
i
2) Presentation
3) Association
4) Generalisation
5) Practical application
There were others like John Dewey and Morrison whose contribution to the
development of the unit concept is noteworthy: Let us now move on to the concept of
unit.
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2.2 CONCEPT AND DEFINITION OF UNIT PLANNING

In the following test you will learn about the meaning of Unit Planning.
2.2.1 The Unit Concept
Unitary teaching is a method of teaching plan to facilitate and attain unitary learning.
Unitary learning implies the ability to correlate daily lessons and assignments to see
cause effect, relationships which help in integration of knowledge. It means bringing
together of the various parts into a whole.
One of the most accepted ways of planning a course is in the form of units. The basis
for unit planning is the use of objectives. The principle of activity, motivation and
individual differences of the students must be taken into account in planning. Unit
concept recognizes the fact that what is to be learned is to be seen as a whole and not
as scattered facts. Unitary teaching provides for interlocking of ideas and integration
of various ideas. The focus is on the objectives and learning activities.

2.2.2 Definition of Unit Planning

Unit planning may be defined as comprehensive series of the related content and
meaningful educational activities, so developed as to achieve pupil's purposes,
provide significant educational experiences which result in appropriate behavioural
changes.
The main body of unit includes the content in the form of sections and sub-sections
each emphasizing points to remember. Some units are long, which require several
hours of study and others are short with few hours of teaching.
Let us see what are the purposes of unit planning.

2.3 PURPOSES OF UNIT PLANNING

The purposes of unit planning are:

1) Unit planning helps in the gradual growth of students, proceedings from simple
to complex which is its greatest asset.

2) It gives directions to teaching-learning

 Unit Planning
2.4 CHARACTERISTICS OF UNIT PLANNING
Whatever the type of units, there are certain general characteristics which a unit
should possess. They are:
'J

1) The aims ofthe unit should be clear and well defined. Each unit should indicate
its general andhpecific objectives. A good unit is organized around the purposes
of learners.
2) A good unit indicates activities of students and the procedures to be adopted to
carry out these activities to a successful completion of a unit. Some of these
activities will be pre-determined by the teaching; and some of them will emerge
as the work of the unit progresses.

3) A good unit incorporates a good body of instructional material and the sowrces to
be used. These materials are related to the aims, activities and procedures. The
materials should be within the range of understanding of all the students and
allow for individual differences.

4) A good unit is unified and with its emphasis on a series of related and
meaningful activities, suggests wholeness in the organization.

5) A good unit provides place of beginning and ending. This means that it starts
with a definite problem situation. Once the problem has been solved or.question
answered the pupil sees clearly whether his goal is reached.

6) An effective learning-teaching unit is generally comprehensive. It provides

learning situations which are large and unified and which can be completed in a
couple of class periods.

7) Heidgerkan explains certain characteristics of unit planning. They are:

Unit planning recognizes that learning takes place most effectively in terms
of wholes rather than fractions.
Learning is developmental and therefore provides for vertical and horizontal
organization of learning experiences.
Learning takes place most effectively when there is an understanding and
acceptance of goals to be achieved, and when there is full and free
participation in planning for the attainment of the goals.
Unit planning should recognize the necessity for providing for individual
differences in learning and interests and therefore a variety of learning
I
experiences are needed.
True learning renders the learner increasingly skilled in self direction and
therefore opportunities are provided for the student steadily and gradually to
assume more responsibility for selection, organization and evaluation of
many of herhis own learning experience.
Unit planning provides a sound basis of evaluation by setting up goals in
terms of desired changes of behaviour.

2.5 TYPES OF UNIT P L A N N ~ G

Many different types of units have been proposed and used for organization of
teaching learning activities, Campbell and Campbell classified the types of units into
2 main groups viz. Subject Matter Units and Experience Units.
Practical Manual-Nursing 2.5.1 Subject Matter Units
Education and Research
This again can be classified as i) topical units, ii) generalization units, and iii) units
based on significant aspects of environment and culture.
Subject matter units are used more widely by teachers because of its easy
organization. The primary emphasis of the subject matter unit is on materials to be
learned. The arrangement of the subject matter and the learning activities will' be
shaped in accordance with the objective. Unless what is learned is understood by the
learner, learning the subject matter will be of no use to the learner.
2.5.2 Experience Units/Teaching-Learning
This is again classified as units based on centre of interest, student purpose and
student needs.
Experience units on the other hand is planned by organizing the learning around or
bound together by a central theme of interest. It is usually the basis for the activity
programmes emphasized in the elementary grades. It can be used in clinical nursing
studies of nursing students as taking a case study of a patient otherwise the formal or
theoretical part of nursing curriculum will benefit very little from this type. of
arganization.
2.5.3 Teaching Learning Unit
Besides the above two types of units in nursing we use another type viz. the teaching-
learning unit.
The term "teaching-learning unit" is used by Heidgerken to describe unit planning for
nursing courses. The term embodies the concept of useful learning experiences which
involve comprehensive problems or projects focused on stated objectives. It permits
the inclusion of knowledge components and a series of selected and organized
teaching-learning activities to provide learning outcomes specified by the objectives.
We shall now proceed to discuss about the essential components involved in unit
planning in the next section.

