Methods of Teaching 2023-2024 PDF

Nursing Education Dept. rd 3 year Methods Of Teaching 2023/2024 Prepared by: Nursing Education Department staff Nursing Administration Department staff 3rd years Nursing Administration Department Obj...

Nursing Education Dept. rd 3 year Methods Of Teaching 2023/2024 Prepared by: Nursing Education Department staff Nursing Administration Department staff 3rd years Nursing Administration Department Objectives 1. Applying innovative strategies in teaching and practical training as well as the evaluation techniques used by the Department 2. Developing technological skills to be used in developing the Nursing Administration. 3. Developing academic curriculum and expanding student activities in order to achieve the mission of the Department 4. Developing the research plan of the department in line with the research plan of the Faculty and the strategic plan that is emanating from the University plan. 5. Providing training courses for staff members of the department to increase and raise their knowledge in the field of nursing administration and innovative technology in nursing and teaching. 6. Preparing training courses and programs in the field of human development as a contribution to health institutions to participate in the community development 7. Enhancing and implementing an effective communication channel between members of the Department, Faculty and Health institutions 8. Increasing the number of qualified researchers regarding the postgraduate level in nursing administration specialization 9. Prepare a distinguished graduate capable of managing the nursing team Methods of teaching (3) 3rd years Table of Content Chapter Subject Page Course objective……………… 5 Introduction …………………. 6 Chapter I Education, Learning And Teaching……………………….. 7  Education ……………….. 8  Learning ………………… 21  Teaching……………….... 32  Curriculum Design……… 40 Chapter II Educational Objectives and Learning theories……………….. 50  Educational objectives…… 51  Learning theories………… 62 Chapter III Teaching strategies …………… 70 Chapter IV Teaching aids…………………… 94 Chapter V Evaluation…………………. 105 Evaluation …………….. 106 OSCE 116 References 123 Exercise 124 Methods of teaching (4) 3rd years Objectives of course: At the end of this course the student will be able to  Discuss principles of teaching / learning process  Discuss educational objectives  Examine learning theories that are currently important  Explain major teaching methods.  Identify advantages of all teaching aids  Determine disadvantages of all teaching aids  Identify purposes of evaluation  Discuss advantages of all types of tests  Discuss disadvantages of all types of tests Methods of teaching (5) 3rd years Introduction Education is a light that shows the mankind the right direction to surge. The purpose of education is not just making a student literate but adds rationale thinking, knowledgeably and self-sufficiency. When there is a willingness to change, there is hope for progress in any field. If education fails to inculcate self-discipline and commitment to achieve in the minds of student, it is not their fault. Education should become a fun and thrill to them rather than burden and boredom. It is an integral part of their growth and helps them become good citizens. Education is an engine for the growth and progress of any society. It not only gives knowledge, skills and multiplies values, but is also responsible for building human capital which sets technological innovation and economic growth. In today’s era, information and knowledge stand out as very important and critical input for growth and survival. Rather than looking at education simply as a means of achieving social interaction, the society must view education also as an engine of advancement in an information era propelled by its wheels of knowledge and research leading to development. Instructional methods and teaching methods mean the same thing. They are primarily descriptions of the learning objective oriented activities and flow of information between teachers and students. Direct and indirect instruction are two main categories that many educators find useful for classifying teaching methods, but it is, as you will see, a bit more complicated than placing all instruction into two categories. Any instructional method a teacher uses has advantages, disadvantages, and requires some preliminary preparation. Methods of teaching (6) 3rd years Chapter I Methods of teaching (7) 3rd years Education Outlines:  Objectives  Introduction  Definition  Aims of education:  Nature of Education  Types of education  NURSING EDUCATION  Definition of Nursing Education  Factors determining the aim of nursing education  The Education Process  Basic elements of educational process  Education process parallels nursing process  The Educational Spiral Methods of teaching (8) 3rd years Education Learning objectives: At the end of the lecture, the student will able to:- Define education. Define aims of education. Define factors that determining educational aims. List chief characteristics of education. Define types of education. Define nursing education& its aims. Define educational process and its elements. List and describe functions &barriers of education Methods of teaching (9) 3rd years Introduction The word of education owes its origin to Latin words. According to one view, the word education is derived from the word "Educo" which means "I lead out" Here "E" means "out of" while "duco" means "I lead" In other words it means "I lead out of darkness into light" there is also another view that education means growth from within, the person or student already possesses some innate powers and capacities. And education is the process of developing these powers, nothing from without is to be imposed on student. It is very much the art of developing and cultivating the various powers of the mind, physical, and mental. Education may be looked upon process of providing desirable knowledge and experience to the person to develop his inner powers to the maximum possible extent. In other words education means both the acquisition of knowledge and experience as well as the development of skills, habits an attitude which help a person to lead a full and worth-while life in this universe. Definition Education It is the influence of the environment on the individual with a view to producing a permanent change in his habits, behaviors of thought and attitude. Education is the action or process of encouraging the information and development of a person's physical, intellectual and moral facilities. Methods of teaching (10) 3rd years It is a continuous process in which one personality acts upon another to modify the development of that other by the communication and manipulation of knowledge. Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Education frequently takes place under the guidance of educators, but learners may also educate themselves. Function of education: Preparation For Adult Life-  The child of today is a citizen of tomorrow. The education prepare a child for his future life. Transmission of Culture  Education instill and transmit the social norms values and beliefs into the next generation. Teacher himself or herself have been through the similar phase of learning, after learning the social norms, teachers forward it to the next generation. Though, the exact social norms are not taught and transmitted to the next generation there is few changes in it due to social change and the personal experience of teacher. Social integration  Education unify the individuals in society and create the sense of solidarity among them. It helps the individuals and groups to cooperate with one another and find a common ground for social life. Nations are built because of education because it unify people into an organized unit. Career Selection  Education helps individual to think about their career which they want to pursue in future. It prepares them for future endeavors. Methods of teaching (11) 3rd years Provide them with all the necessary information regarding the social life and professional life. Techniques of Learning Skills  Education teaches an individual various techniques of learning professional skills. There are different educational institutions for learning different professional skills. For example if a person wants to pursue a career in engineering, there are engineering colleges and universities which will equip him/her with the skills required for his/her career. Socialization  Human beings are social animals, in order to learn social skills and social norms of society, one have to socialize. Educational institution provide us the platform, to interact with different people of our own age and common interest. It help people to groom their personality and acquire quality personality traits. Rational Thinking  Education helps us to think rationally and conclude any event, situation and issue with reasonable explanation. Adjustment in Society  Education groom the personality of individual which helps him/her to adjust in any environment, group, community and society. Patriotism  Love for nation and country are instill in people from very young age through educational institution. They learn their duties and obligation towards nation and their country. Self- sufficiency-  Only education can produce such citizens who are active, dynamic, self -sufficient, independent and progressive. Methods of teaching (12) 3rd years Satisfaction of Needs-  Every individual human being has his physical, emotional, educational and social needs. All these needs can be fulfilled by education. Nature of Education 1. Education is a life-long process- Education is a continuous and lifelong process. It starts from the womb of the mother and continues till death. It is the process of development from infancy to maturity. It includes the effect of everything which influences human personality. 2. Education is a systematic process- It refers to transact its activities through a systematic institution and regulation. 3. Education is development of individual and the society- It is called a force for social development, which brings improvement in every aspect in the society. 