Unit V 24 25 PDF - Midwifery Education

MIDW 485/NURS 413: PRINCIPLES, THEORIES AND PRACTICES OF NURSE/ MIDWIFERY EDUCATION  THE CONCEPT OF TEACHING II 09/11/2024 2  UNIT FIVE: CONCEPT OF TEACHING II SECTION 1: Teaching Skills SECTION 2: Introduction of a Lesson SECTION 3:Presentation...

MIDW 485/NURS 413: PRINCIPLES, THEORIES AND PRACTICES OF NURSE/ MIDWIFERY EDUCATION  THE CONCEPT OF TEACHING II 09/11/2024 2  UNIT FIVE: CONCEPT OF TEACHING II SECTION 1: Teaching Skills SECTION 2: Introduction of a Lesson SECTION 3:Presentation of a Lesson SECTION 4: Questioning Skills S3CTION 5:Classroom Management SECTION 6: Teaching Patients, Clients and Families 09/11/2024 3  INSTRUCTIONAL/TEACHING SKILLS Once a teacher has planned a lesson, he/she must teach/implement it Implementing a lesson for maximum learning to take place requires special skills Effective communication is key to effective teaching 09/11/2024 4  INSTRUCTIONAL/TEACHING SKILLS Thus, a teacher may not teach effectively if he/she is unable to communicate with his students However, a teacher cannot communicate effectively without gaining student attention and arousing and maintaining their interest 09/11/2024 5  INSTRUCTIONAL/TEACHING SKILLS Specifically, a teacher must possess the following skills in order to teach effectively Establish cognitive set (introduction) Communicate Use stimulus variation Use reinforcement effectively 09/11/2024 6  INSTRUCTIONAL/TEACHING SKILLS Use questioning techniques Manage a classroom Establish lesson closure Evaluate objectives  Introduction OF a lesson Before a teacher presents the main lesson, he/she must give an introduction. Introduction of a lesson is what the teacher does at the outset of the lesson Specifically, it aims to: Arousing & maintaining interest Getting students attention Establishing a conceptual framework for the information that follow 09/11/2024 8  Introduction OF a lesson A) Establishing students' interest & involvement An introduction to a topic seeks to get the students interest and involvement in the main lesson Thus, the introduction should serve as a lesson motivator: create an atmosphere that makes students feel ‘’ tell me more; this sounds interesting’’ Motivation however can be difficult at times, for no matter what strategy you employ, some topics are of little interest to students 09/11/2024 9  Introduction OF a lesson What can a teacher do before starting a lesson? Techniques that could be used to begin a lesson are: A warm-up A review It is possible to start with both a warm-up and a review. It all depends on the class situation. 09/11/2024 10  Introduction OF a lesson (i) A review - A review connects the current lesson with previous lessons by going over points that were taught or learned previously. - Good reviews are not teacher dominated. 09/11/2024 11  Introduction OF a lesson (ii) A warm-up In some classes, such as those where a different group of students shows up each time, a review is not an appropriate way to begin. A warm-up activity is needed The purpose of a warm-up is to get students in the mood for class. A warm-up may be necessary to "wake them up," make them happy to be there, or to set the tone for what will follow. 09/11/2024 12  Introduction OF a lesson - A warm-up may take many forms. Examples: ✓ It can be a question ✓ A related story or hypothetical cases ✓ showing a picture & ask for students' comments on the picture. ✓ relate the lesson to a topic of vital interest to the class e.g. a discussion of home pets can used to introduce a unit on animals - Use your imagination and creativity, but keep the warm-up connected to the lesson that will follow 09/11/2024 13  Introduction OF a lesson B) Getting students attention Provided a self-chosen task, the attention span for adolescents and adults averages approximately 20 minutes (Middendorf, 1995). Whilst the attention span of a young child lasts roughly 5 minutes, for individuals of all ages, total uninterrupted attention span rarely exceeds 40 minutes, after which time repeated refocusing is required (Dukette and Cornish, 2009). 09/11/2024 14  Introduction OF a lesson B) Getting students attention While not all aspects affecting attention span are controllable by an instructor, student focus can be dramatically improved if a teacher makes an effort to involve students and minimize distraction 09/11/2024 15  Introduction OF a lesson B) Getting students attention For maximum learning to take place, a teacher must ensure that his students’ attention is obtained. This however demand certain skills on the part of the teacher. Students’ attention could be affected by these factors: a) Distractions b) Lack of interest & understanding c) Mismatch between teaching strategies & learning styles 09/11/2024 16  Introduction OF a lesson Strategies for attention a) Have a good sense of humour A good humor by the teacher helps relax the classroom atmosphere