Lesson Components: At A Minimum, Each Final Lesson Must C ✓ Solved

Lesson Components At a minimum, each final lesson must c

Each final lesson must contain the following components:

Introduction:

  • Provide the title of the lesson.
  • Identify and describe the learners.
  • Include Learner Assessment: educational level, developmental level, readiness to learn, etc.
  • Describe the educational setting: (staff development, patient education, family education, etc.).

Purpose and rationale for the lesson(s):

  • Provide a rationale for selecting this lesson.
  • Describe the philosophical or theoretical basis for teaching approaches used in the lesson.

Statement of goals and objectives:

  • Write several broad instructional goals for the educational experience.
  • Write several behavioral objectives based on Bloom's taxonomy.

Instructional methods and evaluation of learning—For each objective:

  • Describe the lesson content.
  • Provide a sequence for teaching activities.
  • Describe instructional strategies.
  • Indicate time allotted for each activity.
  • Describe the instructional resources (materials, tools, etc.) to be used.
  • Describe how the learning will be evaluated.

Paper For Above Instructions

Title of the Lesson: Oral Hygiene Best Practices for Families

Introduction:

The primary audience for this lesson comprises families, including parents and children aged 5-18. The educational level varies, with parents typically holding at least a high school diploma, while children are in elementary and high school settings. The lesson aligns with developmental levels specific to age, ensuring that information is accessible and comprehensible based on cognitive and emotional readiness.

This lesson is set within a family education framework, specifically designed to provide crucial knowledge in oral hygiene practices that will benefit all family members. It aims to enhance their understanding of proper tooth and gum care, prevent dental issues, and improve overall health.

Purpose and Rationale:

This lesson aims to fill the knowledge gap regarding effective oral hygiene practices in family settings. Poor oral hygiene can lead to serious health complications, including cavities, gum disease, and systemic health issues. By selecting this lesson, we aim to establish a strong foundation for preventive care among families. The theoretical basis for this lesson is rooted in constructivist theories of education, encouraging learning through experience and interaction with others, aligning with principles established by Piaget and Vygotsky.

Goals and Objectives:

The overarching goal of this lesson is to increase knowledge and practice of effective oral hygiene among families. Specific behavioral objectives aligned with Bloom's taxonomy include:

  • By the end of the lesson, learners will be able to explain the importance of brushing and flossing effectively (Understanding).
  • Participants will demonstrate correct brushing techniques using a model (Applying).
  • Families will create a personalized oral hygiene plan for their family (Creating).

Instructional Methods and Evaluation:

The content of the lesson will encompass an overview of oral hygiene benefits, demonstrating brushing techniques, and practical sessions for creating an oral hygiene plan. Teaching activities will be sequenced as follows:

  1. Introduction to Oral Hygiene (15 minutes)
  2. Demonstration of Brushing Techniques (20 minutes)
  3. Group Activity: Creating Your Family Oral Hygiene Plan (30 minutes)
  4. Q&A Session and Evaluation (15 minutes)

Instructional strategies will incorporate visual aids, hands-on activities, and group discussions to cater to various learning styles. A visual presentation will be utilized to present key statistics and facts about oral health. Each component of the lesson will utilize appropriate materials, including dental models, toothbrushes, fluoride toothpaste, and printed handouts for families to take home.

Evaluation of learning will be conducted through observing the demonstration of brushing techniques, reviewing the family oral hygiene plans created during the group activity, and conducting a follow-up survey to assess retention of information and application at home.

References

  • Piro, Lauren. “The Gross Mistake You Make Storing Your Toothbrush.” Good Housekeeping, 21 Mar. 2018.
  • Todd, Carolyn L. “What's the Most Sanitary Way to Store Your Toothbrush?” SELF.
  • Piaget, J. (1970). The Science of Education and the Psychology of the Teacher.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
  • American Dental Association. (2021). Oral Health Topics: Dental Care for Children.
  • Centers for Disease Control and Prevention. (2020). Oral Health.
  • National Institute of Dental and Craniofacial Research. (2018). Oral Health Information for Children.
  • American Academy of Pediatrics. (2019). Oral Health Recommendations for Pediatric Patients.
  • Watt, R.G. (2007). From victim blaming to public health approach: Tackling the social determinants of dental health inequalities. Dental Health.
  • World Health Organization. (2021). Oral Health.

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