4. Education is modification of behavior- Human behavior is modified and improved through educational process. 5. Education is purposive: every individual has some goal in his life. Education contributes in attainment of that goal. There is a definite purpose underlined all educational activities. 6. Education is a training- Human senses, mind, behavior, activities; skills are trained in a constructive and socially desirable way. 7. Education is instruction and direction- It directs and instructs an individual to fulfill his desires and needs for exaltation of his whole personality. 8. Education is life- Life without education is meaningless and like the life of a beast. Every aspect and incident needs education for its sound development. 9. Education is continuous reconstruction of experience Methods of teaching (13) 3rd years 10.Education helps in individual adjustment: a man is a social being. If he is not able to adjust himself in different aspects of life his personality can’t remain balanced. Through the medium of education he learns to adjust himself with the friends, class fellows, parents, relations, neighbors and teachers etc. 11.Education is balanced development: it performs the functions of the physical, mental, aesthetic, moral, economic, spiritual development of the individual so that he becomes a civilized person. 12.Education is a dynamic process: Education is not a static but a dynamic process which develops the student according to changing situations and times. It always induces the individual towards progress. It reconstructs the society according to the changing needs of the time and place of the society. 13.Education is a bipolar process: According to Adams, education is a bipolar process in which one personality acts on another to modify the development of other person. The process is not only conscious but deliberate. 14.Education is a three dimensional process: John Dewey has rightly remarked, “All educations proceeds by participation of the individual in the social consciousness of the race.” Thus it is the society which will determine the aims, contents and methods of teachings. In this way the process of education consists of 3 poles – the teacher, the student and the society. 15.Education as growth: The end of growth is more growth and the end of education is more education. According to John Dewey, “an individual is a changing and growing personality.” The purpose of education is to facilitate the process of his/her growth. Methods of teaching (14) 3rd years Factors determining educational aims 1. Philosophy of life: Philosophy of life and educational aims are closely related, in fact, philosophy determines the aims of education. Education is the best means for propagation of philosophy. Philosophy and education are the two sides of a coin. 2. Elements of human nature are always considered for the determination of education aims:-idealists regard in folding of the divine in man as the aim of education. 3. Religious factors. 4. Political ideologies: The education aims of a democratic political system can be quite different from that of an autocratic political set up. 5. Socioeconomic factors and problems of a country. 6. Cultural factors: Sociocultural heritage of a country have a great influence on the aim of education.education has no preserve and transmit the cultural heritage and traditions from one generation to another. 7. Exploration of knowledge:-Education today is science-oriented and technology based. Types of education  Formal education.  Informal Education.  Non-formal Education. Formal education:  It that which is consciously planned for the modification of behavior with a particular end in view.  Now, formal education has become the4 accepted mode of transmitting culture through the world. Methods of teaching (15) 3rd years  Through school, colleges and educational institutions. Formal education begins in such stages as: elementary school including preschool or kindergarten and continues with secondary school. Then, post- secondary education (or higher education) is usually at a college or university which may grant an academic degree Informal education: 1. Education is not pre planned. 2. The modification of behavior which comes about without conscious effort for it. 3. It through family, cinema, radio, library and daily experiences. Non formal education:  A new concept has developed recently after the publication of the report of the international commission on the development of education.  Through summer institute, vocation programs, television programs, open universities and postal courses. Methods of teaching (16) 3rd years NURSING EDUCATION Definition of Nursing Education  Nursing education is the professional education for the preparation of nurses to enable them to render professional nursing care to people of all ages, in all phases of health and illness, in variety of setting. Factors determining the aim of nursing education 1. Health needs of the people in the society. 2. Needs of the students. 3. Philosophy of nursing. 4. Current needs in general education as well as professional education. 5. Current trends in nursing. 6. Needs of time. 7. Advances in science and technology. The Education Process  It is a systematic, sequential, planned course of action that parallels the nursing process and consists of two interdependent operations, teaching and learning.  This process forms a continuous cycle that also involves two interdependent players; the teacher and the learner together, they jointly perform teaching and learning activities, the outcome of which leads to desired behavior changes. Methods of teaching (17)  3rd years Basic elements of educational process 1. Assessment 2. Teaching plan 3. Implementation 4. Evaluation. The education process like the nursing process because the steps of each process run parallel to one another, although they have different goals and objectives. Education process parallels nursing process Nursing process Education process Appraise physical and Ascertain learning needs, readiness to learn, Assessment psychosocial needs. and learning styles Develop care plan Develop teaching plan based on mutually Planning based on mutual goal predetermined behavioral outcomes to meet setting to meet individual needs individual needs. Carry out nursing care Perform the act of teaching using specific Implementation interventions using instructional methods and tools. standard procedures. Determine physical and Determine behavior changes in knowledge, Evaluation psychosocial outcomes attitudes, and skills Methods of teaching (18) 3rd years The Educational Spiral defining tasks and educational objectives Implementing Planning An evaluation evaluation system Preparing and implementing an educational program Barriers to nursing education:  Lack of motivation in students  Lack of proper communication between students and others  Not adhering to order and discipline by the student  Absence of experience professor with a high academic level  Lack of suitable motivation in trainers  Not stating the educational objectives for students  Being unfamiliar with educational methods  Inadequate feedback to students  Assign heavy and difficult tasks to students  Lack of physical and psychological preparation  Inadequate knowledge and skill of nurses or teachers  Not implementing the process by the personnel Methods of teaching (19) 3rd years  The patient or their companions complaining about performing nursing affairs by students  Large number of students  Shortage of time  Mismatch between the objectives of clinical education and expectations of the hospital personnel  Mismatch between the number of patients and number of nurses  Deficit of facilities and working conditions  Limited cases in the wards  The hospital being non-academic  Lack of access to the conference room Methods of teaching (20) 3rd years Learning Outlines: Objectives Introduction Definition of learning Nature of learning Types of Learning Principles of Learning Learning Styles Elements of learner characteristics Methods of teaching (21) 3rd years Learning Objectives: At the end of this lecture the student will be able to: Define learning. Identify the different types of learning. Understand the domains of learning. Identify the learning style. Identify your own learning style. Understand the Principals of learning. List the main factors that affecting the process of learning. List the main Barriers in implementing learning. Methods of teaching (22) 3rd years Learning Introduction Human learning may occur as a part of education, personal development, school or training. It may be goal-oriented and may be aided by motivation. The study of how learning occurs is part of neuropsychology, educational psychology and learning theory. Definition of Learning  Learning is acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information.  Learning is a relatively permanent change in knowledge, feeling or observable behavior that results from practice or experience. Nature of Learning  The ability to learn is possessed by humans, animals, plants and some machines. Progress over time tends to follow a learning curve. It does not happen all at once, but builds upon and is shaped by previous knowledge.  Learning viewed as a process, rather than a collection of factual and procedural knowledge.  Learning produces changes in the organism and the changes produced are relatively permanent.  It is not dependent upon classes and courses – though these can be very useful tools for learning Methods of teaching (23) 3rd years  It does not require a degree, certificate, or grade to prove its worth though clearly these have social value that most people would be unwise to ignore  It does require – in varying degrees, and in varying times and circumstances – activities like practice, reflection, interaction with the environment (in the broadest sense), and social interaction. The latter, in particular, can be greatly facilitated by the range of new technologies for communication and collaboration now available to us.  Learning may occur consciously or without conscious awareness.  