PRINCIPLE OF TEACHING AND LEARNING Flashcards
Relationship between student/faculty
TEACHING - LEARNING PRINCIPLES
An active process that takes place as individuals interact with their environment and incorporate new information or experiences with what they already know or have learned.
PRINCIPLES OF LEARNING
- Hereditary Endowments Principle
Refers to the nature of the child psychological and physiological qualities such as: - reflexes * capabilities
- instincts * impulses
- temperaments
STARTING PRINCIPLES
WHAT ARE THE PSYCHOLOGICAL AND PHYSIOLOGICAL QUALITIES OF STARTING PRINCIPLES
REFLEXES
INSTINCTS
TEMPERAMENTS
CAPABILITIES
IMPULSES
Teaching Process Principle
Refers to the procedure , methods or agglomerations of techniques by which the student and the teacher may work toward the accomplishment of the goals or objectives of education.
Involves the application of laws and principles
GUIDING PRINCIPLES
Outcome Process Principle
Refers to the educational aims, goals, objectives, outcomes or result of the whole educational scheme to which teaching and learning are directed.
The primary requisite of effective learning is a goal or ending point.
ENDING PRINCIPLES
The most useful in teaching groups of patients who share the same learning needs
Should always be accompanied by discussion which allows the individual to
- Express feelings and concern
- Ask question
- Clarify information
LECTURE
The most useful in patients who relate well in groups.
Allows patients experience security through being a member of a group of patients with similar problems or learning needs.
Provides patients with the opportunity to gain support, assistance and encouragement from group members.
GROUP DISCUSSION
The most useful when skills are to be learn
Ample opportunity must be provided for practice sessions.
Equipment should be the same as that which patient will use after leaving the hospital.
DEMONSTRATION AND PRACTICE
Useful to supplement the resources of the nurse in helping the patient to learn.
Include books, pamplets, pictures, films, slides, tapes, and models.
Must be reviewed prior to presentation to ensure that they are appropriate for meeting the patient’s individual learning needs.
TEACHING AIDS
Allow ample time for the patient to learn and to have his learning reinforced.
Follow up sessions promote the patient’s confidence in his ability to retain his newly learned behaviors.
Evaluate the patient’s progress, which is imperative and plan additional teaching sessions as necessary.
Follow up sessions after discharge my be needed to assist the patient in transferring what he has learned in the hospital to his home setting.
REINFORCEMENT AND FOLLOW UP
use of syllabus, skills laboratory, reading materials hardware and software/supplies
INDEPENDENT LEARNING
method by which teacher makes a direct display of skills
- shows student what they have to do, why, and how to do it
DEMONSTRATION
duplicate the real situation
- use of virtual laboratory
- get a feel of how to use equipment in a real situation
SIMULATIONS EXERCISES
Define as gaps in knowledge that exists between a desired lel of performance and the actual level of performance
Helps in determining an instructional plan to address the deficits in the cognitive, affective and psychomotor domains
ASSESSING LEARNING NEEDS
tantamount to the word “increase” or the quantitative changes in terms of learning.
Acquisition of more knowledge which often results in maturation
GROWTH
needs that must be learned for survival or situations in which the learner’s life or safety is threatened.
MANDATORY
needs that are not life dependent but are related to well –being or the overall ability to provide high quality care
DESIRABLE
needs for information that is nice to know but not essential or required on situations in which learning need is not directly related to daily activities
POSSIBLE
Defined as the time when the learner demonstrate an interest in learning the information necessary to maintain optimal health or to become skillful in a job occurs when the learner is receptive, willing and able to participate determine what needs to be learn and the learning objectives
READINESS TO LEARN
that is, the point at which teaching should take place—is very important. Anything that affects physical or psychological comfort can affect a learner’s ability and willingness to learn.
TIMING
READINESS TO LEARN MEANS YOU ARE:
- RESILIENT
- COLLABORATIVE
- REFLECTIVE
- ACTIVE
WHAT ARE THE 5 MAJOR COMPONENTS OF PHYSICAL READINESS
- MEASURES OF ABILITY
- COMPLEXITY OF TASK
- ENVIRONMENTAL EFFECTS
- HEALTH STATUS
- GENDER
Creating a stimulating and accepting environment by using instructional tools to match learners’ physical and sensory abilities encourages readiness to learn.
MEASURES OF ABILITY
Variations in the complexity of the task affect the extent to which the learner can master the behavioral changes in the cognitive, affective, and psychomotor domains. The more complex the task, the more difficult it is to achieve.
COMPLEXITY OF TASK
An environment conducive to learning helps to hold the learner’s attention and stimulate interest in learning
ENVIRONMENTAL EFFECTS
The amounts of energy available and the individual’s present comfort level are factors that significantly influence that individual’s readiness to learn.
