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Your World Lesson Plans

Module by: Jaime (Jim) Notheis. E-mail the author

Summary: Learning the places and services in the hospital.

7 Week Lesson Plan

Table 1
Activity Title: You World Introduction Primary Focus #:  
 
Manual and Materials: Life Skills Book, ASH Patient floor map, Schedules, ECT.
   
Table 2
Cognitive Level:(Check one) Challenged Intermediate Advanced Stage of Change: (Check no more than 3) Pre-contemplation Action Contemplation Maintenance Preparation No Specific Level

Guidelines:

1. Provide all information necessary for another facilitator to replicate your lesson to provide consistency in services.

2. Develop a pretest for each lesson to assess for baseline knowledge to ensure the individual is placed within the right lesson to begin with.

3. Lesson plan methodology should include the following content areas:

  • SET: Describe how you are going to set the climate for learning, i.e., reviewing, previewing, and offering choices.
  • TEACH: Describe what you will do, i.e., lecture, A/V media, graphics, demonstration, activity, game, or other.
  • CHECK: Include how the individuals will demonstrate that they understand the new skills or information (post-test).
  • PRACTICE: Describe what hands-on activity will be used to practice new skills or apply new information (e.g., behavioral rehearsal, role-play, demonstration, etc.).
  • REVIEW: Summarize the “WHAT, HOW, and WHY” of learning in this lesson.
  • PREVIEW: Describe what is coming next; include homework and carry-over practice to link with other sessions.
Table 3
Lesson 1
Topic: Introduction to: Your Would Group
Objectives: The individual will: Be introduced to the: Your Would Group schedule, goals, objectives, terms, activities, behaviors, expectations, ASH activities and programs, individual folders and more……….
Methods & Set: Using a positive learning environment to facilitate a group discussion to preview the quarter’s activities.TEACH) By Lecture, Question and Answer, Activities, Demonstration, using a check list and more
  • Why are we in this group?
  • When are we here?
  • What will we be learning?
  • How will we be learning?
  • Why is this learning important?
CHECK) Q & A about the information learnedPRACTICE ) Use Your World Syllabus and Hand outs to facilitate group questions and answers for what is expected regarding behavior, participation and social skills needed to be successful in this group.REVIEW ) Today we learned… We can use this how? We will be learning next time…PREVIEW ) We will be learning next time…Where is it in ASH, What do they do? How do I get this service?
Materials: Course/Group Syllabus and Calendar. Individual folders. White board pens
Outcome Measures:
  • Individuals will verbally express why they are in this group and the group’s purpose.

Lesson 2

Topic: Where is it in ASH, What do they do? How do I get this service?

Objective: The individual will: Learn the layout of the different areas of ASH?

Guidelines:

1. Provide all information necessary for another facilitator to replicate your lesson to provide consistency in services.

2. Develop a pretest for each lesson to assess for baseline knowledge to ensure the individual is placed within the right lesson to begin with.

3. Lesson plan methodology should include the following content areas:

  • SET: Describe how you are going to set the climate for learning, i.e., reviewing, previewing, and offering choices.
  • TEACH: Describe what you will do, i.e., lecture, A/V media, graphics, demonstration, activity, game, or other.
  • CHECK: Include how the individuals will demonstrate that they understand the new skills or information (post-test).
  • PRACTICE: Describe what hands-on activity will be used to practice new skills or apply new information (e.g., behavioral rehearsal, role-play, demonstration, etc.).
  • REVIEW: Summarize the “WHAT, HOW, and WHY” of learning in this lesson.
  • PREVIEW: Describe what is coming next; include homework and carry-over practice to link with other sessions.

Methods: Opening Discussion: Provider will talk about various areas in ASH and services provided, inviting input from the group members on their experiences with the different sections and services of the hospital.

A review of the group syllabus (based off of provider knowledge and group interest) including rules of individual conduct. The group will then have the opportunity to discuss and learn about the services available at ASH.

Ending Discussion: Provider will summarize the layout, services and rules for review and have a discussion about how this is a leisure skill and where in the community you would be able to use this leisure skill.

Examples of the areas and services, Personal property, visits, NTA, CTA, mall mart, Medical Appointments, etc

SET) Using a positive learning environment to facilitate a group discussion to preview the day’s activities and objectives.

TEACH) Opening Discussion: Provider will talk about various areas in ASH and services provided, inviting input from the group members. Using overheads, whiteboard and MAP of ASH flood layout. The activity will be to have the individuals fill in the map of the hospital services and units. The provider will then fill in the areas that are unknown.

CHECK) The individuals will demonstrate that they understand the new skills or information by verbal expression or using their Maps.

PRACTICE) Using blank maps have the individuals fill in Hospital floor plan, (Small group, paired, or individually.)

REVIEW) List the areas which where unknown and show what they learned.

PREVIEW) Next group we will be learning how to get a medical appointment?