Learning controlled by the learner  Learning affected by the total state of the learner  Unique and individual  Not directly observable  Resulting from practice, repetitions, and experience. Types of Learning 1-Simple non-associative learning (Habituation):  In psychology, habituation is an example of non-associative learning in which there is a progressive diminution of behavioral response probability with repetition of stimulus. 2-Associative learning:  Associative learning is the process by which an element is taught through association with a separate, pre-occurring element. It is also referred to as classical conditioning. 3-Observational learning:  The learning process most characteristic of humans is imitation; one's personal repetition of an observed behavior, such as demonstration of clinical procedure. Methods of teaching (24) 3rd years 4-Enculturation:  Enculturation is the process by which a person learns the requirements of their native culture by which he or she is surrounded. 5-Multimedia learning:  Multimedia learning is where a person uses both auditory and visual stimuli to learn information. 6-E-learning and augmented learning:  Electronic learning or E-learning is a general term used to refer to Internet-based networked computer-enhanced learning. A specific and always more diffused e-learning is mobile learning (m-learning), which uses different mobile telecommunication equipment, such as cellular phones. 7-Rote learning:  The major practice involved in rote learning techniques is learning by repetition, based on the idea that one will be able to quickly recall the meaning of the material the more it is repeated. 8-Formal learning (Education):  Formal learning is learning that takes place within a teacher-student relationship, such as in a school system. 9-Nonformal learning:  Non-formal learning is organized learning outside the formal learning system. For example: learning by coming together with people with similar interests and exchanging viewpoints, in clubs or in (international) youth organizations, workshops. Principles of Learning 1. Readiness:  Individuals learn best when they are ready to learn, and they do not learn well if they see no reason for learning. Methods of teaching (25) 3rd years 2. Exercise:  Those things most often repeated are best remembered. The instructor must provide opportunities for students to practice and at the same time: make sure that this process is directed toward a goal. 3. Effect:  It based on the emotional reaction of the student. It stated that learning is strengthened when accompanied by a pleasant or satisfying feeling, and that learning is weakened when associated with an unpleasant feeling. 4. Primacy:  Primacy is the state of being first; it means that learning must be right. For example, maintenance student learns a faulty technique; the teacher will have a difficult task correcting bad habits. 5. Encourage cooperation among students  Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding. 6. Encourages Active Learning  Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves. 7. Emphasizes Time on Task  Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and Methods of teaching (26) 3rd years professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all. 8. Feedback  It must be specific, not general. Participants must also see a reward for learning. The reward does not necessarily have to be monetary; it can be simply a demonstration of benefits to be realized from learning the material. 9. Reinforcement.  It is a very necessary part of the teaching/learning process; through it, instructors encourage correct modes of behavior and performance. Reinforcement should be part of the teaching-learning process to ensure correct behavior. 10.Retention. Students must retain information from classes in order to benefit from the learning. The instructors' jobs are not finished until they have assisted the learner in retaining the information. In order for participants to retain the information taught, they must see a meaning or purpose for that information. They must also understand and be able to interpret and apply the information. This understanding includes their ability to assign the correct degree of importance to the material. Retention by the participants is directly affected by their amount of practice during the learning. Instructors should emphasize retention and application. After the students demonstrate correct (desired) performance, they should be urged to practice to maintain the desired performance. Distributed practice is similar in effect to intermittent reinforcement. Methods of teaching (27) 3rd years Studies show that over a period of three days, learning retention is as follows:  10% of what you read.  20% of what you hear.  30% of what you see.  50% of what you see and hear.  70% of what you say.  90% of what you say as you do (e.g., orally work out a problem). 11.Transference.  Transfer of learning is the result of training -- it is the ability to use the information taught in the course but in a new setting. 12.Motivation.  Motivation is very important principle to participant to learn, if the participant does not recognize the need for the information (or has been offended or intimidated), all of the instructor's effort to assist the participant to learn will be in vain. The instructor must establish rapport with participants and prepare them for learning; this provides motivation. Learning Styles Learning styles are different ways that a person can learn. It's commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Psychologists have proposed several complementary taxonomies of learning styles. But other psychologists and neuroscientists have questioned the scientific basis for some learning style theories. Categories of Learning Styles:  Visual (spatial): You prefer using pictures, images, and spatial understanding. Methods of teaching (28) 3rd years  Aural (auditory-musical): You prefer using sound and music.  Verbal (linguistic): You prefer using words, both in speech and writing.  Physical (kinesthetic): You prefer using your body, hands and sense of touch.  Logical (mathematical): You prefer using logic, reasoning and systems.  Social (interpersonal): You prefer to learn in groups or with other people.  Solitary (intrapersonal): You prefer to work alone and use self- study. Elements of learner characteristics a- General Characteristics age gender health language ethnic / cultural background b- Personal / Social Characteristics maturity level motivation level Methods of teaching (29) 3rd years expectations vocation aspirations special talents / interests previous or current employment ability to work under various environmental conditions c- Academic Characteristics education completed training levels completed special courses completed previous performance levels standardized test scores grade point average (GPA) d- Specific Entry Characteristics prerequisite skills previous or current experience with topic reading levels attention span attitude towards work or the subject e- Learning conditions Learning conditions refer to groups of factors that can affect a person's ability to concentrate, absorb, and retain information. Some theories describe four conditions such as: 1- physical environment( sound, light, and temperature) 2- emotional environment( motivation and taking responsibility) 3- sociological environment ( preference for individual or group work) 4- student's own physiological makeup ( sensory strengths and weaknesses, need for food, restlessness or need for mobility, daily use of time or biorhythm for efficient functioning) Methods of teaching (30) 3rd years Barriers in implementing learning: 1. Organization barriers:  Lack of proper policy and planning 2. Student barriers:  Individual differences, computer skills, experience….., 3. Socio-economic barriers 4. Cultural barriers. 5. Leadership barriers: (autocratic, democratic…..) 6. Communication barriers: e.g., Language. Methods of teaching (31) 3rd years Teaching Out lines: Objectives Introduction Definition Purpose of teaching Characteristics of a good teaching Characteristics of a good teacher Responsibilities of the teachers Responsibilities of the students Principles of teaching Methods of teaching (32) 3rd years Teaching Objectives: By the end of this lecture the students will be able to: Define Teaching Enumerates the Purpose of teaching Explain the responsibilities of teacher List the most common methods used in nursing Identify the characteristics of good teaching & good teacher Discuss principles of teaching Methods of teaching (33) 3rd years Teaching Introduction Teaching is considered both an art and science; it is distinctively human activity and considered an essential part of education. The main function of teaching is to import knowledge, develop understanding and skills. Teaching methods which place the student in active situation is more effective than those which do not. Definition  It is an interaction between teacher and student under the teacher's responsibility in order to bring about expected changes in the student behavior or achieving desired objectives. Purpose of teaching 1) Acquire and uses of knowledge 2) Understand, analyze, synthesize and evaluate. 3) Establish habits. 4) Achieve skills 5) Change attitudes Characteristics of good teaching 1) Good teaching considering the individual differences 2) Good teaching enables the students to learn for herself 3) Good teaching provide opportunities for activity 4) Involve skills in guiding, by motivate and stimulate students 5) Good teaching reduce the distance between the teacher and the students 6) Good teaching is an active and living process. Methods of teaching (34) 3rd years 7) Good teaching must create an environment of acceptance, sympathy and understanding. 8) Good teaching involves careful planning through studies the individual differences of the students and then plan a lesson. 9) Good teaching is democratic, always respect the individuality. 10) Good teaching is progressive, by aiming to improve the teaching model and techniques, and helps the students to adjust her to this environment. 11)Teachings is a diagnostic and cure process by using a various measuring instruments and discovers the intelligence and interest of students and accordingly plans and perform job of teaching. Characteristics of Good Teacher 1. A good teacher has the desire to be a good teacher. 