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Teaching Learning Principles and Practices

Principles of teaching and learning

Unit – 5

Sohail Sajid

Principal

New Life College of Nursing RN, DWA,DTA, Specialized in CHN, Post RN BScN

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Objectives

• Identify the characteristics of good teacher • Define the role of teacher in nursing

education • Discuss different principles of teaching and

learning • Identify factors that influence learning.• Compare relationship between teaching and

learning

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Teacher

• Teacher is a person who teaches.

• Teacher is an agent of change uses purposeful, systemic, decision process to cause improvement in personality.

• A person who modifies the behavior through education.

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Teaching

• Teaching is simply helping other people to learn, in fact nothing can be given in teaching until it has been taken.

• Teaching is an art and science in which the content is structured and processes used enable student learning.

(Bavis 1989)

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Characteristics of a Good Teacher

• Enough knowledge to satisfy student • Role model for students • Personal goodness • Attractive personality for students • Equal love for all • Equal sympathy for all • Well experienced

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Characteristics of a Good Teacher

• Expert for teaching • Well confident • Ability to control the class • Well prepared prior to coming for teaching • Patient (do not lose temper) during teaching

and dealing problems.

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Principles of Teaching

• Content • Focus • Socialization • Individualization • Sequence and Organization • Evaluation

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Principles of Teaching

1.Content • Setting of material in an order in which

maximum learning can take place.• The knowledge is planned and organized.

2.Focus • The learning and teaching must be

organized around a central point.

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Principles of Teaching

3.Socialization:

Effectiveness of learning depends on the social setting in which it is done.

4. Individualization:• The learner must be considering while

teaching his/ her attitude, ability and interest.

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Principles of Teaching

5. Sequence and Organization

Teaching and learning activities are arranged meaningfully and organized in relation to form of purposeful goal.

6. Evaluation• Teaching and learning must be evaluated

either formative or summative or both.

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Learning

• When an individual gains knowledge, skill and understanding the subject learning changes attitude and behavior it is known as learning.

• Learning is considered as a change in a person has caused by experience.

(Basanvanthappa)

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Principles of Learning

• Goals • Readiness • Situation • Interpretation • Response • Consequences

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Principles of Learning

1.Goals:

The learner must have some goals, it increases his interest in learning.

2. Readiness:

It is total of response in pattern and ability the learner has.

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Principles of Learning

3.Situation:

Situation is the place where the learner comes with the objective to learn. This should have a complete provision of equipments to teach, so that learner may have an ideal environment for learning.

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Principles of Learning

4.Intrepertation: It means giving things and relate them, the

past experience e.g teach the learner and relate it with they have taught.

5. Response: It is an action of some internal change which

prepared the person for learning and it depends upon the ability of teacher and basic knowledge of learner.

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Principles of Learning

6. Consequences:

This is result, actually it is conformation or contradiction of interpretation in an information.

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Factors that influence learning

• Intellectual factor:• Learning Factors• Physical factors:• Mental factors:• Emotional and social factors• Teacher’s Personality• Environmental factor:

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Intellectual factor:

• The term refers to the individual mental level. Success in school is generally closely related to level of the intellect. Learners with low intelligence often meet serious difficulty in schoolwork. Sometimes pupils do not learn because of special intellectual disabilities.

• A low score in one subject and his scores in other subjects indicate the possible presence of a special deficiency.

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Learning Factors:

• Factors owing to lack of expert skill of what has been taught, faulty methods of work or study, and narrowness of experimental background may affect the learning process of any learner . If the school proceeds too rapidly and does not constantly check up on the extent to which the learner is mastering what is being taught, the students accumulate a number of deficiencies that interfere with successful progress.

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Physical Factors:

• Under this group are included such factors as health, physical development, nutrition, visual and physical defects, glandular abnormality. It is generally recognized that ill health retards physical and motor develop ment, and malnutrition interferes with learning and physical growth. Children suffering from visual, auditory, and other physical defects are seriously handicapped in developing skills such as reading and spelling.

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Physical Factors

• It has been demonstrated that various glands of internal secretion, such as the thyroid and pituitary glands, affect behavior. The health of the learner will likely affect his ability to learn and his power to concentrate.

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Mental factors:

• Attitude falls under mental factors attitude are made up of organic and tactile elements. They are not to be confused with emotions that are characterized by internal old disturbances. Attitude are more or less of definite sort. They play a large part in the mental organization and general behavior of the individual.