  • Materials:
  • Blank ASH floor maps
  • Colored pencils
  • List of ASH areas on whiteboard.

Outcome Measures:

  • observation of tasks made by facilitator
  • Question and Answers to check for individual comprehension
  • Individual work samples

Lesson 3

Topic: How to get a medical, dentist and /or optometry appointment?

Objective: The individual will: Learn the process of how to get an appointment for the services listed above. Knowing why he needs an appointment and what services each provider offers.

Guidelines:

1. Provide all information necessary for another facilitator to replicate your lesson to provide consistency in services.

2. Develop a pretest for each lesson to assess for baseline knowledge to ensure the individual is placed within the right lesson to begin with.

3. Lesson plan methodology should include the following content areas:

  • SET: Describe how you are going to set the climate for learning, i.e., reviewing, previewing, and offering choices.
  • TEACH: Describe what you will do, i.e., lecture, A/V media, graphics, demonstration, activity, game, or other.
  • CHECK: Include how the individuals will demonstrate that they understand the new skills or information (post-test).
  • PRACTICE: Describe what hands-on activity will be used to practice new skills or apply new information (e.g., behavioral rehearsal, role-play, demonstration, etc.).
  • REVIEW: Summarize the “WHAT, HOW, and WHY” of learning in this lesson.
  • PREVIEW: Describe what is coming next; include homework and carry-over practice to link with other sessions.

Methods: Using a map of Ash floor plan and handouts of the various service professionals.

SET ) The teacher will introduce the topic and goals to be taught in today’s lesson.

TEACH ) Using lecture, A/V media, graphics, demonstration, activity, game, or other. To teach the different reasons for the types of services offered and why you may need them. May use some role play to demonstrate the process of getting services.

CHECK ) how the individuals will demonstrate that they understand the new skills or information (post-test).

PRACTICE ) Have the students pair up and practice the three different types of services offered.

REVIEW ) When to ask for an appointment and why.

PREVIEW ) We will be taking a field trip to mall mart

Materials:(include manuals, pages, media used)

  • Map of ash
  • Service personnel and job descriptions
  • Role playing cards

Outcome Measures:

  • observation of tasks made by facilitator
  • Question and Answers to check for individual comprehension

Individual work samples

Lesson 4

Topic: Field trip to MALL MART

Objectives: The individual will: Learn how to earn points, change point distribution and what can be purchased with your points. When you can buy items and how to save for the items you want.

Guidelines:

1. Provide all information necessary for another facilitator to replicate your lesson to provide consistency in services.

2. Develop a pretest for each lesson to assess for baseline knowledge to ensure the individual is placed within the right lesson to begin with.

3. Lesson plan methodology should include the following content areas:

  • SET: Describe how you are going to set the climate for learning, i.e., reviewing, previewing, and offering choices.
  • TEACH: Describe what you will do, i.e., lecture, A/V media, graphics, demonstration, activity, game, or other.
  • CHECK: Include how the individuals will demonstrate that they understand the new skills or information (post-test).
  • PRACTICE: Describe what hands-on activity will be used to practice new skills or apply new information (e.g., behavioral rehearsal, role-play, demonstration, etc.).
  • REVIEW: Summarize the “WHAT, HOW, and WHY” of learning in this lesson.
  • PREVIEW: Describe what is coming next; include homework and carry-over practice to link with other sessions.

Methods & Set: Using a positive learning environment to facilitate a group discussion to preview the Mall mart experience.

TEACH ) how to earn points, change point distribution and what can be purchased with your points. When you can buy items and how to save for the items you want. Lecture, handouts of (items list and cost and calculators,

CHECK ) Ask what the Mall mart is for, how to earn points and what and when can they buy items.

PRACTICE ) Have the student make a short list of 3-5 items they want. Practice saving and buying each item. Using fake money. Visit the Mall mart and have staff give a tour 5-10 minutes

REVIEW ) Having learned the process have individuals explain point and purchase process from the team to owning the item(s).

PREVIEW ) In the next group we will be learning about the Barber

Materials:

  • handouts
  • items list
  • cost list
  • Calculators
  • Paper and pencils

Outcome Measures:

  • observation of tasks made by facilitator
  • Question and Answers to check for individual comprehension

Individual work samples

Lesson 5

Topic: Field trip to the BARBER

Objectives: The individual will learn the barber’s schedule, when and where to go on the appointment day, what they can do to help the barber and what are the different cuts available.

Methods & Set: Using a positive learning environment to facilitate a group discussion to preview how and when you can get your hair cut.

Guidelines:

1. Provide all information necessary for another facilitator to replicate your lesson to provide consistency in services.

2. Develop a pretest for each lesson to assess for baseline knowledge to ensure the individual is placed within the right lesson to begin with.