2. Creative (creative teacher is imaginative, experimenting , and original) 3. Dynamic (dynamic teacher is outgoing, energetic and extroverted) 4. Organized( purposeful, resourceful and in control) 5. Warm(sociable, amiable, and patient) 6. Wide base of knowledge 7. Up to date his knowledge 8. Have communication skills (good language, tone of voice not too fast or too slow) 9. Accept imperfection 10.Encourage creativity and new ideas of students 11.Respect student right for learning 12.Respect confidentiality of the student 13.Punctual 14.Keep the student active 15.Encourage independent student work Methods of teaching (35) 3rd years 16.Fair and avoid bias 17.Use different method of teaching 18.Have leadership ability 19.Control time 20.Have the ability to adopt the environment group time 21.Help the student to relate between past experience and new knowledge 22.Good physical appearance 23.Good observer 24.Democratic 25.Convincing abilities( has the ability to convince his students) Responsibilities of a Teacher Provide model behavior and mannerisms by self -example. Prepare long-term teaching programs and daily lessons in accordance with the guidelines of the education system. Provide activities and materials that engage and challenge the students intellectually. Understand and implement the use of information technology in lesson preparation and teaching. Shift between a formal and an informal method of teaching; debates, discussions, practical activities, experiments, projects and excursions. Plan, set and evaluate grade test, exams and assignments. Supervise student conduct during class, lunchtime and other breaks. Understand the diverse background students come from, their strength, weakness and areas of interest. Be honest in student appraisal, avoid favoritism. Enforce discipline by firmly setting class room rules. Resolve conflict among students by encouraging positive debate. Be ready to adjust teaching styles to meet individual needs of students. Methods of teaching (36) 3rd years Responsibilities of the students The student is responsible for her own success in the learning process. She should be actively involved in the learning process and should behave appropriately for a learning environment. Responsibilities: 1) The student is responsible for attending class every day. 2) The student is responsible for arriving in class on time. 3) The student is responsible for remaining quiet and on task during class time so as not to disrupt the learning of other students. 4) The student is responsible for bringing to class all necessary materials (book, paper, pen, pencil, calculator, etc.) 5) The student is responsible for taking proper care of his/her book and returning it at the end of the course. 6) The student is responsible for completing all assignments, including quizzes and tests, and for handing them in to the facilitator (remote sites) or teacher (local site). 7) The student is responsible for participating in all class discussions and question-and answer sessions. 8) The student is responsible for communicating any concerns to the facilitator and/or teacher. Different Types of Teaching Depending on the course will be taking it is likely that the teacher will attend a range of different kinds of classes and be asked to study in a number of different ways. (Will be discuss in chapter III) Methods of teaching (37) 3rd years Principles of Good Teaching. 1. Encourages Contact between Students and teacher  Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. 2. Communicates High Expectations  Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well-motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for them and make extra efforts. 3- Move from simple to complex  The student will find learning more rewarding if he has the opportunity to master simple concepts first and then apply these concepts to more complex ones. Remember, however, that what one student finds simple, another may find complex. A careful assessment takes these differences into account and helps you plan the teaching starting point. 4- Begin with what the student knows  You will find that learning moves faster when it builds on what the student already knows. Teaching that begins by comparing the old, known information or process and the new, unknown one allows the student to grasp new information more quickly. 5- Sort goals by learning domain  You can combine your knowledge of the student's preferred learning style with your knowledge of learning domains. Categorizing what the students need to learn into proper domains helps identify and evaluate the behaviors you expect them to show. Learning behaviors fall in Methods of teaching (38) 3rd years three domains: cognitive, psychomotor, and affective. The cognitive domain deals with intellectual abilities. The psychomotor domain includes physical or motor skills. The affective domain involves expression of feeling about attitudes, interests, and values. Most learning involves all three domains. 6- Plan for periodic rests  While you may want the students to push ahead until they have learned everything on the teaching plan, remember that periodic plateaus occur normally in learning. When your instructions are especially complex or lengthy, your students may feel overwhelmed and appear unreceptive to your teaching. Be sure to recognize these signs of mental fatigue and let the students relax. (You too can use these periods - to review your teaching plan and make any necessary adjustments.) Methods of teaching (39) 3rd years Curriculum design Out lines: Objectives Definition of Curriculum Definition of Curriculum Design Purposes of curriculum Functions of curriculum Principles of curriculum consideration Types of curriculum design: Characteristics of Subject Curriculum Requirements for the Optimum Operation of Subject Curriculum Principles of Learner-Centered Curriculum Components of curriculum Methods of teaching (40) 3rd years Curriculum design LEARNING OBJECTIVE  Define curriculum, design, and curriculum design.  List function of curriculum  Evaluate the principles of curriculum consideration. Methods of teaching (41) 3rd years Curriculum design Definition of Curriculum:  The sum of learning stated as educational ends, educational activities, school subjects and/or topics decided upon and provided within the framework of an educational institution or in a less formal setup.  All the learning activities which are planned and guided by the school, whether they are carried out in groups or individually, inside and outside the school.  Curriculum consists of the subject matter thought to students. Design:  Something’s form and structure or way something is made. Definition of Curriculum Design  Refers to th8e structure or the arrangement of the components or elements of a curriculum. Purposes of curriculum a. To equip the learners through brining the desirable behavioral changes in them. b. To cape with and handle life situations realistically, rationally without scarifying the human principles. c. Help in:- Development of health personnel at all of health. Student's participation in curriculum development. Planned curriculum helps to realize the educational objectives. Methods of teaching (42) 3rd years Functions of curriculum  Learning abilities and communication skills needed for social living and further learning.  Knowledge, attitude and habits necessary for keeping physically fit and strong in conformity with normal developmental pattern  Moral and character values such as honesty, dependability and trustfulness.  Ability to appreciate and discover beauty in various life situations and integrity it into one's own personality.  Understanding of the environment and its limited resources.  Knowledge of scientific methods of inquiry and its use in solving problem.  Qualities and characteristics necessary for self – learning and for life - long learning to creation of learning society. Curriculum in Nursing The curriculum for professional Nursing, may be defined as all planed opportunities- subject matters body of knowledge, skills, values, attitudes and learning activities that the faculty plans and implements in all setting classroom – laboratory, hospital or health agency for a particular group of students for specific time period. In reality two curricula in each instance:- Planned by the faculty Experienced by each student Principles of curriculum consideration The following principle should be kept in mind when framing curriculum:- 1- Conservative principle:-  The principle will be helpful when select things of the past are likely to help us in the present. Methods of teaching (43) 3rd years 2- Activity principle:-  The curriculum should be thought in the terms of activity and experience rather than of the curriculum knowledge to be acquired and to be stored. 3- The forward – looking principle:-  Children of today are the future citizen of tomorrow therefore their education should be enables them to be progressive minded person and enable them to change environment where changes is needed. 4- Principle of preparation for life:-  Education must be equip an individual for life which enable the child to take his part effectively in the community when becomes on adult. 5- Creativity principle:-  In the curriculum those activities should be include which enable the child to express his creative and constructive power. 6- Principle of maturity:-  Curriculum should be adapted to their stage of mental development in early childhood. 7- Principle of linking with life:-  The community needs and characteristics should be kept in view while framing the curriculum. 8- Principle of leisure:-  The curriculum should be preparing the child for the use of leisure time. 9-Principles of loyalties: Curriculum should teach a true sense of loyalty to the family the school, community, country and the world at large it should enable the child to understand that there is unity in diversity. Methods of teaching (44) 3rd years 10- Principle of flexibility and need based ness:-  curriculum should meet the special needs and circumstances of the pupil. 