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Order Instructions:
This needs to be a continuation of a previous paper the week before, so I will upload the paper and the subject is Cancer. I tried submitting to another company but they messed up the order and now will not answer me. Here is rest of requirements.

submit your response to the project task for this week in a 2–3 page MicrosoftWord document to the W3: Assignment 2 Dropbox.

Keeping the lesson plans of the instructional unit you have chosen in mind:

Write several broad instructional goals for the educational experience.
Write several behavioral objectives based on Bloom’s taxonomy.
This applies to all learners that were identified in W1: Assignment 3.
Assignment 2 Grading Criteria
Maximum Points
Listed several broad instructional goals for the educational experience and included all learners identified in Week 1.

Listed learning objectives that addressed the cognitive capabilities of the learner and included all learners identified in Week 1.

Listed learning objectives that addressed the affective capabilities of the learner and included all learners identified in Week 1.
Listed learning objectives that addressed the psychomotor capabilities of the learner and included all learners identified in Week 1.
Written Components.


Subject Nursing Pages 5 Style APA


Concepts of Teaching and Learning on Cancer Patients

Tina Mangin

Nursing 4028

Professor Darrow

August 25, 2015

South University

Purpose and Rational of the lesson

            Cancer is rated among the top killers around the globe. In 2012, UK had 14.1 million cases and a staggering 8.2 million deaths.  1 in 2 persons in the UK, born after 1960 will be diagnosed with a particular type of cancer in their lifetime.  This traumatizing and unattractive statistics has guided my choice to the topic under study.  This lesson will give learners an opportunity to learn a lot about cancer patient education.  Further, it will assist them to erase some of the existing misconceptions, understanding who the cancer patient is. 

While we understand the various types of patients, learners will be exposed to specifics of different patients, and general knowledge of managing a different disease. For instance, learners will be educated on the important tips about cancer disease, spread to teenagers, adults, and the general public.  Learners will at the end of the lesson realize any wrong acts that cancer patients do.  We will also look into family, religious, and community beliefs affecting cancer patients.  To accommodate all the learners, the teacher should employ customized methodologies, to reach various audiences, the teenagers, adults, and the general public.

            The purpose of this lesson apart from unraveling the knowledge of cancer to the learners, is to help in empowering and even reaching more people regarding the disease.  It will also assist the learners answer any question that is related to cancer, both in class and any other forum.

Philosophical or theoretical basis for teaching

            Teaching is the external transfer of knowledge from the giver (teacher) to the receiver (learner) while learning is driven by philosophical, neurological, and sociological processes.  Teaching is a public activity normally affected by sociological and political conditions (Lincoln, 2005).

            We will start up with the philosophy of instructionism, whereby a teacher gives instructions on the blackboard, as they listen keenly.  Here, the learner is operating under instruction or command (Ricco, 2007). A reliable reproduction will occur when the teacher will give a constructive approach to handling the specifics of cancer to young and the old on both preventive and managing tips.

            The best philosophical approach for this lesson, that is, patient education, will be constructivism.  It is always free from any misconceptions or bias, or community beliefs and limitation.  Constructionist understanding is guided by sociological factors such as language.  What reaches the ears of a listener depends on the discourse, even though a teacher should assume “bird-eye-view” by ignoring all limitations affecting the society. In the context of the topic of cancer education, we need to take constructivism approach to making sure that the knowledge reaches the learner as original as possible.  The teacher needs to sit in the independent position and ensure that the learners are not misled.

Instructional goals for the educational experience in cancer education

            An instructional goal is a statement that describes what the learners should be able to know after experiencing an instruction. Besides, it is often a direct solution to an instructional need. From this lesson, a teacher will follow the following steps to define instructional goals: firstly, one should describe an instructional need, determine whether an instructional goal is needed, and develop an initial goal draft position that describes behaviors of the learners. Besides, the teacher will explain the parameters of the learning environment by identifying and describing a purposeful learning context of the learners.

Behavioral objectives based on Bloom’s Taxonomy

Behavioral objectives included the following:

            Knowledge through which learners can list theoretical approaches of the course: Understanding of the concept and the main issues of the philosophical approaches. Moreover, Bloom looks at a student’s application of the principles to come up with solutions. Finally, the theory emphasizes on the students’ ability to explain why they have selected a perspective and their ability to synthesize an idea.