and redirects students’ attention b) Show enthusiasm Thus, the teacher should show some energy in his delivery so to get the students motivated and the classroom atmosphere live 09/11/2024 17  Introduction OF a lesson Strategies for attention c) Teach at an appropriate level of difficulty Ensure the content of what is taught meets students level of development in order for their cognitive structures to process the information well Attention could be lost if students have poor understanding of lesson; thus, teacher has to look for simple & clear ways of explaining their lessons 09/11/2024 18 Introduction OF a lesson Strategies for attention d)Use variety of teaching strategies/methods The use of different teaching methods help cover most of the learning styles and this also get students interest and understanding hence contributing to gaining students’ attention  Introduction OF a lesson Strategies for attention e) Use reinforce often Reinforcement increases the likelihood of a good behavior recurring. Thus, using this in class help make other students who may not be paying attention focus in classroom f) Gestures & teacher movement This requires the teacher waving his hand or walking directly towards noisy students 09/11/2024 20  Introduction OF a lesson Strategies for g) Voice control Attention Requires the teacher starts When used speaking in a very low frequently, you tone and gradually raising his or her voice to normal condition the class volume when the class is to become attentive quiet and attentive to this signal 09/11/2024 21  Introduction OF a lesson Strategies for Attention h) Silence and intense stare This require the teacher to simply stand silently facing the class with an intense stare The teacher therefore does nothing Soon the entire class will be drawn to the silence However, the technique is most effective in small class size 09/11/2024 22  Introduction OF a lesson C) Establishing a framework Students learn more when they know what to expect from a lesson Thus, the opening remarks/introduction should give the students a ‘what –to-look-for’ frame of reference 09/11/2024 23  Introduction OF a lesson C) Establishing a framework The framework serves to: Give students the background information about the whole presentation. Help students remember and apply old information to the lesson. Most teachers use one or more of the learning objectives in establishing this framework. 09/11/2024 24 Presentation of a lesson This is when the teacher introduces new information or teaches proper The teacher guides the presentation, but there may be student input or interaction. During the presentation phase, the teacher must:  Presentation of a Lesson Relates the new Checks students' Models' examples of material to comprehension. the tasks that will be students' previous expected of students knowledge and during the practice experiences. phase of the lesson. 09/11/2024 26  Presentation of a lesson Make the presentation understandable by: Using short, uncomplicated sentences Using simple & basic vocabulary Speaking slowly and distinctly without exaggerating Pausing briefly between sentences. For proper understanding, the teacher should use different teaching methods during the presentation. 09/11/2024 27  Presentation of a lesson Hence the teacher could use: Pictures Realia (objects from the real world, e.g., real carrots and potatoes for a lesson on the names of vegetables) Gestures e. g. make dramatic faces as you speak Anything else that helps make the meaning clear 09/11/2024 28  QUESTIONING TECHNIQUES IN TEACHING 09/11/2024 29  Introduction In most classrooms, someone is talking most of the time. Generally, it is the teacher who talks, and the students listen. This approach is the teacher-centered method of teaching. Although the teacher-centered approach of teaching has its advantages, it is found to make students passive in the learning process. 09/11/2024 30  Introduction Learning has been shown to be facilitated when students are actively engaged in the teaching-learning process. It is therefore necessary to switch learning process from a teacher-centered one to a student-centered approach. One way to ensure a student-centered approach is through the use of questions Questioning which forms the basis for the discussion method of teaching is used not only by teachers but also by the students. 09/11/2024 31  Importance of Questioning Questioning is an important tool in the teaching- learning process. Questioning help to recall information or facts required for effective learning It is used to stimulate interest in the problem or discussion Questions also help both teachers and students identify problem areas in learning a given subject matter 09/11/2024 32  Importance of Questioning Helps to evaluate points or relationships raised in a lesson. They help bring out the important points which are essential to the understanding of a topic. Encourages students to participate freely as possible in a lesson. 