11-Principle of individual differences:- Individual differ in taste, temperature, skill, experience, attitude and in sex  Curriculum should be adapted to individual differences, 12-Principle of character building:-  Curriculum should provide those activities and experiences which promote human and social values Types of curriculum design: May be broadly categorized into the following major groups:  Subject based curriculum  Learner centered curriculum  Activity/Experience curriculum I. Subject based curriculum Characteristics of Subject Curriculum 1-Information for future use  Importance is given to acquire knowledge and information for future use. 2-Progress is measured to the extent the students learned the subject.  The learning is measured by how much and well the subject matter has been mastered by the pupil. Frequent tests are given to students to check the degree of the achievement in the subject. 3-Predetermined uniform standard of knowledge:  There is a uniform standard for all the students to pass the subject else they well have to repeat the subject. The teacher tries to help the weak Methods of teaching (45) 3rd years students and to bring him to the set standard and pass the exam or repeat a grade. 4-Each subject is a separate entity (unit) with a logical organization of its own:  Importance is given to the acquisition of skills, facts and information for vocational purpose in different logically organized subjects. The teaching staff teaches different subjects and they do not discuss or plan subject together. 5-Practice in skills is emphasized:  The main aspect of subject base curriculum is the continues practice or drill in a specific skill, it is one of the typical characteristics of the subject base curriculum. For this purpose multiple methods are used; evaluations, Exercise session, tutoring classes are often dedicated to such type of practices and all the students are given equal opportunities to participate. 6-Subject matter is selected by adults/experts for teaching learning situation:  The content of the subject is selected in advance before the teaching learning process; the subject matter is logically organized from simple to complex with the help of the experts, specialists, teacher’s supervisors, planners, writers and administrators. Learning subject matter is an end in itself: The main focus of the teachers, administrators and students are to complete the subject matter, to cover all the topics which are provided in the course out line by Listening to lectures, studying the recommended textbook. It is all preparation for examination on the part of students and teachers and it shows the influence of the subject centered approach. For the teacher to finish the textbook on time is a great accomplishment, Methods of teaching (46) 3rd years Requirements for the Optimum Operation of Subject Curriculum 1. Trained Teachers with mastery in a subjects and expert in methodology are required to teach. 2. A separate classroom for each subject and each level. 3. A fixed time table is required for different subjects according to importance of the subjects and age in curriculum. 4. Special arrangements for guidance physical education, Indoor and outdoor activities, tours and examinations etc. II.Learner-Centered Curriculum: The supporters of learner-centered Curriculum give importance to individual development and they wants to organize the curriculum according to the needs and interest of learners it is a fundamental principle of education that the beginning of each instruction it shall be connected with the previous experience of learners. The purpose is that the experience and the capacities that have been developed in early lessons, it should provide a starting point for further learning. Principles of Learner-Centered Curriculum a. Freedom to develop naturally. b. Interest is the motive of all work. c. The teacher is a guide, not a task-master. d. Scientific study of student development. e. The progressive school a leader in educational movement. Curriculum plans emphasizing: 1- The options are based on knowledge of learner characteristic. 2- Scheduling and other arrangements facilitate, selection and choice of options, with counseling services available to help students. Methods of teaching (47) 3rd years 3- Students are actively involved in planning and evaluating the options in general and for themselves in particular. III-Activity Based Curriculum: The Activity Based Curriculum is also called project curriculum or an experience curriculum but the name activity is a fundamental conception. Components of curriculum 1- The content (educational philosophy –objectives). 2- Teaching strategies theoretical – practical. 3- Language behavior of the teacher. 4- The learning environment 5- Instructional materials 6- Organization of time space and personal. 7- Evaluation. PHASES of Curriculum Design PHASE I: PLANNING "Nobody plans to fail but failure results from a failure to plan." The planning phase lays the foundation for all of the curriculum development steps. The steps in this phase include: o Identify Issue/Problem/Need o Form Curriculum Development Team o Conduct Needs Assessment and Analysis PHASE II: CONTENT AND METHODS Phase II determines intended outcomes (what learners will be able to do after participation in curriculum activities), the content (what will be taught), and the methods (how it will be taught). Steps include:  State Intended Outcomes  Select Content  Design Experiential Methods Methods of teaching (48) 3rd years PHASE III: IMPLEMENTATION  Produce Curriculum Product  Test and Revise Curriculum  Recruit and Train Facilitators  Implement Curriculum PHASE IV: EVALUATION AND REPORTING  Design Evaluation Strategies  Reporting and Securing Resources. Methods of teaching (49) 3rd years Chapter II Methods of teaching (50) 3rd years Educational objectives Outlines  Definitions  The difference between a goal and objective  Components of objective  Purpose and function of objectives  Characteristics of a good objective  Taxonomy of educational objectives  Learning domains or bloom's taxonomy  Guidelines in writing objectives: Methods of teaching (51) 3rd years Educational objectives Objectives:  Define objective  Differentiate between goal and objective  List characteristics of good objectives  Enumerate guidelines in writing objectives:  Develop three objective according to learning domains Methods of teaching (52) 3rd years Educational objectives Definitions:  An objective is a statement of what students will be able to do when they have completed instruction.  An objective is a statement describing a competency or performance capability to be acquired by the learner.  An objective is a clear and unambiguous description of your educational expectations for students. When written in behavioral terms, an objective will include three components: student behavior, conditions of performance, and performance criteria. The difference between a GOAL and Objective  A GOAL is statement describes a more global learning outcome. A single GOAL may have many specific subordinate learning objectives. Furthermore, Goals are broad, generalized statements about what is to be learned. It is a general statement about knowledge, skills, attitudes, and values expected in graduates.  In other hand; EDUCATIONAL OBJECTIVE is a statement of one of several specific performances, the achievement of which contributes to the attainment of the goal. In addition it is clear, concise statements that describe how students can demonstrate their mastery of program goals. For example GOAL: The goal of the Learning Assessment course is to enable the students to make reliable and accurate assessments of learning. Methods of teaching (53) 3rd years Goal Objective Statement describes a more Statement of one of several specific global learning outcome. performances Broad, generalized Clear, concise statements that describe statements about what is to how students can demonstrate their be learned mastery of program goals. Long term Short term. Hard to quantify or put in a Should be given a timeline to be more timeline effective. Whole Parts of the whole Large in size Medium or small in size COMPONENTS OF OBJECTIVE Three Parts of Objectives are: 1. Student Behavior (verb + content) -- skill or knowledge to be gained (e.g. oral contraception) and the action or skill the student is able TO DO (e.g., define, discuss, count, label, categorize, analyze, design, evaluate, add, multiply, etc.) o Examples: Students will be able to discuss 5 advantages of oral contraception. 2. Conditions of Performance -- under what circumstances or context will the behavior be performed (e.g. during the period of medical clinical experience) o Example: the student will be able to write 2 case studies during the period of medical clinical experience. 3. Performance Criteria ( standard) -- how well is the behavior is to done; compared to what standard ( e.g. 5mm Hg) o Example: records the blood pressure to an accuracy of 5mm Hg. Methods of teaching (54) 3rd years Purpose and Function of Objectives 1. Selection of content 2. Development of an instructional strategy. 3. Development and selection of instructional materials. 4. Construction of tests and other instruments for assessing and then evaluating student learning outcomes. 5. Guide for the teacher for evaluation/test design (e.g. written tests). 6. Guide for the learner relative to learning focus. 7. Guide for the learner relative to self-assessment. 8. Statements of objectives tell others what we value. 9. Causes careful thinking about what is to be accomplished through instruction. 10.Helps relationship between teacher and learner because with explicit objectives the instructor is viewed less in an adversarial role because students are not forced to guess what is to be learned. 11.Enhances possibility to create focused independent learning materials. 12.Makes teaching more directed and organized. 13.Communicates to colleagues what you are teaching thus enhancing collaboration and teamwork with colleagues. 14.Helps facilitate those situations in which we want students to demonstrate competency (The objectives can be specified in such a way as to specify competency.). 