HEALTH STATUS
Research suggests that women are generally more receptive to medical care and take fewer risks with their health than do men.
GENDER
a state of psychological willingness to learn
> dependent on factors
EMOTIONAL READINESS
Refers to the ways in which and conditions under which learners most efficiently and most effectively:
- perceive,
- process,
- store and
- recall what they are attempting to learn and their preferred approaches to different learning tasks
LEARNING STYLES
3 MECHANISMS TO DETERMINE LEARNING STYLE
Observation
Interviews
Administrations of Learning Instruments
■ Quadrant A (left brain, cerebral): logical, analytical, quantitative, factual, critical
■ Quadrant B (left brain, limbic): sequential, organized, planned, detailed, structured
■ Quadrant C (right brain, limbic): emotional, interpersonal, sensory, kinesthetic, symbolic
■ Quadrant D (right brain, cerebral): visual, holistic, innovative
RIGHT BRAIN / LEFT BRAIN AND WHOLE BRAIN THINKING
■ Thinking is critical, logical, convergent, focal
■ Analytical
■ Prefers talking and writing
■ Responds to verbal instructions and explanations
■ Recognizes/remembers names
■ Relies on language in thinking and remembering ■ Solves problems by breaking them into parts, then approaches the problem sequentially, using logic
■ Good organizational skills, neat
■ Likes stability, willing to adhere to rules
■ Conscious of time and schedules
■ Algebra is the preferred math
■ Not as good at interpreting body language
■ Controls emotions
LEFT HEMISPHERE FUNCTIONS
■ Thinking is creative, intuitive, divergent, diffuse
■ Synthesizing
■ Prefers drawing and manipulating objects
■ Responds to written instructions and explanations
■ Recognizes and remembers faces
■ Relies on images in thinking and remembering ■ Solves problems by looking at the whole and the configurations, then approaches the problem through patterns, using hunches
■ Loose organizational skills, sloppy
■ Likes change, uncertainty
■ Frequently loses contact with time and schedules
■ Geometry is the preferred math
■ Good at interpreting body language
■ Free with emotions
RIGHT HEMISPHERE FUNCTION
Field-dependent individuals, by comparison, are more externally focused and as such are socially oriented, more aware of social cues, able to reveal their feelings, and are more dependent on others for reinforcement.
FIELD INDEPENDENT LEARNERS
■ Are easily affected by criticism
■ Will conform to peer pressure
■ Are influenced by feedback (grades and evaluations)
■ Learn best when material is organized
■ Have a social orientation to the world
■ Place emphasis on facts
■ Prefer learning to be relevant to own experience
■ Need external goals, objectives, and reinforcements
■ Prefer discussion method
FIELD DEPENDENT LEARNERS
A user-friendly model that would assist educators in identifying characteristics that allow individuals to learn in different ways
DUNN AND DUNN LEARNING STYLES
An individual creates an inner drive to accomplish goals or objectives
Influences an individual to act
The practical art of applying incentives and arousing interest to perform in a desired way.
Designates the use of devices such as offering rewards or an appeal to excel
> Refer to devices and activities to bring about increased or active learning
MOTIVATION
- occurs when the learner wants to learn for the sake of learning
- based on personal motives
- consists of self-generated factors that influence individuals to behave in a particular way or direction. * heredity
- intellectual abilities
- instinctual drive
- personal philosophy/vision/mission
- desire for recognition
- desire to serve other
INTRINSIC MOTIVATION
occurs when the learners wants to learn for reasons other than his
personal interests
- based on social motives:
* rewards (high grades, increases pay, praise or promotion)
* punishment ( disciplinary action, low grades, withholding pay criticism)
- developed through the use of incentives that moves a learner to act
EXTRINSIC MOTIVATION
- arise from the individual because she is a part of a social setting
- teachers should be concerned with
PSYCHOLOGICAL NEEDS
refers to the use of:
a. praise and reproof – build sense of achievement/feeling of satisfaction
b. competition – urging oneself to take action to achieve certain objective to prove one’s capability or excellence
- form of motivation to improve or further enhance
knowledge and skills
INCENTIVES
Explains personality similarities and differences by identifying attitudes of people (extraverts and introverts) along with opposite mental functions, which are the ways people perceive or prefer to take in and make use of information from the world around them. The people can be classified into 16 personality types based on 4 constructs.
