TEACHING STRATEGIES PLAN

Bring on the evidence: Comprehending the impact of

social, political, and cultural awareness
NAME OF LEARNING
ACTIVITY
Learning Activity
Summary

The students will be in groups of four. Each group will be given

topic to research ono global awareness and the importance of
cultural competence. They will need to conduct a literature
search and review. The facilitator will guide them in
discovering key words to use related to their given topic.
Students may use the library and computer room to gather the
best evidence. The facilitator will ask them to print full text
articles on their topic to use as part of the evidence .The group
project will also end with a group presentation discussing their
findings. Small prizes will be rewarded to students who find the
most evidenced based research for their chosen topic.
Cognitive (identify level): Remembering, Understanding,
Apply, Analyze

Domain of Learning
(Blooms Taxonomy
Affective: Receiving, Responding, Valuing
Revised)
Psychomotor: Physical abilities

Student-Centered
At the completion of this learning activity, the learner will:
Learning Objective(s)
Learn how to access data sources and best evidence using
research methods.
Provide documentation utilizing various methods of research
for social, political, and cultural awareness.
Preparation Required Preparation for this assignment will include: Developing a list
by Teacher/Facilitator and of potential social, political, and cultural global health
Materials Needed
concerns. Library time, computer class time, developing the
assignment ahead of time and completing a rubric for final
presentation. Prizes

Time Allotted

This strategy will encompass a period of 5 (2 hour) classes

spread out over a month with final presentations of 30 minutes

per group prior to the end of each class.

Learning Styles
Addressed by Activity

Visual, Active, Verbal, Reflective, Holistic

How is content connected Bringing on the evidence is a great way to correlate the use of
to prior learning?
research to lecture content. Students have a basic
understanding of validity of evidence that is researched about
their topic. It also provides students an opportunity to
analyze data related to their chosen topic.
Reflective Debriefing Debriefing will take place following each class session. The
with Learners (post- facilitator will ask the students if they have analyzed the best
learning activity) How will evidence according to the articles they have located. Debriefing
it be accomplished?
will also follow after each group presentation and a further
discussion of analyzing the evidence and whether or not there
needs to be a change in practice based on social, political, and
cultural concerns for global health.
Evaluation of
Evaluation of learning will occur during presentations,
Learning (How will it be debriefing, power-point, and poster boards according to the
accomplished?)
rubric.
Teacher Reflection

This strategy is great for small groups. This type of activity

provides a certain comfort level because students who are not
(justify choice of learning computer savvy may need the help of others. This activity
activity and good fit for provides team work and collaboration among the different
the identified learning departments such as library or computer room. Reinforcement
objectives)
of their learning of social, political, and cultural awareness is
demonstrated through the use of data collections, validity of
articles, and group presentation.