15.Aids in program evaluation. 16.Forces teacher to think carefully about what is important. 17.Helps avoid unnecessary repetitions in teaching. 18.Helps bridge the gap between vague, but relevant, and important, institutional goals and actual instruction. Methods of teaching (55) 3rd years 19.Provides visibility and accountability of decisions made by teachers and learners. 20.Provides models for the creation of objectives by students. 21.Helps students make decisions regarding prioritizing. 22.Provides feedback to learners as objectives are accomplished. Characteristics of a good objective A mnemonic for remembering the characteristics of clear objectives is to be "smart"  Specific  Measurable  Appropriate  Realistic  Time bound In addition Gilbert (1984) add the following, 1. Unequivocal 2. Feasible 3. Logical 4. Observable Taxonomy of Educational Objectives The Taxonomy of Educational Objectives, often called Bloom's Taxonomy, is a classification of the different objectives and skills that educators set for students (learning objectives). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive. Like other taxonomies, Bloom's is hierarchical, meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. Methods of teaching (56) 3rd years A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education. Learning Domains or Bloom's Taxonomy There is more than one type of learning. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities:  Cognitive: mental skills (K n o w l e d g e )  Affective: growth in feelings or emotional areas (A t t i t u d e )  Psychomotor: manual or physical skills (S k i l l s ) That is, after the training session, the learner should have acquired new skills, knowledge, and/or attitude Learning Domains 1-The cognitive domain It is knowledge or mind based. It has three practical instructional levels including fact, understanding, and application. The fact level is a single concept and uses verbs like define, identify, and list. The understanding level puts two or more concepts together. Typical verbs for this level include describe, compare and contrast. The application level puts two or more concepts together to form something new. Typical verbs at this level include explain, apply, and analyze. Delivery in this domain is typically a lecture/presentation and the evaluation will be subjective and objective test items. 2- The psychomotor domain It is skill based. The student will produce a product. The three practical instructional levels include imitation, practice, and habit. The psychomotor domain is steeped in a demonstration delivery and the first level, imitation, will simply be a return of the demonstration under the watchful eye of the instructor. The practice level will be a proficiency Methods of teaching (57) 3rd years building experience that may be conducted by the student without direct oversight of the instructor. The habit level is reached when the student can perform the skill in twice the time that it takes the instructor or an expert to perform. The delivery is demonstration and proficiency building in nature. The evaluation will be a performance or skill test. The content that is needed to be known to do the skill is cognitive and should be treated accordingly. 3- The affective domain It is based upon behavioral aspects and may be labeled as beliefs. The three levels in the domain are awareness, distinction, and integration. The verbs for these domains are generally limited to words like display, exhibit, and accept and these apply at all levels. The first two levels are really cognitive; integration is behavioral and requires the learner to evaluate and synthesize. The content in this domain will usually involve discussions. The testing in the first two levels will be cognitive, whereas the third level will require an affective checklist. Intended learning outcomes (ILOs) Definition of intended learning outcomes Learning outcomes are brief, clear, specific statements that describe what the learner is expected to achieve as a result of instruction. The focus is therefore on the student  Learning outcomes specify what learners’ new behaviors will be after a learning experience...the knowledge, skills, and attitudes that the students will gain through the course…[that] begin with an action verb and describe something observable or measurable. Importance of ILOs  Provide focus is on what the student should be able to achieve by the end of a course. Methods of teaching (58) 3rd years  Determine the vital task for instructors is to facilitate and support this learning.  Provide clarity that new instructors can more easily see what their responsibilities  Provide clear, real, concrete goals for both students and instructors to be achieved  Clear connections between goals, teaching, and assessment  The formulation of goals in the form of intended learning outcomes is a process which often leads to the development of teaching and learning.  Improve quality assurance through evaluation of the fulfillment of goals How to write ILOs Learning Outcomes usually comprise of:  A starting phrase, such as “Upon completion of the course/module/program the student should be able to…”  followed by a verb and  The object of the verb and the context  Be specific and unambiguous. Terms such as know, understand, learn, appreciate, and to be aware of should be avoided, and the specific level of achievement should be clearly identified.  Focus on observable student performance, and be capable of being assessed.  Be achievable given the time and resources available to both learners and instructors. For example: By the end of this program/course students will be able to:  Demonstrate proficiency within the laboratory by the correct use of the appropriate equipment. Methods of teaching (59) 3rd years  Demonstrate computer literacy by the use of internet resources and appropriate software in laboratory sessions. Categories/levels/domains of ILOs(8,9) A. Knowledge and Understanding B. Intellectual skills C. Professional and Practical skills D. General and Transferable skills A -Knowledge and Understanding ILOs statements stress on the main information to be gained and the concepts that should be understood. They use verbs that show the ability of the students to recall or explain important information. Action verbs may include: define, list, categorize, identify, recognize, describe, clarify, explain, express. B - Intellectual Skills ILOs statements stress on higher cognitive abilities, for example:  Problem posing and problem solving;  being able to draw reasoned conclusions;  Critical thinking, analysis and evaluation;  planning, conducting and reporting on a research project/dissertation Action verbs may include:  Interpret, apply, carry out, and demonstrate (application).  Analyze, compare, identify, and investigate (analysis).  Write, plan, specify, organize, and design (synthesis).  Evaluate, assess, judge, measure (evaluation). C - Professional and Practical Skills ILOs statements stress on the ability of the students to apply and adopt the topics into professional applications, for example: Methods of teaching (60) 3rd years  Using lab equipment and/or applying standard procedures for chemical & biological examination.  Designing and carrying out research projects using different research methods.  Applying general & personal skills in relation to a specific topic (e.g. report writing; using numeracy skills in accounting, etc). Action verbs may include: use, employ, apply, carry out, practice, solve, write, devise, design, build, evaluate, measure, etc. D- General and transferable skills Skills of general nature, that are transferable to employment and can be applied in any subject area, including: written and oral communication, the use of new technological tools, group working, problem solving, management,.etc Guidelines in writing Objectives: 1) Focus on student Performance not teacher performance. 2) Focus on product - not process. 3) Focus on terminal behavior - not subject matter. 4) Include only one general learning outcome in each objective. 5) Begin each statement of a specific learning outcome with a verb that specifies definite observable behavior. 6) Make sure that each statement meets all three of the criteria for a good learning objective: observable behavior, the conditions under which the student will be expected to perform, and the criteria to be used for evaluation of the student's performance. 7) Be sure to include complex objectives (appreciation, problem-solving, etc.) when they are appropriate. Methods of teaching (61) 3rd years Objectives:  Define learning theories  Differentiate between behaviorism , cognitivism, and humanism Methods of teaching (62)  3rd years Learning Theories ( 1 ) Behaviorism Behaviorism is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate and behavior is shaped through positive reinforcement or negative reinforcement. Learning is therefore defined as a change in behavior in the learner. Lots of (early) behaviorist work was done with animals (e.g. Pavlov’s dogs) and generalized to humans. Behaviorism Definition Behaviorism is a theory of human learning that only focuses on objectively observable behaviors and discounts mental activities. Behavior theorists define learning as nothing more than the acquisition of new behavior. Key theorist: Ivan Pavlov B.F. Skinner Edward Thorndike John B. Watson Role of students Learner are passive and just response to stimuli Role of teachers  Instructor designs the learning environment.  Instructor shapes learner's behavior by positive/ negative reinforcement.  Teacher presents the information & then students demonstrate that they understand the material.  Students are assessed primarily through test Key concepts  Behaviorism is a theory of animal and human learning that only focuses on objectively observable behaviors and discounts mental activities. Methods of teaching (63)  3rd years  Behavior theorists define learning as nothing more than the acquisition of new behavior. The learning Change in behavior process Purpose in Produce behavioral change in desired direction education Criticisms of behaviorism: 1. Behaviorism does not account for all kinds of learning, since it disregards the activities of the mind. 2. Behaviorism does not explain some learning--such as the recognition of new language patterns by young children--for which there is no reinforcement mechanism. 