JUNG AND MYERS BRIGGS TYPOLOGY
- look at things from different perspective
- prefer concrete experiences and reflective observations
- sensitive/ prefer to watch rather than do
- tend to gather information and use imagination to solve problems
- learners perform better that require idea-generation such as:
- brainstorming
- research
- EXPERIMENTS
DIVIGERS
- learners who are more concise and logical in approach
- prefer abstract conceptualization/reflective observations
- ideas and concept are more important than concrete situations
- requires good and clear explanation rather than practical opportunity
- ex. theorists
ASSIMILATORS
- concerned with problem-solving
- prefer technical tasks
- less concerned with people and interpersonal aspects
- best in finding practical uses for ideas and theories, which they use for problem-solving and decision-making
- practical, need directives and hands on stimuli
- seek “how does it work”
- prefer to learn through coaching
- perceived information through abstract conceptualization
CONVERGERS
- have a “hands-on” learning experience that relies on intuition rather than logic
- attracted to new challenges and experiences, and carrying out plans
- commonly act on “gut” instincts rather than logical analysis
- tend to rely on others for information than do their own analysis
- prevalent and useful in roles requiring action and initiative
- prefer to work in teams to complete tasks
- set targets and work actively to achieve objectives
ACCOMODATORS
born December 12, 1939
- Moline, Illinois , USA
- Case Western Reserve University
- Alice Kolb, wife
- American educational theorist whose interest and publication focus on:
* experiential learning
* individual and social change
* career development
* executive and professional education
- our individual learning styles emerge due to our genetics, life
experiences, and the demands of our current environment
DAVID A. KOLB
has awareness of subject area, but only in terms of abstract concepts and ideas
- possesses little to no ability to put ideas into practice in a reliable way
- follows a set of rules without regard for context in learning
NOVICE
- has attained marginal learning
- begins to understand the scope of the subject area
- able to apply tools, processes, and principles in contexts to what they have studied
ADVANCE BEGINNER
- a person who acts in novel circumstances
- attained learning after exposure to working knowledge
- new skills and capabilities are internalized
- capable of adapting learning to varieties of situations by:
- analyzing changed circumstances
- choosing alternatives
COMPETENT
- has gained experience from different situations
- tools and concepts have been internalized and can be applied
variety of situations without much effort - has an intuitive, holistic grasp of a situation without having to
ignore problems prior to determining solution
PROFICIENT LEARNER
has fully internalized both perception and action into their normal work processes
EXPERT LEARNER
refers to obtaining knowledge by:
- perceiving - imagining
- remembering - thinking
- discriminating - problem-solving
- integrating - creating
- abstracting
- generalizing
- evaluating
COGNITION
Products of ideational learning
facts, meanings, generalizations, principles
refers to the source of all concepts which initiates mental activity.
- is the immediate conscious reaction to the stimulation of a sense organ
- the way you think about or understand someone or something
PERCEPTION
- refers to an idea or a mental image which makes reflective thinking possible
- building block of theories through which knowledge is formed
CONCEPT
a proposition or value that is a guide for behavior or evaluation
- form of generalization that implies action
- a statement that explains a large number of related phenomena
PRINCIPLE
refers to refined pattern of movement or performance
- skills such as movement, coordination, manipulation, grace dexterity, strength, or speed
SKILLS OR PSYCHOMOTOR LEARNING
refers to a mental state which is characterized by certain feelings and emotions
EMOTIONAL LEARNING
- is determined by genetics and environment
- is measured based on the results of intelligence test or aptitude test
- students with high aptitude need less time and less instructional
support
INTELLIGENCE “APTITUDE”
proposed by DR. HOWARD GARDNER, professor at Harvard Uni.
MULTIPLE INTELLIGENCE
> contribute to an individual’s capability to manage and monitor
his/her emotions,
to correctly gauge the emotional state of others
influence opinions
EMOTIONAL INTELLIGENCE
> measure of family’s position in society as determined:
* family income,
* occupation,
* education
poverty affect a learner’s well being and quality of life
* student’s concentration
* learning potentials
* motivation
SOCIOECONOMIC STATUS
Refers to attitudes, values, customs, and behavior that
characterize a social group or class
CULTURE
. different treatment of boys and girls
- girls handled delicately/boys seen as tougher
GENDER DIFFERENCES
> those in danger of failing to complete their education
with learning problems
adjustment difficulties
AT RISK STUDENTS
4 CORE LEARNING STYLES INCLUDES:
Visual
Auditory
Read/Write
Kinesthetic
like graphical representations such as flowcharts with step-by-step directions
VISUAL LEARNERS
enjoy listening to lectures, often need directions read aloud, and prefer to discuss topics and form study groups
AURAL LEARNERS
like the written word, as evidenced by reading or writing, with references to additional sources of information
READ/WRITE LEARNERS
enjoy doing hands-on activities, such as role play and return demonstration.
KINESTHETIC LEARNERS
