Teaching and learning process ppt

Nursing education guidelines for student studying in nursing.

1. TEACHING – LEARNING PROCESS BY: M. SANATHOI DEVI LECTURER APOLLO SCHOOL & COLLEGE OF NURSING

2. Teaching-learning process is a means whereby society trains its young ones in a selected environment. Education is modification of behavior. Teaching-learning process enhances education. Teaching is the process by which the teacher brings the child and the subject together. Teaching and learning is the heart of education. INTRODUCTION

3. Teaching learning process consists of four elements: Assessment Planning Implementation Evaluation

4. LEARNING Learning is often defined as a change in behavior ( Birkenholz , 1999), which is demonstrated by people implementing knowledge, skill, or practices derived from education. TEACHING Teaching is the stimulation, direction, and encouragement of learning-BURTON TEACHING-LEARNING PROCESS It is a process that includes many variables like new knowledge, behaviors, and skills that add to their range of learning experiences. DEFINITION

5. Teaching is a system of action intended to induce learning. Learning is modification of behavior . Teaching action includes provision of learning experiences and guidance that facilitates learning in formal situations such as class rooms and informal situations as clinics, wards, etc. RELATIONSHIP BETWEEN TEACHING AND LEARNING

6. Learning is the life long process of transforming information and experience into knowledge, skills ,behaviour and attitudes. It is the relatively permanent change in persons knowledge or behaviour due to experience. DEFINITIONS OF LEARNING Learning is the process by which behaviours is originated or changes through practice and traning . Learning is the modification in bahaviour to meet environmental requirement. LEARNING

7. TEACHING Teaching is an interaction process which takes place between teacher and students to influence each other. Teaching is a task of a teacher who not only improve information but also motivates, guide, helping and encourages students to learn, DEFINITION OF TEACHING Teaching is the stimulation guidance, direction and encouragement of learning. Teaching is communication between two or more person who influence each other by ideas and learn something in the process of interaction

8. Principles of setting definite goals and objectives Principles of students centeredness Principles of individual difference Principles of motivation Principles of activity on learning by doing Principles of connecting with life Principles of active involvement and participation of students PRINCIPLES OF TEACHING

9. 8 . Principles of corelation 9 . Principles of reinforcement and remedial teaching 10 . Principles of creating conductive environment 11. Principles of planned teaching and its effective strategies 12. Principles of change & rest 13. Principles of personality development 14. Principles of stimulation

10. Provide guidance and training Interaction between teacher and students An art of giving knowledge to students with effective way A science to educate fact and causes Continuous process Encourages students to learn more Formal as well as informal Communication of information to students Tool to help the students to adjust himself in society and its environment CHARACTERISTICS OF TEACHING

11. Learning involves change All learning involves activities Learning requires interaction Learning is a life long process Learning occurs randomly throughout life Learning involves problems solving Learning is the process of acquiring information Learning involves far more than thinking Experience is necessary for learning CHARACTERISTICS OF LEARNING

12. Proceed from known to unknown Proceed from simple to complex Proceed from easy to difficult Proceed from specific to general Proceed from psychological to logical MAXIMS OF TEACHING

13. 6 ) Proceed from induction to deduction 7 ) Proceed from whole to part 8 ) Proceed from concrete to abstract 9 ) Proceed from observation to reasoning 10) Proceed from analysis to synthesis 11) Proceed from empirical to rational Contd ….

14. Care giver or care provider Teacher Counsellor Change agent Client advocate Manager Researcher TEACHING RESPONSIBILITIES OF A NURSE

15. Clinical specialist Nurse practitioner Nurse midwife Nurse anesthetist Nurse educator Nurse entrepreneur Nurse administrator Expanded role of the nurse

16. Teaching supported by aids is superior to plan teaching for the following reasons:- Teaching aids illustrate, clarify and simplify complex presentation Teaching aid supplement notes the teacher uses for the lecture Teaching aids provide Varity and act as “communication boosters” Hold student’s attention and make teaching interesting Facilitate understanding Create a long lasting impression for student mind PREPARATION OF TEACHING PLAN

17. Following are the important rules for the correct use of the teaching aids:- Should be prepared according to the needs of the lecture Arrange the material to be used and check necessary equipment before the commencement of the lecture Retain/projected words should be kept large and legible to all the student They should be prepared in dark colours like blue, purple, brown Should avoid cluttering of charts, slides and transparencies Should take the help of a pointer to explain the points on the charts