3. Research has shown that animals adapt their reinforced patterns to new information. For instance, a rat can shift its behavior to respond to changes in the layout of a maze it had previously mastered through reinforcements. 4. Does not account for processes taking place in the mind that cannot be observed 5. Advocates for passive student learning in a teacher-centric environment 6. Knowledge itself is given and absolute ( 2 ) Cognitivism Knowledge is stored cognitively as symbols. Learning is the process of connecting symbols in a meaningful & memorable way. Studies focused on the mental processes that facilitate symbol connection. Cognitivism is a theoretical framework for understanding the mind that Methods of teaching (64) 3rd years gained credence in the 1950s. The movement was a response to behaviorism, which cognitivists said neglected to explain cognition. Cognitive psychology derived its name from the Latin cognoscere, referring to knowing and information, thus cognitive psychology is an information- processing psychology derived in part from earlier traditions of the investigation of thought and problem solving. Cognitivism Definition Cognitive Learning Theory is a broad theory that explains thinking and differing mental processes and how they are influenced by internal and external factors in order to produce learning in individuals. When cognitive processes are working normally then acquisition and storage of knowledge works well, but when these cognitive processes are ineffective, learning delays and difficulties can be seen. Key theorist: Jean Piaget Robert Gagne Lev Vygotsky Role of  Learners process, store & retrieve information for students later use - creating associations and creating a knowledge set useful for living.  The learner uses the information processing approach to transfer and assimilate new information Role of  Instructor manages problem solving & structured teachers search activities, especially with group learning strategies.  Instructor provides opportunities for students to connect new information to schema Key concepts  Cognitivism focuses on the ―brain. How humans Methods of teaching (65) 3rd years process and store information was very important in the process of learning The learning  Internal mental process (including insight, insight, process information processing, memory, perception Purpose in  Develop capacity and skills to learn better education Critiques of Cognitivism  Like Behaviorism, knowledge itself is given and absolute  Input – Process – Output model is mechanistic and deterministic  Does not account enough for individuality  Little emphasis on affective characteristics ( 3 ) Humanism Humanism, a paradigm that emerged in the 1960s, focuses on the human freedom, dignity, and potential. A central assumption of humanism, according to Huitt (2001), is that people act with intentionality and values. This is in contrast to the behaviorist notion of operant conditioning (which argues that all behavior is the result of the application of consequences) and the cognitive psychologist belief that the discovering knowledge or constructing meaning is central to learning. Humanists also believe that it is necessary to study the person as a whole, especially as an individual grows and develops over the lifespan. It follows that the study of the self, motivation, and goals are areas of particular interest. Key proponents of humanism include Carl Rogers and Abraham Maslow. A primary purpose of humanism could be described as the development of self-actualized, autonomous people. In humanism, learning is student centered and personalized, and the educator’s role is that of a facilitator. Affective and cognitive needs are key, Methods of teaching (66) 3rd years and the goal is to develop self-actualized people in a cooperative, supportive environment. Humanism Definition Humanism is a paradigm/philosophy/pedagogical approach that believes learning is viewed as a personal act to fulfill one’s potential. Key theorist: **Abraham Harold Maslow **Carl Rogers Role of  Learning is an active process/students participate students actively in Learning activities  Students determine the learning materials, method of learning, quantity of learning & values  Making a right or wrong choice is entirely the students' responsibility Role of  Facilitator and organizer to motivate students to use teachers their own learning strategy to achieve self-perfection  Be aware of students' need to help them acquire knowledge  Guide students so that their potentials can be develop to the optimal level  Create non-threatening environment / condition  Teaching and learning strategy should be designed to follow individual needs and emotional development  Teaching and learning activities should be related to actual life experience  School provide opportunity for students to discover themselves and master reflective thinking skill to access their own self and to acquire the ability for Methods of teaching (67) 3rd years self-discipline Key concepts Humanism focuses on recognizing human capabilities in areas such as creativity, personal growth and choice. 1. Main concept: Human nature basically good &noble. 2. Theory of hierarchical needs is basically the motivation theory in humanistic psychology. 3.Main core: Theory of Self- Actualization: 4. Education development should be ―student - centered. The learning A personal act to fulfill potential. process Purpose in Become self-actualized, autonomous education Maslow’s Hierarchy of Needs Maslow’s Hierarchy of Needs has often been represented in a hierarchical pyramid with five levels. The four levels (lower-order needs) are considered physiological needs, while the top level is considered growth needs. The lower level needs need to be satisfied before higher-order needs can influence behavior. The levels are as follows (see pyramid in Figure 1 below).  Self-actualization - morality, creativity, problem solving, etc.  Esteem - includes confidence, self-esteem, achievement, respect, etc.  Belongingness - includes love, friendship, intimacy, family, etc.  Safety - includes security of environment, employment, resources, health, property, etc.  Physiological - includes air, food, water, sex, sleep, other factors towards homeostasis, etc. Methods of teaching (68) 3rd years Maslow’s Hierarchy of Needs Pyramid. Methods of teaching (69) 3rd years Chapter III Methods of teaching (70) 3rd years Outlines:  Definition  Functions of Teaching Strategies  Criteria for proper teaching strategies:  Factors to Consider in choosing teaching strategies  Classifications of teaching strategies  Lecture  Group Discussion  Demonstration  Presentation  Other different types of teaching strategies LEARNING OBJECTIVE  Define teaching strategies, lecture, PBL, conference, presentation, demonstration, discussion  List functions of Teaching Strategies  Explain the criteria for proper teaching strategies  Enumerate factors to Consider in choosing teaching strategies  Discuss the classifications of teaching strategies  Explain Lecture strategy  Apply Group Discussion technique  Appraise and evaluate the demonstration method  Use presentation as method of teaching Methods of teaching (71) 3rd years Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. Methods of teaching (72) 3rd years Definition: o Teaching method is a system for planning, carrying out, and evaluating a series of learning experiences that includes development of objectives, Ways and means of achieving objectives, and Procedures for evaluating learner progress. Major teaching strategies presented below are lecture, discussion, role play, and demonstration. o Teaching strategies: It is the way to provide experiences by uses of different methods as lectures, case study, and simulation. Functions of Teaching Strategies o Convey technical information o Promote student interest o Help students retain information o Make teaching more enjoyable o Involve the five senses Criteria for proper teaching strategies: 1) Type and level of education 2) Number of students 3) Abilities and interest of teacher 4) Abilities and interest of students 5) Time available 6) Recourses available 7) Classroom size, its furniture and light. 8) Abilities and interest of students 9) Teacher competence Methods of teaching (73)  3rd years Classifications of teaching strategies Teacher centered Student centered Cognitive Traditional Subject centered Affective Non traditional Society centered Psychomotor Class room Teaching Strategies Official Clinical area Non Official Community Dependent Large group Independent Small group Presentations Action Students interaction Adult Literate Homogenous Elderly Heterogeneous Illiterate Methods of teaching (74) 3rd years a) Traditional Teaching methods  Lecture  Role play  Case study  Clinical conference  Nursing round  Demonstration  Discussion  Questioning  Seminar  Debate  Assignment b) Nontraditional educational strategies:  Simulation  Cooperative learning/peer tutoring.  Project based learning  Problem based learning  Interactive lecture.  Reflective journal  Learning contract  Mentoring  Role modeling  Concept map  Portfolio  Computer assisted instruction- E/learning Methods of teaching (75) 3rd years Lecture Definition:  Lecture is the method for conveying large amount of information, facts, and concept in a limited time for large numbers of students.  