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Mental factors

• Attitudes are also important in the development of personality. Among these attitudes, interest, cheerfulness, affection, open mindedness, and loyalty. Attitudes exercise a stimulating effect upon the rate of learning and teaching and upon the progress in school.

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Emotional and social factors

• Personal factors, such as nature and emotions, and social factors, such as cooperation and opposition, are directly related to a complex psychology of motivation. It is a recognized fact that the various responses of the individual to various kinds of stimuli are determined by a wide variety of tendencies.

• Some of these natural tendencies are constructive and others are harmful.

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Emotional and social factors

• For some reason a learner may have developed a dislike for some subject because he may fail to see its value, or may lack foundation. This dislike results in a bad emotional state.

• Some learners are in a continuing state of unhappiness because of their fear of being victims of the disapproval of their teachers and classmates. This is an unwholesome attitude and affects the learning process to a considerable degree.

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Teacher’s Personality:

• The teacher as an individual personality is an important element in the learning environment or in the failures and success of the learner. The way in which his personality interacts with the personalities of the students being taught helps to determine the kind of behavior which emerges from the learning situation.

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Teacher’s Personality

• The supreme value of a teacher is not in the regular performance of routine duties, but in his power to lead and to inspire his students through the influence of his moral personality and example. Strictly speaking, personality is made up of all the factors that make the individual what he is, the complex pattern of characteristics that distinguishes him from the others of his kind. Personality is the product of many integrating forces.

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Environmental Factor• Physical conditions needed for learning is under

environmental factor. One of the factors that affect the efficiency of learning is the condition in which learn ing takes place. This includes the classrooms, textbooks, equip ment, school supplies, and other instructional materials. In the school and at the home, the conditions for learning must be favorable and adequate if teaching is to produce the desired results. It cannot be denied that the type and quality of instructional materials and equipment play an important role in the instructional efficiency of the school.

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Relationship Between Teaching and Learning

• The most important moments in teaching and learning is how the teacher teaches and how the learner learn. What is responsible for those few moments. The best college course and teachers so involve students that they learn as much as they can think about the subject out side the classroom. Moreover instructors who are motivated by their subject … foster students interest by personal examples. Teacher’s interest infects lectures and discussion and can spread the student’s work out side the class.

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Relationship Between Teaching and Learning

• When teacher cannot make student learn, they can promote learning by helping students become motivated to learn, handle information and experience, develop knowledge, attitude and skill and transfer their learning from classroom to real world. In addition to the general role of the teacher as helper, literature on the relationship between teaching learning identifies three specific roles.

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Relationship Between Teaching and Learning

• The teacher as human relations specialist• The teacher as facilitator and • The teacher as motivator

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Relationship Between Teaching and Learning

• Learning is infused with the complexity of learners' lives. A variety of different factors are interrelated and integrated in the learning-teaching process. Learning is therefore not predictable as a product of input, but created through constant negotiations between individuals, social environments and broader social influences.

• Teachers and researchers need to pay attention to the beliefs about learning, teaching, language and literacy which learners and teachers bring with them to the learning-teaching encounter. Beliefs also shape curricula and teaching materials. There are likely to be matches and mismatches among these beliefs.

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Relationship Between Teaching and Learning

• Both teachers and learners come to class with purposes and goal. Teachers and researchers should identify participants' purpose as a key factor in learning events.

• A full understanding of learning in adult must take account of social aspects of learning, including the political and institutional context in which it takes place, the broader socio-cultural context in which learning is situated, and the social life in classrooms.

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Relationship Between Teaching and Learning

• Social interaction is the key mechanism through which learning takes place. Its characteristics need to be studied in detail as a means to understanding the dynamics whereby teaching can facilitate learning.

• Teaching is best characterized as the creation of 'learning opportunities' through the management of interaction. The concept of 'learning opportunities' accounts for the way in which different learners learn different things from the same learning-teaching event, and provides a rationale for approaches to teaching which do not attempt to specify exactly what is to be learned.

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Relationship Between Teaching and Learning

• There are several different types of potential outcome from learning-teaching events: learning about content, learning how to learn, learning about language, learning about social relations, re-constructing identities, and wider benefits of learning such as increased self-assurance. Researchers and teachers should seek to establish learners' perceptions and interpretations of teaching learning events.

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Relationship Between Teaching and Learning

• Rather than trying to make generalizations about particular teaching methods, it is more useful to try to understand how learning opportunities and possible outcomes emerge in particular contexts. For the process to be meaningful, learners' other languages and/or interpreters need to be used.

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Any Question

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Thank you