18. A lesson plan is actually a plan of action. It includes the working philosophy of the teacher, his knowledge of educational philosophy, his information about his understanding of the pupil, his comprehension of the objectives of education, his knowledge of the material to be taught and his ability to utilize effective methods. - L.B. Stands Lesson plan is the title given to a statement of the achievements to be realised and the specific meaning by which these are to be attained as a result of the activities engaged during the period. - L.S. Bossing LESSON PLAN

19. The essentials of a lesson plan can be counted as a keyword: L = link knowledge with previous knowledge E= ensure a definite assignment S= systematize and or gaining the learning process S= suitable summarization O= overcome nervousness, anxiety N= new learning introduction P= prevents wandering from subject and going of the way L= learning by exercises, practice & revision A= assignment and availability of adequate materials for lesson N= new and clear ideas

20. Preparation/Instruction: It pertains to preparing and motivating children to the lesson content by linking it to the previous knowledge of the student, by arousing curiosity of the children and by making an appeal to their senses. This prepares the child's mind to receive new knowledge.  Presentation/Development: The actual lesson commences here. This step should involve a good deal of activity on the part of the students. The teacher will take the aid of various devices, e.g., questions, illustrations, explanation, expositions, demonstration and sensory aids, etc. Information and knowledge can be given, explained, revealed or suggested. STEPS OF PREPARING LESSON PLAN

21. Association comparison: It is always desirable that new ideas or knowledge be associated to daily life situations by citing suitable examples and by drawing comparisons with the related concepts. This step is important when we are establishing principles or generalizing definitions . Generalizing: This concept is concerned with the systematizing of the knowledge learned. Comparison and contrast lead to generalization. An effort should be made to ensure that students draw the conclusions themselves. It should result in students' own thinking, reflection and experience

22. Application : It requires a good deal of mental activity to think and apply the principles learned to new situations. Knowledge, when it is put to use and verified, becomes clear and a part of the student's mental make-up . Recapitulation: Last step of the lesson plan, the teacher tries to ascertain whether the students have understood or grasped the subject matter or not. This is used for assessing/evaluating the effectiveness of the lesson by asking students questions on the contents of the lesson or by giving short objectives to test the student's level of understanding; for example, to label different parts on a diagram, etc.

23. Example format of lesson plan

24. Assess the patient learning needs Use of appropriate source of information Identify the knowledge, attitude or skills needed by the patient or family/support person. Learning can be divided into three domains: Cognitive, Affective & Psychomotor Assess emotional and experiential readiness to learn Assess the patient ability to learn Identify the patients strengths Use anticipatory guidance STEPS IN TEACHING LEARNING PROCESS

25. 2. Diagnose the learning needs 3. Develop a teaching plan Develop measurable learners objectives for each diagnosis of a learning need Identify short term and long term objectives Prioritize the objectives Determine who should be included in the teaching-learning process Include the patient in planning

26. Create a teaching plan: Individualize the standardized plans to the patients needs and abilities Match content with the appropriate teaching strategies and learners activities Schedule teaching within the limits of time constraints, shorten more frequent sessions Decide group or individual teaching and formal or informal teaching Formulate a verbal or written contract with the patient

27. 4. Implement the teaching plan The implementation phase may be only a few minutes or the sessions may extend over a period of days, or perhaps months Use interpersonal skills as well as effective communication technique Review the contractual agreement before implementing the teaching plan Prepare the physical environment Gather all teaching aids Deliver content in an organised manner using planned teaching strategies Be flexible, observe the patient for clues or additional assessment data that could alter the original plan

28. 5. Evaluate the teaching learning Do not assume that learning has occurred without feedback. Evaluate whether learner objectives have been met. There are several ways to do this: Observation Patient’s comments Direct question Return demonstration Evaluate teaching: Immediately after each session, evaluate your teaching effectiveness Quickly review implementation of the plan Seek feedback from the patients

29. iii. Revise the teaching plan Evaluation may reveal that the teaching plan should be revised. Revision is a part of the teaching-learning process Alter the content and teaching strategies if the objectives were unrealistic Empathy motivational counseling if the patient is unwilling to participate Reschedule teaching session if the time and frequency of session affected the teacher

30. iv. Document the teaching-learning process Teaching is an important and required nursing responsibility, it must be documented in the patient’s record . Include a summary of the diagnosed learning needs, the teaching plan, implementation of the plan and evaluation results. Show evidence in the evaluation statement that learning has occurred or how the problem was resolved if the patient or support person didn’t learn the material taught.