UNIT PLAN

Introduction:-

The unit approach emphasizes the wholeness of learning. The fact that learning in units more
effectively meets the needs of the students than traditional daily lesson-assigning and lesson-
learning procedure. The concept of unit learning is still in the stage of growth and development. Its
interpretation and application have been influenced by the educational philosophy of those using it.
Consequently, it has come to mean different things to different teachers. This situation has caused
the evolution of various names which are used to differentiate between the several interpretations,
such as contract plan, Dalton plan, Project method, Unit assignment, Winnetka plan and others.

Units may be small, covering only one day’s activities, or they may be large, covering several
weeks’ or even months’ activities. They may be general but should be specific enough so that they
give direction to teaching and learning plans for the entire course.

Definition:-

“It forms the mode of arranging/ organizing content into meaningful wholesome learning”.

or

“A unit can be defined as purposeful learning experience focused upon behaviour of the learner
and enable him to adjust to a life situation more effectively”.

- Hanna, Hagaman & potler.

or

“A unit planning is defined as a means of organising materials for instructional purposes which
utilizes significant subject matter content, involves pupils in learning activities through active
participation intellectually and physically and modifies the pupil’s behaviour to the extent that he is
able to cope with new problems and situations more competently”.

- Jorolimek.
Principles of unit planning:-

- Learning takes place in wholeness

- Learning is developmental and provides for vertical and horizontal organization of

learning experiences

- Learning is effective when there is understanding and acceptance of goals to be achieved

- Unit plan provides for individual differences

- Unit plans provide for self direction

- Unit plan provides a sound basis for evaluation

Characteristics of a good unit:-

- Organise various learning or experiences around a central problem or purpose.

- Unit should be suitable to the needs, capabilities and interests of students.
- Provision for a variety of learning experiences like clinical postings, theory classes, field trips
etc.
- Contribute to the development of students by providing new experiences.
- As far as possible interrelated topics should be included in a unit.
- It should deal with a sizable topic so that the length of the unit can be kept within the limits. This
will also help to sustain the interest of students.
- It should emerge out of the student’s past experience and should lead to broader interests.
- It should lead to an integrated learning experience and contribute to the continuity of the
student’s learning.
- It should provide opportunities for creative experience.
- It should allow the utilization of various resources like textbooks, journals etc.

Criteria of a good unit plan:-

- The need’s capabilities and interests of the students should be kept in view.
- A variety of experience should be planned for better learning. Egg: fields trips, experiments,
demonstrations, projects etc.
- The previous experience and background of the students should be taken into account.
- The length of the unit should be based on interests of the students.
- Provide an opportunity for new experiences.
- Familiar and related topics should be included in the unit.
- It should be related to social and physical environment of the students, help, anticipate and
satisfy some of the future needs of the students.
- Unit should be a part of sequence that permits growth from year to year.
- Unit planning should be the result of co-operative planning of teachers and students.
- Signifies the unity or wholeness of learning activities related to some problem or project.
- Psychological principle, ‘learning by whole’ is followed.
- Importance has to be given to integrate learning outcomes.
- Represents both subject matter and learning experience as well.
- Organises the subject matter into units of experience.
- Organises similar type of subject matter.
- It achieves a set of specifications and objectives.
- Teacher should have through knowledge about subject content so that she can decide the
difficult units.
- The availability of periods should be considered.

Elements of unit plan:-

- Selection and statement of objectives.

- Selection of content.
- Organization of content.
- Deciding upon the time allotment.
- Selection of teaching and learning activities.
- Teachers experience.
- Selection by methods of evaluation.
- Selection of reference.
Merits of unit planning:-

- Wholeness in learning.
- Easy comprehension.
- Develops understanding.
- Learning is made simple and easy.
- Organized, systematic and sequenced.
- Promotes independent and self study.
- Healthy interaction between teacher and student.
Demerits of unit planning:-
- Time consuming
- May be suitable only for intelligent students
- Heavy demand on teachers
- Difficult to complete syllabus in time

Types of unit planning:-

 Acc to Caswell and Campbell classified the types of units into 2 main groups:
1. Subject-matter units.
a. Topical unit
b. The generalization unit
c. The unit based on significant aspect of environment or culture.
2. Experience units.
a. Unit based on center of interest.
b. Unit based on student purpose.
c. Unit based on student need.