2.6 ESSENTIAL COMPONENTS INVOLVED NIT \

PLANNING
1) Formulation of objectives
2) Selection of the teaching-learning situation
3) Selection of the learning component
4) Selection and organization of teaching learning activities
5) Selection of methods of evaluation
These activities mentioned above are inter-related and cannot be carried out
r independently of one another.
2.6.1 Formulation of Objectives
While studying curriculum development in Block 2 of BNS-111, you have already
learnt what are objectives, how to state objectives and why it is important to state the
objectives at the very outset of planning a course.
Educational objectives are the statements of those changes in behaviour which are
desired as a result of specific learner and teacher activity. They define not only the
behaviour sought in the learner, but also the areas of human experience through
which this behaviour is to be developed. A well gated objective has two aspects, the
behaviour and the content. Behaviour refers to what the student should know or be Unit Planning
able to do and content refers to the subject matter or the area of life experience in
which the behaviour is to operate.
The general specific objectives for the unit and learning outcomes must be planned
prior to the selection of subject matter and activities specification for learning
purpose.
2.6.2 Criteria for Selection and Statement of Objectives (Heidgerken,
1992)
.
a The desired change in behaviour should be consistent with accepted educational
philosophy of the curriculum.
a The desired change in behaviour and the content area of the specific unit should
make a direct contribution to the attainment of the overall aims of the
curriculum.
a The objective should be attainable and practical in the specific situation.
a The objective selected should be related to the needs and the ability level of the
student.
a The objectives should be understood and accepted by the teacher and the
student.
a The objectives should be planned so that unitary teaching and learning can be
carried forth, making possible continuity, sequence, correlation and integration
of learning activities.
a The objective should be clearly stated.
When you develop objectives for your unit it is g o ~ to
d apply the principles
discussed above for your guidance.
2.6.3 Selection of the Learning Situation
Most commonly used learning situations for nursing students are the classrooms,
laboratory, clinical laboratory and the community where students get rich learning
experiences. These experiences are invaluable for achievement of objectives. The
students should be provided with the right type of situations at the right time and
under supervision and guidance of experienced staff personnel. The learning
outcomes in each situation should be evaluated.
2.6.4 Selection of the Learning Component
The knowledge content of the unit must be based on objectives of the unit, level and
ability of the student. Each unit should be linked and based on the previous
experience and knowledge of the learner. In other words the content must be
organized from known to unknown and from simple to complex concepts. Learning
first should start with concrete materials gradually introducing abstractions. Also the
concepts should be generalised, beginning from particular.
The content or knowledge component includes the concepts, facts and principles
which are required to attain the objective of the unit. The teaching-learning unit may
draw upon many sources for its knowledge component, like text books, journals and
audio-visual media. It may also include study of patients in the hospital, home and
family.
2.6.5 Selection and Organization of Teaehing-Learning Activities
The kind of teaching-learning activities selected and their organization is a crucial
phase of unit planning. The activities are not isolated but related to the stated
objectives. There should be continuity, sequence and integration in organizing these
activities so that thev become meanineful and rnotivatine exneriences for the learner.
Practical ManuaCNursing The organizing centre may be a clinical conference, a lecture, demonstration, a field
Education and Research trip and the like. The teaching and learning activities should be consistent with the
philosophy and the educational objectives. They are varied and flexible enough to
make it possible to adapt to the individual student's ability and background. It should
provide opportunity for the development of independent study, intellectual
resourcefulness, self discipline as well as mastery of many different kinds of
knowledge and skills. The teaching-learning activities are planned and evaluated
cooperatively by the teacher and the student.
2.6.6 Selection of Methods of Evaluation
Proper methods of evaluation and their use are of prime importance in teaching-
learning. Evaluation should be conducted at various stages, using a variety of
evaluation methods depending on objectives to be attained. It is to be emphasized
here that evaluation must be based on stated objectives. Use of appropriate tools is
important. Collecting adequate samples of behaviour is another essential feature in
evaluation. The student should know about the results of evaluation, progress they
have made and the areas in which improvement has to be made. The evaluation
programme to be used in the unit should be developed simultaneously with the unit.

