Backwards

 Design  Stages  of  Planning   2. Determine   • By  verbally  describing  the  steps  of  first  aid  for  both  mild  and  severe  choking  
RED  CROSS-­  AIRWAY  EMERGENCIES   acceptable   • By  demonstrating  the  first  aid  skill  for  choking  on  adults,  children,  and  infants  
evidence  (i.e.,   • Discussing  the  various  ways  obstructions  occur  in  the  airway.  
1. Identify  the  desired   • Identify  signs  and  symptoms  of   How  will  you   • Recognizing  the  signs  of  mild  choking  vs.  severe  choking  in  a  practical  scenario.  
results  (i.e.,  What  do   choking   know  that   • Demonstrating  the  a  safe  and  proper  technique  at  all  time  
you  want  students  to   • Describe  firs  aid  for:   students   • Red  Cross  Standard  Multiple  Choice  test  
understand  or  do  by   o Conscious  mild  choking   learned  what    
the  end  of  the   o Conscious  severe  choking   you  wanted  
lesson?)   o Unconscious  choking  person   them  to  learn)?  
  • Demonstrate  first  aid  for    
(objectives)   conscious/unconscious,  severe   (assessment)  
  choking  in  an  adult,  child  and  baby    
   
3.  Plan  the       Pre-­‐assessment   Content  
Strategies  
• What  do  the  students   • What  are  the  specific  details  of  the  content?  
learning     • What  types  of  instructional  strategies  will  engage  the  learners?  
already  know  about  the   • i.e.,  as  appropriate  what  are  the  facts,  
experienc • What  types  of  strategies  will  maximize  participation  of  all  learners?  
  topic? models,  symbols,  definitions,  diagrams,  and  
• Are  the  strategies  varied?  
e  (i.e.,   • Are  there  any  individual   any  other  details  of  the  content?  
  • Are  multiple  groupings  (individual,  pair,  small/large  group)  addressed?  
How  will   student  needs  I  need  to   • How  can  these  ideas  be  clustered  /  organized  
How  will  I  “hook”  in  learners?  
you     consider? /  sequenced  in  a  manner  that  makes  sense?  
•
• How  will  I  “wrap  up”  the  learning?  
organize     • How  will  I  handle  transitions?  
the  
learning   • The universal signs of choking
experienc • The “hemlick” manoeuvre • Anatomy and physiology- Airway Diagram • Practical scenarios engage learners
• Common choking hazards • Mild Choking • Asking about previous experence- any choking stories? What happened? What did you
e  to  get   o Signs/Symptoms do?
• Life threatening situation
your   • Severe Choking • PowerPoint Presentation- Explains airway anatomy, Visual= Greater understanding
students   o Signs/Symptoms • Groups of two- One rescuer, one patient. More hands on experence for everyone, while I
• Preventing Choking walk around and address techniquie and give feedback.
where  
o Eat slower, no activities • Hooking the learners by telling them a previous experence of my own, and how this
you  want   • First Aid- ADULT/CHILD/INFANT manuover saves lives.
them  to   o Conscious • Wrap up the learning, by talking about the “take home messages”
go?)    Mild- When to start • Transititons- Based on group, From conscious to unconscious always ( for each type)
 Severe- When to stop
  o Unconscious
   Severe- CPR