Principles of Learning and Teaching Course

 Module One 

Unit (1) Principle of Learning

and

Teaching

Learning Needs & Adult Learning

D-Implement Educational Program

G-Improvement the Educational Program

A-learning Needs Assessment

F-Feedback to 1- Learner 2- Teacher 3-Organization

E-Evaluate the EducationalProgram

B-Educational objectives1- Cognitive 2- Psychomotor 3-Attitude

C-Plan and Design Educational Program 1-Content 2-Method 3- Material4-Evaluation methodology 5-Environment

what is the First Step of Educational Spiral

Learning Needs (WHAT the learner needs to learn)

Readiness to Learn (WHEN the learner is receptive to learning)

Can be defined as the time when the learner

demonstrates an interest in learning the

information necessary to become more skillful

in a job.

Learning Style (HOW the learner best learns)

Defined as the way the learners learn)

• WHAT is Needs Assessment? It is the process of −Identifying both the desired performance and the

current performance. −Establishing the training need which is defined by

the gap between the actual and the desired level of performance (the gap between desired and actual knowledge, skills, and attitude)

−Determining the cause, extent, and appropriate handling for performance problems.

−Providing the basis for the training design which is determined by the training need.

• WHY Needs Assessment: (purpose) 1- Gives the justification (reason) for program

development 2- Prevents a quick-fix, approach to performance

problems.3- Determines whether training is needed because

poor performance is not always a training issue.4- Determines causes of poor performance  5- Ensures that the solutions(s) to performance

problems address the real issue(s) and effectively focuses the appropriate resources, time, and effort toward a targeted solution.

6- Provides a basis of measurement .It is a baseline

against which to measure results or changes..

7- Establishes the criteria for measuring the success

of the program after its completion.

8- Determines desired training outcomes by identifying

The knowledge, skills, and attitudes that must be

addressed during the training.

The “ need to know”(desired needs) from “nice to

know”(felt needs) through focusing on what the

trainees actually need to know in order to do their

jobs better,

9- Determines content and scope of training by identifying: What type of training necessary to achieve

results (workshop, self-study, or on- the-job?)

What should be included in the programHow long the training program should beWhen the training program should beWho the target audience should beWhere the training program should beThe depth of content and experience required

in the programThe degree of urgency for the program.

• Needs Assessment Process

• Whom to assess? The people assessed depend on the goal and

the required depth of the assessment.

• Senior Management:

• Target Population’s

• Human Resource Personnel: provides documents related to

performance evaluation of target population

• Customers (patients): provides data that can help pinpoint

specific deficiencies, gaps between desired and actual behavior.

• There are five steps to conduct needs assessment

• Step One: Identify Problem or Need

• Step Two: Determine Needs-Assessment Design

• Step Three: Collect Data

• Step Four: Analyze the Data

• Step Five: Provide Feedback

•

How to Conduct the Needs Assessment

How to Conduct the Needs Assessment

Step One: Identify Problem or Need

−Define the AIM (major goal) the training program

should meet. It must state the desired

performance or behavior and be measurable,

observable, realistic, and “flexible and

attainable.”

−Ex: Safety training to reduce the staff accidents

Step Two: Determine Needs-Assessment Design

• To determine the true causes, not just the

symptoms of the problem or need, employ several

investigative tools and techniques.

• Choose investigative or data-collection methods on

the basis of their appropriateness to the problem.

• Assess advantages and disadvantages of methods

• Step Three: Collect Data −Many methods are available for conducting a

needs assessment. −Many factors will determine which methods to

select (time, cost, and #of people involved…).

Common Data-Collection Methods and Tools are;

• Interviews • To get to the heart of the matter right

away, ask a question that begins with “how” or “what” such as, “what would help you do your job better?” الذي السؤال وطرح ، الفور على المسألة لب الى للوصول

" " " " أفضل؟ " بشكل بعملك القيام على يساعدك الذي ما مثل ما أو كيف ب "يبدأ

• Questionnaires and Survey Instruments.

− save time, but will yield(give up) more accurate information because they have been tested for validity and reliability.

Observation−It involves a trained person observing

others on the job. −Observations are often used to validate

information gathered by other methods such as interviews or questionnaires.

•  

Needs assessment techniques

• Discussion. Ask learners what they need

to learn

• Brainstorming. Ask learners to identify all

the specific situations in their life where

they still have difficulty in a given tasks .

• Checklists. Have learners fill out a

checklist as to what they can do well and

what they feel they need to learn more

about.

• Step Four: Analyze the Data

−Sort information into categories

−Do a statistical analysis. Look at the data in

terms of mean , mode , median and percentages.

−Clarify and define the real problems.

−Identify priorities, make your

recommendations for specific major solvable

problems with suggested interventions.

• Needs are prioritized based on the following criteria

Mandatory (Needs that must be learned for survival

when the learner’s life or safety is threatened)

Desirable (Needs that are not life-dependent but

are related to well-being)

• Possible (nice to know but not essential or

required)

Cont. How to Conduct the Needs Assessment

• Step Five: Provide Feedback

−Design an action plan or strategies, and

−communicate your conclusions and recommendations to key personnel

• Developing an action plan

• 1- After your proposal has been

approved, map out a plan for the

design, development, and delivery of

the program(s) including learning

outcomes or objectives. Include

specific action items with a time line

and appropriate task assignments.

Adult learning

Classical versus active learning

• In classical teaching the teacher being the center of

attention in the classroom .

• In contrast, active teaching represents a fundamental

shift from the teacher being the center of attention

to the student being the center of attention .

• Active teaching follows seven principles (Weimer,

2002):

Seven principles of active teaching (Weimer, 2002):

Principle 1: Teachers Do Learning Tasks Less . Principle 2: Teachers Do Less Telling; Students

Do More Discovering Principle 3: Teachers Do More Design Work Principle 4: Teachers Do More Modeling Principle 5: Teachers Do More to Get Students

Learning from and with Each Other Principle 6: Teachers Work to Create Climates for

Learning Principle 7: Teachers Do More with Feedback

Seven principles of active teaching (Weimer, 2002):

• Principle 1: Teachers Do Learning Tasks Less−Organizing the content−Generating the examples−Asking the questions−Answering the questions−Summarizing the discussion−Solving problems−Constructing diagrams

Cont. Seven principles of active teaching (Weimer, 2002):

• Principle 2: Teachers Do Less Telling; Students Do More

Discovering

• Stop telling students everything and hold them

accountable for knowing or asking.

• Principle 3: Teachers Do More Design Work

• Effective assignments and activities:

• Principle 4: teachers Do More Modeling

• Demonstrate for students how an expert

approaches a learning task.

Cont. Seven principles of active teaching (Weimer, 2002):

• Principle 5: Faculty Do More to Get

Students Learning from and with Each

Other

• Use collaborative and cooperative groups for

learning.

• Principle 6: Faculty Work to Create Climates

for Learning

• Create an environment of student accountability.

• Principle 7: Faculty Do More with Feedback

Application of these Seven principles:

Can support a shift in the classroom

from superficial surface learning to

transformative deep learning.

Superficial surface learning depend on Identification, memorization and recall

transformative deep learning depend

on Understanding(why & how)