Acc to Smith:

1. Adaptation units.
2. Survey units.
Caswell and Campbell classification:

1. Subject matter units:-

It is an arrangement of the materials and conditions of learning planned and developed to result in
the desired products of learning.
Generalization unit:-

Materials of instruction, subject matter, learning activities- is centered on understanding of the

principle, the law or the generalization.

2. Experience units:-
It is the basis for the activity programmes emphasized in elementary grades.
Student purpose unit:-
It is based on a series of activities which the learner carries out in order to achieve a given and
objective. Culmination occurs when the learner achieves the purpose setup. It must be planned
continuously as it develops. Eg: the nursing care plan.
Student needs unit:-
This unit of learning is based on needs which the student recognizes as essential activities and
subject matter are selected in relation to student needs.
Process units:-
Units are planned on the basis of thought processes. Eg: problem solving.
Smith classification:
1. Adaptation units:-
A comprehensive and significant aspect of the environment of an organized sciences, of an art, or of
conduct which being learned results in adaptation in personality.

Survey units:-

A certain subject matter content is used to develop a general comprehension of that particular
phase of the culture covered by unit.
Factors to be considered while planning a unit:-
- Objectives with specifications.
- Content analysis.
- Learning activities.
- Testing procedures.
Steps in unit planning:-
- Content analysis by means of terms, concepts, facts, principles, laws, situations, processes,
generalisations, relationships, conclusions etc.
- Objectives with specifications can be realised through the content analysis.
- Learning activities: individual differences and psychology of the pupil wil be considered in
choosing learning activities.
- Testing procedures: types of evaluation tools and techniques are mentioned through which the
teacher would get evidence of the achievements of objectives on the part of pupil.

STEPS:

With the understanding of learning theory and psychology of learning more and more educators
have accepted the unit as the basis for organization of learning. The basis for the unit idea can be
traced to Herbart (1776-1841) who stressed 4 essentials in the learning process. His followers
divided the process into 5 steps namely:

1) Preparation
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 move on to the concept of unit.

THE UNIT CONCEPT:

 Unit means either the actual experience of the students in the pre-planning of materials used in
preparing for that experience or the record of a group of learning experience

(Heidgerkan, 1992).

CHARACTERISTICS OF UNIT PLANNING:

Heidgerkan explains characteristics of unit planning. They are:

 Unit planning recognizes that learning takes place most effectively in terms of wholes rather than
of 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 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 her own learning experiences.
 Unit planning provide for a sound basis of evaluation by setting up goals in terms of desired
changes of behaviour.

TYPES OF UNIT PLANNING:

 Many different types of units have been proposed and used for organization of teaching-learning
activities, caswell and Campbell classified the types of units into 2 main groups viz. Subject Units
and Experience Units.

SUBJECT MATTER UNITS:

 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 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.

EXPERIENCE UNITS:

 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 organization.

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 activities involved in unit planning in the next
part.

ESSENTIAL ACTIVITIES INVOLVED IN UNIT PLANNING:

1) Selection and statement of objectives

2) Selection of type of unit to be used
3) Selection of the learning situation
4) Selection of the learning component
5) Selection and Organization of Teaching Learning activities
6) Selection of Methods of evaluation

These activities mentioned above are inter-related and cannot be carried out independently of one
another.

