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I will start by asking the students what they already know about which parts make up a specific organ system.

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Next, I will ask the students what they already know about how these parts of the organ system are connected.

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Then, I will ask the students what they already know about how the organ system works.

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I will invite the students to share their knowledge within groups

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Next, the students will have to draw up questions about the elements they are still missing. (Which I will then answer.)

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Then, I will present the students with one or two problems to solve (regarding an illness or a specific symptom). They are going to present their insights/solutions to class (different forms possible).

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I will use my own body to point things out. I will use drawings and pictures to explain things.

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I will use short and simple sentences with core messages.

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I will sometimes repeat messages using different words.

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I will check if there are questions; invite students to rephrase what has been said. Listen patiently and not interrupt students too soon.

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(click = enlarge)

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Goal 1 (2nd year pharmacy assistants - Diabetes mellitus)

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Goal 1 (2nd year pharmacy assistants - Diabetes mellitus)

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TO explain the endocrine function of the pancreas regarding glucose
BY describing how the pancreas responds to (1) low blood sugar levels, and (2) having a carbohydrats rich meal
USING inherent vocabulary, comparatives & cause and effect.

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Goal 2 (2nd year pharmacy assistants - Diabetes mellitus)

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Goal 2 (2nd year pharmacy assistants - Diabetes mellitus)

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TO choose what would be symptoms of an insulinoma of the pancreas
BY writing a fictive patient history about someone with insulinoma (minimal 300 words)
USING inherent vocabulary and language of sequence/timeline

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Goal 3 (2nd year pharmacy assistants - Diabetes mellitus)

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Goal 3 (2nd year pharmacy assistants - Diabetes mellitus)

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TO construct self management guidelines and instructions for the patient with insulinoma (cf. goal 2)
BY creating an patient information leaflet (minimal 300 words)
USING inherent vocabulary, if/when-then sentences & language of instruction