2.7 UNIT PLANNING---PRACTICAL PROCEDURE

Before settling down to make a unit plan, you should be familiar with the related
theory. Make sure that you know the type of unit, characteristics and steps in unit
planning. You may choose a course with which you are familiar in order to make a
unit plan.
2.7.1 Steps in Writing a Unit
Refer University syllabus and discuss with experts on the subject.
Do extensive reading and formulate general and specific objectives.
Write down the details such as the title of the unit, number of the hours required
to teach and the practical experience, placement in the curriculum.
Decide on number of hours to be given for theory & practical.
Formulate the central objectives and contributory objectives.
Identifjl content area and the methods of teaching. Plan the teaching-learning
--
activities to attain the objectives of the unit.
Select the teaching aids which you would like to use.
Plan the experiences-clinical, laboratory or visits etc.
Plan for evaluation, select the important area against which you would like to
assess the students.
Develop objectives of evaluation.
Select tools and construct test items to evaluate skills, observations and return
demonstrations can be planned in clinical area.
Provide a list of journals and latest edition textbooks for references.
2.7.2 Format of Unit Planning
Each teacher may use her/his own thinking and method to plan a unit. The following
format may be useful to a beginner teacher. You may refer "Principles and Methods
of Teaching in Schools of Nursing" by Heidgerken. Several unit plans and course
plans are given in this book.
 FormatlOutline of Unit Plan Unit Planning

Course Title No. of Hours

Unit Title Theory
Practical
Pre-Requisites for the Course Placement-Year
e.g. Previous Knowledge TermlSemester
General Objective

.........................................................................................................................
Specific 0bjectives

Specific Objective ContentTeaching Learning activities

Methods of teaching
Resource materials-Teaching aids
...........................................
Methods of Evaluation

...........................................
Bibliography
 2.7.3 Sample Unit Planning
Given below is the sample of a unit planning.

Course: Psychiatric No. of Hours

Theory-3 hours

Practical-1 0 hours
Placement: 5th Semester

Unit: Mental Helth Concepts

Knowledge, background of Students-'The B.Sc. Nursing Students have
the knowledge of Psychology

Unit ~6iics Time MEthod of Teaching Aid References Teacher Evaluation

Objective (Lessons) allotted Teaching responsible
for
each
topic

To 1. Meaning 1 hour Lecture OHP Matheney Ms. X O&A

understand of mental and transparencies, Topalis,
the concept ~llness, Discussion chalk board "Psychiatric
of mental mental Nursing",
health hygiene Caroll.
and its "Dynam~csof
principles human
behaviour"
2. Concept 1 hour Lecture Posters, Chart Stuart & Ms. X
MCQ
of mental and Siundeen
health and D~scussion "Psych~atric
character- Nursing"
ist~csof
mentally
healthy
~ndiv~dual

3. Mental t hour Lecture OHP Bowring & MS. x True or

mechanism and transparencies, Langfield False
Discuss~onchalk board "Hand Statement
book of
psychology"

2.8 LET US SCTM UP

In this practical you have learnt the concept, definition, con~ponents,characteristics,
types of unit planning, and steps in unit planning. The actual planning of a unit has
been presented in Section 2.7 along with a sample of a unit plan.
 Unit Planning
2.9 ANSWERS TO CHECK YOUR PROGRESS
1) Unit planning may be defined as comprehensive series of the content and
meaningful activities so developed as to achieve the pupil's purposes. Provide
educational experiences which result in appropriate behavioural changes.
2) i) Formulation of objectives
ii) Selection of the teaching-learning situation
iii) Selection of the learning component
Selection and organization of teaching-learning activities
v) Selection of methods of evaluation
3) The kind of teaching-learning activities selected and their organization is a
crucial phase of unit planning. The activities are not isolated but related to the
stated objectives. There should be continuity, sequence and integration in
organizing these activities so that they become meaningful and motivating
experiences for the learner.
The organizing centre may be a clinical conference, a lecture, demonstration, a
field trip and the like. The teaching and learning activities should be consistent
with the philosophy and the educational objectives. They are varied and flexible
enough to make it possible to adapt to the individual student's ability and
background. It should provide opportunity for the development of independent
study, intellectual resourcefulness, self discipline as well as mastery of many
different kinds of knowledge and skills. The teaching-learning activities are
planned and evaluated cooperatively by the teacher and the student.

4) i) The aims of the unit should be clear and well defined. Each unit should
indicate its general and specific objectives. A good unit is organized around
the purposes of learners.
ii) A good unit indicates activities of students and the procedures to be adopted
to carry out these activities to a successful completion of a unit. Some of
these activities will be pre-determined by the teaching; and some of them
I
will emerge as the work of the unit progresses.
iii) A good unit incorporates a good body of instructional material and ti&
sources to be used. These materials are related to the aims, activities and
procedures. The materials should be within the range of understanding of all
the students and allow for individual differences.
iv) A good unit is unified and with its emphasis on a series of related and
meaningful activities, suggests wholeness in the organization.
,

2.10 ACTIVITIES
1) Prepare a unit for teaching your students. Study the steps and activities involved
in planning a unit.

2) Plan a unit for teaching basic nursing students. Selcct any unit from GNM
syllabus.