SELECTION AND STATEMENT OF OBJECTIVES:

Education objectives are the statements of those changes in behavior which are desired as a result of
specific learner and teacher activity. They define not only the behavior sought in the learner, but
also the areas of human experience through which this behavior is to be developed. A well stated
objective has two aspects, the behavior and the content. Behavior refers to what the student should
know or be able to do and content refers to the subjects matter or the area of life experience in
which the behavior is to operate.
CRITERIA FOR SELECTION AND STATEMENT OF OBJECTIVES (HEIDGERKEN,
1992)

 The desired change in behavior should be consistent with accepted educational philosophy of the
curriculum.
 The desired change in behavior and the content area of the specific unit should make a direct
contribution to the attainment of the overall aims of the curriculum.
 The objective should be attainable and practical in the specific situation.
 The objective selected should be socially worthwhile, contributing both to social needs and to
improvement.
 The objective selected should be related to the needs and the ability level of the student.
 The objectives for each unit should contribute to the continued development of the
total - mentally, physically and emotionally.
 The objectives should be understood and accepted by the teacher and the student.
 The objective should be developed cooperatively with the teacher and the student whenever
possible.
 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.
 The objective should be clearly stated and should not be too specific so that they will permit
flexibility and adaptability by the teacher and student.
 The objectives should be grouped for purpose of economy and clarity for use in guiding student
activities in the construction of evaluation devices.

SELECTION OF THE PLAN:

The types of unit selected will be influenced by various factors we have already mentioned in the
unit planning (1:4 Type of Unit). The factors are purpose of school, aims of curriculum, the
objective of the course, the educational and ability level of the student and the type of learning
activities involved. It will also depend on the ability and the experience of the teacher. Each teacher
will have to select and plan the unit according to her teaching ability and mastery of the subject
matter.

SELECTION OF THE LEARNING SITUATION

Most commonly used learning situation 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.

SELECTION OF THE LEARNING COMPONENT

The content or knowledge component of the unit plan include the facts, concepts and principles
which is required to attain the objective of the unit. The teaching-learning unit may draw upon may
sources for its knowledge component, text books, journals and audio-visual media. It may also
include study of patients in the hospital, home and family. 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.

SELECTION AND ORGANIZATION OF TEACHING-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 they become meaningful
and motivating experiences for the learner.

The organizing centre may be a clinical conference, a lecture, demonstration, a field trip etc. 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
study, intellectual resourcefulness, self discipline as well as mastery of many different kinds of
knowledge and skill. The teaching-learning activities are planned and evaluated cooperatively by
the teacher and the student.

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 units

STEPS IN WRITING A UNIT PLAN

 Read the subject matter related to the topic in detail.

 Discuss with experts on the subject and also refer to University syllabus.
 Include students and develop the unit cooperatively by the teacher and student.
 Write down the details such as the title of the unit, number of hour required to teach and the
practical experience, placement in the curriculum etc.
 Formulate the central objectives and contributory objectives.
 Identify the content area and the methods of teaching.
 Plan the teaching-learning activities to attain the objectives.
 Select the instructional aids to be used.
 Plan the experiences – clinical, laboratory and visits etc.
 Decide on the approximate number of hours to be given to class room and clinical learning.
 Plan appropriate methods of evaluation and select the tools or construct test for evaluation. A
practical examination is to be planned for observation and evaluation in the clinical area. Formative
and summative evaluations to be planned.
 Provide a list of books, journals etc. for reference

SUMMARY:

So for we discussed in curriculum development formulation of philosophy, leaning

experience, unit plan and its characteristics, principles these are all necessary in nursing curriculum.
CONCLUSION:

Philosophy is a scientific, systemic enquiry about the ultimate reality in the universe: it is
the basis for understanding man. Formulation of philosophy on the basis of the questions will give
direction to the school staff in the overall organization of the school, in the provision of physical
facilities, the selection and welfare of staff and students, the planning and the development of
curriculum, the selection and utilization of clinical facilities – in short, the general management of
total program for guidance and as an illustration of the how the school or college philosophy could
be formulated.
BIBLIOGRAPHY:

BOOK REFERENCES:

 Neeraja,Text book of nursing education,2008,Jaypee publishers, page no: 176 -197

 Shankar narayanan, Nursing education & communication technology, 2007, Brain fill
publishers , page no.56-90
Indian nursing council, Guide for school of nursing in India, 2002, chapter 11-14..

JOURNAL REFERENCES;

Nursing education

NET REFERENCES:

www.google.com
www.pubmed.com
www.docjax.com
swww.wikepedia.com