09/11/2024 33  Levels of Questions There are many systems of classifying the different levels of objectives. The 2 most widely used are: The Bloom’s taxonomy The Divergent-convergent approach 09/11/2024 34  The Divergent-convergent approach Both convergent and divergent questions are useful in the classroom Although both are important, teachers are encouraged to use divergent questions often as they; Encourage broader responses and therefore require students to think more Get students more involved in the learning process 09/11/2024 35  The Divergent-convergent approach Convergent questions are equally important because; It require students to recall background information needed to respond to the divergent questions It is advisable for teachers to start with convergent questions and gradually move to divergent questions. 09/11/2024 36  The Divergent-convergent approach Convergent questions are those questions that allow for only one right answer/response. Questions that require concrete facts (who, what, when and where questions) which have been learned and committed to memory. These questions may also require students to recall and integrate information to provide one expected correct answer. 09/11/2024 37  The Divergent-convergent approach Divergent questions: are questions allow for many right responses. They call for opinions, hypotheses or evaluations since there are many possible correct responses. These questions calls for evaluation. 09/11/2024 38  The Bloom’s Taxonomy There are 6 levels of classification of cognitive objectives of education Based on the objectives of a lesson, teachers ask questions at different levels of this taxonomy 09/11/2024 39 The Bloom’s taxonomy 09/11/2024 40  The Bloom’s Taxonomy From simple to complex, these levels are: o Knowledge/remembering define, list, state o Comprehension: classify, describe, discuss, explain o Application: solve, use, demonstrate, sketch o Analysis: differentiate, examine, compare, contrast o Synthesis: design, construct, develop, design o Evaluation: appraise, defend, critique, select, choose 09/11/2024 41  Poor questions Poor questions do not facilitate learning. There is the need to avoid them during a lesson. Poor questions are categorized as follows: a) Multiple question o Contains 2 or more inter-related questions b) Ambiguous question o The learner is asked a question of which the meaning is not clear o The student is therefore confused as to what information is expected of him/her 09/11/2024 42  Poor questions c) The indefinite question o It does not indicate the scope or limitation of the answer required. d) The Guessing question o Requires the learner to guess the answer 09/11/2024 43  Poor questions e) Rhetorical question o These are statements with an interrogative phrase attached to the end. o They only seek approval. o They serve no purpose because they demand neither knowledge nor thought. f) The pumping question o This is a question in which the learner is given some letters or words of the answer and is required to supply the rest 09/11/2024 44  Techniques in questioning Good questioning in the classroom depends on the teacher’s understanding and application of certain principles or techniques. These techniques include: a) Prompting Rewording the question. Providing clues and hints. Prompting questions therefore help students to answer a question or assist them in correcting an initial response. 09/11/2024 45  Techniques in questioning Probing Questions Probing is used when a student’s answer lacks in depth or is not sufficiently clear When students give answers that are not well taught out or are only half answers, their responses should be followed with probing questions 09/11/2024 46  Techniques in questioning Redirecting - A technique where a teacher ask several students to respond to a question in the light of the previous responses - How to use it: o The teacher ask a question. o A student answer. o The teacher does not react to the answer but redirects the question to another student. 09/11/2024 47  Techniques in questioning Redirecting - It is an effective way of building broader participation in classroom discussions - Thus redirection: Increases students' participation and involvement Facilitates greater learning and increased interest by students It can also be used effectively with students who do not volunteer to answer questions 09/11/2024 48  Techniques in questioning Wait Time - Students need time to think out the answers they will give to teacher’s questions - Most teachers however wait only about 1 second for students to answer their question - However, when teachers wait between 3 and 5 seconds, the following occur: o the length of student response increases o failure to respond decreases o confidence of students increases o questions from students increase 09/11/2024 49