Learning objectives that address the cognitive capabilities of the learner

            Baert (2009) puts it that Cognitive ability entails mental capabilities of the learners to absorb and digest content. Therefore, Learners’ objective that addresses the cognitive capabilities of people is very essential in determining the success of the learning sessions. For this lesson, the following learning objectives would be effected to ensure that all the learners get the instructions rightly:  Firstly, the teacher would use effective educational techniques in the design of all educational material. This would ensure that all the learners’ needs are put into consideration. Moreover, the teacher will explain the differences in effective educational strategies so as to meet the cognitive development for different learners such as the youth, children, and adults. Nonetheless, the teacher would be required to adopt learning styles that would meet the needs of different learners such as the use of demonstration, written materials, and videotapes. The teacher would also describe classroom activities used to teach and practice psychomotor skills.

Learning objectives that address the effective capabilities of the learners

            According to Frey (2010), the skills of different learners in digesting the information is also an essential methodology to ensure that the intended information is passed. The learners are from different groups that include children, youths and elderly who should get the right information from cancer that is currently regarded as the number one killer of people worldwide. Because the learners are from the diverse background, the following objectives would be adopted:

            Social internet sites such as Facebook and Twitter will be used to pass the lesson to the youths who form the majority of members that are at risk.

            Pictures that are of cancer related would be developed to enable the children and the elderly who cannot clearly read to fully understand the lessons from cancer education.

            Valuing the student’s needs to ensure that they practice to the level whereby they can attain the mastery content about cancer. It applies to all the learners regardless of the sex, age, and gender.

Learning objectives that address the psychomotor capabilities of the learner

            Psychomotor abilities are skills such as reaction and time balance that arise from coordination of cognitive and physical functions. From Kotranza (2009) postulation, all healthy people acquired some psychomotor abilities during their early stages of development. Currently, some people have problems with the psychomotor abilities hence hampering their movement. In developing a psychomotor ability, the teacher should ensure that both the cognitive and physical aspects of the ability apply. For these groups to achieve or learn successfully, the following objectives have to be put in place:

            Firstly, movement possibilities should be provided such as a wheelchair to those affected with cancer to an extent that they cannot walk. Also, the teacher should plan home lessons so as to reach the learners with psychomotor problems. Besides, these groups of learners can learn better through practical experiments since they have a low attention span. Lastly, the hand-eye coordination should be applied as it is based on combination of different foundational psychomotor abilities (Alvermann, 2007).


            While the choice of the audience is based on the age bracket, it will be necessary to consider other underlying factors as well. These factors include, the degree of vulnerability, the need for counseling and if possible use of medical experts point of view.  Keenness and evaluation of the knowledge embedded in the learners brains should be performed so as to ascertain the knowledge that has reached the audience.  We notice some cancerous diseases are inclined to a particular group of people and therefore, the teaching methodology approach should be highly customized to cover all this cases. Cancer has affected many people regardless of age and gender. Additionally, different learners such as the youths and adults have dissimilar cognitive understanding as they interact contrarily.  Therefore, these groups require different teaching methodology so as to acquire the right information.





Alvermann, D. E., Phelps, S. F., & Gillis, V. R. (2007). Content reading and literacy:        Succeeding in today’s diverse classrooms. Boston: Pearson/Allyn & Bacon.

Baert, H. (n.d.). Technology Tools, Proficiency, and Integration of Physical Education Teacher    Educators.

Barrow, R., & Woods, R. (2006).  An introduction to the philosophy of education (4th ed.).  New York: Routledge.

Dimitriadis, G., & Kamberelis, G. (2006).  Theory for education.  New York: Routledge.

Frey, B. A., Fuller, R. G. A., & Kuhne, G. W. A. (January 01, 2010). Designing Education           Outside of the Traditional Classroom.

Guba, & Lincoln, (2005). Paradigmatic controversies, contradictions, and emerging confluences.

Kotranza, A. A. (2009). Mixed reality interpersonal simulation affords cognitive, psychomotor,      and affective learning. Gainesville, Fla.: University of Florida.

Loveless, (2001). The great curriculum debate: How should we teach reading and math. Washington: DC: Brookings Institution Press.







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