Principles of Teaching and Learning - Educator's Role & Learning Styles - PDF

Principles of Teaching and Learning 1. 2. 3. - Assessing problems or deficits and learners' abilities - Providing important best evidence information and presenting it in unique and appropriate ways - Identifying progress being made - Giving feedback and follow-up - Reinforci...

Principles of Teaching and Learning 1. 2. 3. - Assessing problems or deficits and learners' abilities - Providing important best evidence information and presenting it in unique and appropriate ways - Identifying progress being made - Giving feedback and follow-up - Reinforcing learning in the acquisition of new knowledge, skills, and attitudes - Determining the effectiveness of education provided - - - - - - - - - - - - - - - - - - - - - - - - 1. 2. 3. - - - - - - - - - - - - - - - *Approaches to teaching skills:* 1. - - - - - - - **ASSESSING LEARNING NEEDS** - **Define as gaps in knowledge that exists between a desired lel of performance and the actual level of performance** - - - - **Mandatory** -- needs that must be learned for survival or situations in which the learner's life or safety is threatened. - ***Desirable*** - needs that are not life dependent but are related to well --being or the overall ability to provide high quality care - ***Possible*** -- 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.\\ - - - - - - - - - - - - - - - - - - 1. -- -- - READINESS TO LEARN - - - - - - - 1. - **Measures of Ability** - Creating a stimulating and accepting environment by using instructional tools to match learners' physical and sensory abilities encourages readiness to learn. - **Complexity of Task** - 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. - **Environmental Effects** - An environment conducive to learning helps to hold the learner's attention and stimulate interest in learning. - **Health Status** - The amounts of energy available and the individual's present comfort level are factors that significantly influence that individual's readiness to learn. - **Gender** - Research suggests that women are generally more receptive to medical care and take fewer risks with their health than do men. - ***LEA*RNING STYLES** -- - Refers to the ways in which and conditions under which learners most efficiently and most effectively: - Observation - Interviews - Administrations of Learning Instruments 1. **Right-Brain/ Left-Brain and Whole-Brain Thinking** 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 +-----------------------------------+-----------------------------------+ | **Left-Hemisphere Functions** | Right-Hemisphere Functions | | | | | Thinking is critical, logical, | Thinking is creative, | | convergent, focal | intuitive, divergent, diffuse | | | | | Analytical | Synthesizing | | | | | Prefers talking and writing | Prefers drawing and | | | manipulating objects | | Responds to verbal instructions | | | and explanations | Responds to written | | | instructions and explanations | | Recognizes/remembers names | | | | Recognizes and remembers faces | | Relies on language in thinking | | | and remembering Solves problems | Relies on images in thinking | | by breaking them into parts, then | and remembering Solves problems | | approaches the problem | by looking at the whole and the | | sequentially, using logic | configurations, then approaches | | | the problem through patterns, | | Good organizational skills, | using hunches | | neat | | | | Loose organizational skills, | | Likes stability, willing to | sloppy | | adhere to rules | | | | Likes change, uncertainty | | Conscious of time and schedules | | | | Frequently loses contact with | | Algebra is the preferred math | time and schedules | | | | | Not as good at interpreting | Geometry is the preferred math | | body language | | | | Good at interpreting body | | Controls emotions | language | | | | | | Free with emotions | +-----------------------------------+-----------------------------------+ 2. **Field- Independent/ Field Dependent Perception** - 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 | Field-Dependent Learners | | | | | Are not affected by criticism | Are easily affected by | | | criticism | | Will not conform to peer | | | pressure | Will conform to peer pressure | | | | | Are less influenced by external | Are influenced by feedback | | feedback | (grades and evaluations) | | | | | Learn best by organizing their | Learn best when material is | | own material | organized | | | | | Have an impersonal orientation | Have a social orientation to | | to the world | the world | | | | | Place emphasis on applying | Place emphasis on facts | | principles | | | | Prefer learning to be relevant | | Are interested in new ideas or | to own experience | | concepts for own sake | | | | Need external goals, | | Provide self-directed goals, | objectives, and reinforcements | | objectives, and reinforcement | | | | Prefer discussion method | | Prefer lecture method | | +-----------------------------------+-----------------------------------+ 3. **Dunn and Dunn Learning Styles** - A user-friendly model that would assist educators in identifying characteristics that allow individuals to learn in different ways - *5 Basic Stimuli that affect a person's ability to learn* 1. Environmental Elements - Sound - Light - Temperature - Design 2. Emotional Elements - Motivation - Persistence - Responsibility - Structure 1. - - 3. Sociological Elements - Learning Alone - Presence of an Authority Figure - Variety of Ways -- Versatile 4. Physical Elements - Perceptual Strengths *Four types of learners* \(a) auditory preferences, who learn best while listening to verbal instruction \(b) visual preferences, who learn best from reading or observation \(c) tactile preferences, who learn best when they can underline as they read, take notes when they listen, and otherwise keep their hands busy \(d) kinesthetic preferences, who absorb and retain information best when allowed to perform whole-body movement or participate in simulated or real-life experiences - Intake - Time of Day Early-morning learners: Their ability to concentrate and focus energies on learning is high in the early hours of the day but wanes as the day progresses. Late-morning learners: Their concentration and energy curve peaks around noontime, when their ability to perform is at its height. Afternoon learners: Their concentration and energy are highest in the mid- to late afternoon, when performance is at its peak. Evening learners: Their ability to concentrate and focus energies is greatest at the end of the day - Mobility 5. Psychological Elements - Global Vs. Analytic - Hemispheric Preference - Impulsivity Vs. Reflectivity 4. **Jung and Myers Briggs Typology** - 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. 1. Extraversion-Introversion 2. Sensing- Intuition 3. Thinking- Feeling 4. Judgement- Percepetion **5. Kolb's Experiential Learning Model** - - - \- practical, need directives and hands on stimuli \- seek "how does it work" \- prefer to learn through coaching \- perceived information through abstract conceptualization - **6. 4MAT System** 4. Types of Learner - Type 1/Imaginative: Learners who demand to know why. These learners like to listen, speak, interact, and brainstorm. - Type 2/Analytical: Learners who want to know what to learn. These learners are most comfortable observing, analyzing, classifying, and theorizing. - Type 3/Common sense: Learners who want to know how to apply the new learning. These learners are happiest when experimenting, manipulating, improving, and tinkering. - Type 4/Dynamic: Learners who ask, What if? These learners enjoy modifying, adapting, taking risks, and creating. - More concerned with what happens during the course of learning than in the end-result of learning - emphasis is on the dynamics of learning - sequence and pattern of change of behavior - Is also described as function - Emphasizes critical aspects of learning such as: - Learner gets involved in different mental activities, at the end learner undergoes the process of: 1. 1. - one term to convey their meaning \* **concrete** -- simple and realistic concept - A. B. C. D. E. -- -- -- -- -- -- -- -- -- -- -- -- The four core learning styles include : - Visual - Auditory - Read/Write - Kinesthetic THANK YOU and GOD BLESS!