3. Lesson plan methodology should include the following content areas:

  • SET: Describe how you are going to set the climate for learning, i.e., reviewing, previewing, and offering choices.
  • TEACH: Describe what you will do, i.e., lecture, A/V media, graphics, demonstration, activity, game, or other.
  • CHECK: Include how the individuals will demonstrate that they understand the new skills or information (post-test).
  • PRACTICE: Describe what hands-on activity will be used to practice new skills or apply new information (e.g., behavioral rehearsal, role-play, demonstration, etc.).
  • REVIEW: Summarize the “WHAT, HOW, and WHY” of learning in this lesson.
  • PREVIEW: Describe what is coming next; include homework and carry-over practice to link with other sessions.

TEACH ) Facilitator will discuss learn the barber’s schedule, when and where to go on the appointment day, what they can do to help the barber and what are the different cuts available.

Introduce the barber and have them answer any questions.

CHECK ) Using a Q & A about the hair cutting and Barber’s professional services.

PRACTICE ) Using knowledge learning to verbally explain the process when, how and where you can get your hair cut.

REVIEW ) Using a Q & A about the hair cutting and Barber’s professional services.

PREVIEW ) We will learn about Vocational Skills and Working here at Ash

Materials:

  • An ash map
  • A sample schedule
  • A hair cutting cart

Outcome Measures:

  • Authentic assessment / observation of tasks made by facilitator
  • observation of tasks made by facilitator
  • Question and Answers to check for individual comprehension

Individual work samples

Lesson 6

Topic: Vocational Skills and Working here at Ash

Objectives: The individual will learn about what are vocational skills are and what kind of work is available.

Methods & Set: Using a positive learning environment to facilitate a group discussion to preview the

Guidelines:

1. Provide all information necessary for another facilitator to replicate your lesson to provide consistency in services.

2. Develop a pretest for each lesson to assess for baseline knowledge to ensure the individual is placed within the right lesson to begin with.

3. Lesson plan methodology should include the following content areas:

  • SET: Describe how you are going to set the climate for learning, i.e., reviewing, previewing, and offering choices.
  • TEACH: Describe what you will do, i.e., lecture, A/V media, graphics, demonstration, activity, game, or other.
  • CHECK: Include how the individuals will demonstrate that they understand the new skills or information (post-test).
  • PRACTICE: Describe what hands-on activity will be used to practice new skills or apply new information (e.g., behavioral rehearsal, role-play, demonstration, etc.).
  • REVIEW: Summarize the “WHAT, HOW, and WHY” of learning in this lesson.
  • PREVIEW: Describe what is coming next; include homework and carry-over practice to link with other sessions.

TEACH ) The facilitator will discuss important vocabulary words: vocational, skills, ect. Explain differences of skills/work and the various job types and rates of pay. Have vocational personnel present work and vocational opportunities.

CHECK ) Review vocab., discuss how and why voc. Skills and work will benefit the in and out of ash.

PRACTICE ) In a group discuss the similarities and difference and reasons for voc skills and work are good for the recovery process.

REVIEW ) Using Q and A to check for understanding.

PREVIEW ) We will be learning about the canteen and taking a field trip.

Materials:

  • Vocational and work handouts

Outcome Measures:

  • observation of tasks made by facilitator
  • Question and Answers to check for individual comprehension

Individual work samples

Lesson 7

Topic: The Canteen

Objectives: The individual will learn how to have money put in their account and what is offered at the canteen and when can you go there?

Methods & Set: Using a positive learning environment to facilitate a group discussion to preview the

Guidelines:

1. Provide all information necessary for another facilitator to replicate your lesson to provide consistency in services.

2. Develop a pretest for each lesson to assess for baseline knowledge to ensure the individual is placed within the right lesson to begin with.

3. Lesson plan methodology should include the following content areas:

  • SET: Describe how you are going to set the climate for learning, i.e., reviewing, previewing, and offering choices.
  • TEACH: Describe what you will do, i.e., lecture, A/V media, graphics, demonstration, activity, game, or other.
  • CHECK: Include how the individuals will demonstrate that they understand the new skills or information (post-test).
  • PRACTICE: Describe what hands-on activity will be used to practice new skills or apply new information (e.g., behavioral rehearsal, role-play, demonstration, etc.).
  • REVIEW: Summarize the “WHAT, HOW, and WHY” of learning in this lesson.
  • PREVIEW: Describe what is coming next; include homework and carry-over practice to link with other sessions.

TEACH ) Teacher will introduce the trusty office process to get funds placed in an account and show a schedule for the canteen. Use a sample menu to discuss what is liked, best value and some nutritional facts.

CHECK ) Using Q and A to check for understanding.

PRACTICE ) Using fake money and menus role play (day, time, and ordering) include behavior and places to wait in and outside of the canteen.

REVIEW ) Using Q and A to check for understanding of trusty and canteen procedures.

PREVIEW ) We will learn about what a nutrition therapist does.

Materials:

  • Fake money
  • Menus
  • Canteen schedule
  • Trusty office forms and information

Outcome Measures:

  • observation of tasks made by facilitator
  • Question and Answers to check for individual comprehension

Individual work samples

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