Is applied to type of education encounter in which a teacher transmits information to a number of students, with the teacher doing the most of talking and students mainly listening or writing. Purposes of lecture To integrate and synthesize knowledge from several field or sources, For example teacher can use lecture to elucidate the models of quality assurance and the many ways that they can be applied in the health care field. Can be used to arouse the students' interest in a subject. As reading about pharmacology may be frustrated to new student but introductory lecture would enable them to see it as a fascinating subject that might be interesting to study. Lecture can serve as a means of preparing for a discussion, student have to have something concrete to discuss and although they often prepared by reading, the topics some times are better introduced by lecture to set the stage for pointed discussion. The lecture format can be used to analyze a problem or theory; the teacher can verbally demonstrate the problem solving process and show the students how a learned person goes about solving a problem or analyzing a theory or clinical situation. Methods of teaching (76) 3rd years Components of lecture The three main parts of a lecture are the introduction, body and summary. 1) The introduction The purpose of the introduction is to capture the interest and attention of the students. It can also serve to make students aware of the instructor’s expectations and encourage a positive learning climate. A good introduction is critical to the success of a lecture. 2) The body The body of the lecture contains the core of the information to be transferred to the students. The body should be organized so that the information flow from step to another and should not be deviated from boundaries established or structure in the introduction ,on the other hand the poor planning and inadequate planning result in ramping presentation and frequent digression which makes the lecture more difficult for the audience to play attention to what is being said during the lecture the teacher should be sensitive to particularly the nonverbal cues which indicate lack of understanding. 3) The summary The purpose of the lecture summary is to draw together the critical information presented and ensure that students leave the lecture with a clear under-standing of this information. The summary should be brief and address only main points. There are several techniques which can be used to summarize a lecture:  Ask the students for questions. This gives students an opportunity to clarify their understanding of the content.  Ask questions of the students. Several questions which focus on the main points of the content may be used to summarize the content of the lecture. Methods of teaching (77) 3rd years  Use a transparency, slide or flipchart to review the summary points. Presentation Techniques of lecture The skilled lecturer uses a variety of approaches to involve students, maintain interest and avoid a repetitive lecturing style. A number of techniques can be used to make a lecture more interactive and effective:  Use the lecture notes prepared during the planning stage. The notes include reminders and key points in the lecture introduction, body and summary.  Open the lecture with a good introduction designed to capture the interest and attention of the students.  Communicate on a personal level. The educator should attempt to relate to the students during the lecture.  Maintain eye contact with the students. Eye contact gives the educator feedback on how well students understand the content and helps to communicate a caring attitude on the part of the educator.  Exhibit enthusiasm about the topic. Smiling, moving around the room and gesturing with hands and arms project a feeling of energy and excitement.  Project the voice so that those in the back of the room can hear clearly. For large lecture halls, use a microphone if necessary, with a long cord that will permit movement around the room.  Avoid the use of slang or repetitive words, phrases or gestures that may become distracting with extended use.  Use a variety of audiovisual media.  Ask a number of questions and encourage students to ask questions.  Provide positive feedback when students ask questions, answer questions or make comments. Use students’ names as often as possible. Methods of teaching (78) 3rd years  Display a positive use of humor (e.g., humorous transparencies or slides, topic-related stories).  Make smooth transitions between parts of the lecture. These transitions should be highlighted in the lecture notes and might include: 1- A brief overview of the next topic 2- An activity (case study or problem-solving activity) 3- Close the lecture with a brief but powerful summary. Maintaining student attention in lecture: It is a great challenge facing the lecturer, attention falls off rapidly after 10 to 20 minutes, and a variety of strategies is required as the use of visual material as data show. Giving the students 2 or 3 minutes break at the half way stage to allow them to stretch and alter their physical position. Giving test at the end may serve to focus attention. The use of incomplete handouts is a way to ensure student participation as key heading or diagram and the student is required to fill in the details. Advantages of lecture Effective for conveying large amount of information. Efficiency as one teacher can communicate with a large number of students. A well prepared lecture may increase student motivation. New knowledge can be presented which is not yet in text book. Good for giving a frame work upon which students can build. Teacher can integrate the subject better than students. Economical (time &cost) Formal lecture is effective for large number of students Great deal of information can be communicated in short time. Methods of teaching (79) 3rd years During lecture, teacher serves as role model for students. Help student to develop listen abilities. Provide organized and systematic sequence of information Group session in the lecture can improve social contact between students Disadvantages of lecture: Students are largely passive. Students who absent from lecture do less well in exam. Attention declines considerably after 20 minutes. Recall on information from lecture is inefficient. Don’t consider individual student's needs. Pace of lecture dose not suit all students. Teachers' bias may be evident. Students get material (second hand) rather than primary source. The size of the class is limited by the class room space. Less effective for promotion of thinking skills changing the attitudes. Proficient oral skills are necessary No feedback Methods of teaching (80) 3rd years Group Discussion  It means sharing of ideas and information, exchange of questions and answers. Discussion organization process: 1. Setting the discussion atmosphere: the atmosphere should be not too factual. 2. Providing resource materials 3. Personalizing discussion topics: to ensure that these topics related to audience. 4. Attending group should be ideal (from 10 – 20 members) 5. Facilitating discussion: the discussion leaders provide atmosphere of silence, dealing with the members. Groups Functions 1. Group task roles: They help the group to do its work. 2. Group building and maintenance roles: They are concerned with improving and maintaining relationships necessary to the maintenance of the group. Elements of successful discussion Careful preparation. Shared leadership Relevant question to the topic Positive communication and interaction Useful feedback Advantages of discussion It enhances active participation and interaction. Methods of teaching (81) 3rd years It grasps complex facts faster. Factual knowledge are understood better than memorizing. It enhances team spirit. It improves thinking and generates ideas. Students feel aiding. The ability to present information. Working in group is fun. Give the teacher &student feedback Promote the development of listening and speaking skills Disadvantages of group discussion Discouragement from weak students. Dependency on others for solving problems. It requires coordination. Difficult to organize and manage. Few persons can dominate. Time consuming. Not practical with more than 20 students Can get off the track Effective only if the students have come prepared to class Methods of teaching (82) 3rd years Demonstration  A demonstration is a carefully prepared presentation that shows how to perform an act or use a procedure. It is accompanied by appropriate oral and visual explanations, illustrations and questions. Uses of demonstration To demonstrate experiments and the use of experimental equipment in the medical, nursing laboratories. To review or revise procedures to meet a special situation or to introduce a new procedures. To teach the patient how to take their medicine or make procedures at home. It can be used for different issues such as: in the teaching lab, in the classroom, in the real patient ward,………………) To perform the procedures at the hospital, lab, classroom, seminar room,…………) Responsibilities of the demonstrator 1. Analyze the process, breaking it into small sequential steps 2. Make sure everyone can see each step of the presentation 3. Have all material in place 4. Check the operation of all equipment before the demonstration 5. Position or scale the models so all learners can see parts all the time Suggestions for demonstrations 1. Keep the demonstration brief Use short sentences Only essential information Methods of teaching (83) 3rd years Emphasize correct performance 2. Make the demonstration observable Students close enough to see and hear from performer’s angle Use media to show hidden cues 3. Make the demonstration meaningful Why important for them to do as realistic as possible prior to actual practice 4. Can be used for a variety of skills Performing a skill (mental or physical) Identifying concepts Predicting and explaining according to a principle Recalling facts 5. Allow steps to vary depending upon situation. Advantages 1. It provides an opportunity for developing the skill of observational learning. 2. It activates several senses. (mixture of visual, auditory and touch senses used for better learning) 3. It correlates theory with practice. 4. To recall the student’s knowledge about the procedure. 5. It attracts the student’s attentions. 6. It demonstrates the complex learning procedures or tasks. 7. It encouragers the uses of all learning skills such as: (practical, intellectual and communication skills) 8. Develop observation skills 9. Present subject matter in a way that can be understood easily Disadvantages 1. The numbers of students are limited. Methods of teaching (84) 3rd years 2. It offers little possibility of checking the learning process. 3. It allows little