1. Teaching and learning

2. Barriers to learning Internal External Environment Interruptions
Lack of privacy
Multiple stimuli
Socio-cultural
Language
Value system
Educational background
Psychological
Anxiety
Fear, depression
Inability to comprehend
Physiological
Pain
Fatigue
Sensory deprivation

3. Learning and Retention
83 % - See
11% - Hear
3% - Smell
2% - Touch
1% - Taste

4. Types of learning
Transmission
process by which information; knowledge, ideas and skills are taught to others through purposeful, conscious telling, demonstration, and guidance. Over the course of a lifetime, this method accounts for only about 10% of learning.
Acquisition
the conscious choice to learn. Material in this category is relevant to the learner. This method includes exploring, experimenting, self-instruction, inquiry, and general curiosity. Currently, acquisition accounts for about 20% of what we learn.

5. this method accounts for about 70% of what we know.
Types of learning (continued)
Accretion
is the gradual, often subconscious or subliminal, process by which we learn things like language, culture, habits, and social rules and behaviors.
We are usually unaware that the processes involved in accretion are taking place
this method accounts for about 70% of what we know.
Social learning certainly plays into this type of learning, as does the hidden or covert curriculum.

6. Types of learning (continued)
Emergence
is the result of patterning, structuring and the construction of new ideas and meanings that did not exist before, but which emerges from the brain through thoughtful reflection, insight and creative expression or group interactions.
This form of learning accounts for the internal capacities of synthesis, creativity, intuition, wisdom, and problem-solving.
This method is greatly dependent on the allocation of time, and opportunities to reflect and construct new knowledge.
This method plays an important role in inspiration and originality.
In the context of current educational practices, we learn only 1-2% by this method.

7. Educational Planning
Nurs Dr Joel Gonzales Patalagsa

8. Educational Planning and Instructional Strategies
Is a process whereby a direction is mapped and then the ways and means for following direction are specified.
Is a process of taking decision for future actions in order to achieve pre-determined objectives by optimum utilization of available resources in a limited time frame
A Plan
Is the product of planning process and can be defined as a set of decision about what to do, why, and how to do it.
Educational Planning and Instructional Strategies

9. Educational objectives
Used to identify the intended outcomes of the education process, whether in reference to an aspect of a program or a total program of study, that guide the design of curriculum units
Instructional objectives
Used to describe the teaching activities and resources used to facilitate effective learning
Behavioral or learning objectives
Type of objective that is action oriented rather than content oriented, learner centered rather than teacher centered, short-term outcome focused rather than process focused
Describe what the learner will be able to do following a learning situation

10. Goal
Final outcome of what is achieved at the end of the teaching-learning process
Statement that describes the ideal or ultimate state of being at some future point in time
Broad in nature, serve as long-term targets for both learner and teacher
Desired learning outcomes that are realistically achievable usually in weeks or months
Considered multidimensional since a number of objectives are subsumed under or incorporated into an overall goal
Nurs Dr Joel Gonzales Patalagsa

11. Objective
Specific, single, unidimensional behavior
“when we teach, we want our students to learn. What we want them to learn as a result of our teaching are our objectives”
Short term in nature and should be achievable at the conclusion of one teaching session or usually within a matter of days following a series of teaching sessions.
Describes a performance that learners should be able to exhibit before they are considered competent.
Behavioral objective is the intended result of instruction, not the process or means of instruction itself.
Are statements of specific or long-term behaviors that lead step by step to the more general, overall long-term goal.

12. For the majority of authors and experts, the curriculum defines:
used to refer to the existing contract between society, the State and educational professionals with regard to the educational experiences that learners should undergo during a certain phase of their lives.
For the majority of authors and experts, the curriculum defines:
(i) why
(ii) what
(iii) when
(iv) where
(v) how
(vi) with whom to learn.
Nurs Dr Joel Gonzales Patalagsa

13. Curriculum (continued)
defines the
educational foundations and contents
their sequencing in relation to the amount of time available for the learning experiences
the characteristics of the teaching institutions
the characteristics of the learning experiences, in particular from the point of view of methods to be used
the resources for learning and teaching (e.g. textbooks and new technologies)
evaluation
teachers’ profiles.

14. Syllabus
single most important instrument of structure in a course
outlines the
goals and objectives of a course
prerequisites
the grading/evaluation scheme
materials to be used (textbooks, software)
topics to be covered
a schedule
bibliography.

15. Syllabus
Each of these components defines the nature of the learning experience.
Goals and objectives identify the expected outcomes and scope of the course as determined by the instructor or course designer, restricting the domain of knowledge for the learner.

16. Syllabus (continued)
Prerequisites limit the student population to those with certain kinds of learning experiences, usually other courses.
The grading or evaluation scheme tells students what kind of learning activities are to be valued (e.g., assignments, tests, papers, projects), that is, the currency of learning in this particular course.
Topics to be covered specify the content that the instructor feels is important.
The schedule provides a timetable for learning, usually with milestones in the form of due dates or tests.

17. A course outline or syllabus is considered a contract between teacher and learners.

18. WHY we do need objectives
To guide selection and handling of course material.
To help teachers to determine whether people in the class have learned what you have tried to teach (EVALUATION)
Are essential from the learners perspective.
It guide the students in their studying.
To justify the budget of the learning program.

19. Educational objectives suggested by bloom (1984) and divided into 3 domains:
Cognitive (knowing)
Psychomotor (doing)
Affective (feeling, valuing)

20. Cognitive (thinking domain)
Involves acquisition of information and addresses the development of the learner’s intellectual abilities, mental capacities, understanding and thinking processes (Eggen & Kauchak, 2001)
Affective (feeling domain)
Involves an increasing internalization or commitment to feelings expressed as emotions, interests, beliefs, attitudes, values and appreciations
Psychomotor (skills domain)
Involves acquiring fine and gross motor abilities with increasing complexity of neuromuscular coordination to carry out physical movement such as walking, handwriting, manipulation of equipment, or performing a procedure.

27. Workshop
Divide the class into four groups
Choose a group leader
Select a topic for patient teaching
Formulate learning objectives using the cognitive, affective, and psychomotor domains.

28. Selecting Content
How much time you can devote to the topic.
The kind of background the students have.
What you need to include from a text book.
Give yourself time to discuss the meaningfulness of the subject and cover important points without getting bogged down in details that the learners will never remember.
It rehearse your content orally in front of a mirror.

29. Organizing Content
Headings
Subheadings
Should follow a logical consequences (moving from general to specific) or (from Simple to complex)

30. Selecting teaching methods
What are the factors affecting choice of method:
It depend on the objectives and type of learning you are trying to achieve.
In nursing the teaching methods selected should therefore emphasize students activity: Case study, discussion, Simulations, Role- playing, Cooperative learning, Computer use.

31. Selecting Teaching Methods (continued)
Number of people in the class.
With high number modules, computer programs or handout with explanation is greatly useful.
With small group ; brain storming, role- playing, and cooperative learning.
The Effectiveness of teaching methods depend on the out come criterion.
If the criterion is the acquisition of knowledge may be lecture is useful.
for acquisition of knowledge by doing objectives, it is useful to use training sessions.

32. Choosing the textbook
Quality of writing
How the book organized and the graphics that were included.
Include introductions to chapters.(give an overview to content)
Keywords in bold face is favorite.
Summaries at the end-of- chapter.
Study questions, charts, tables, and pictures are also reflect the quality of the text.
Cost.
Permanency.
Quality of print.
Contain or start with a preface (overview)

33. Conducting the class
The first class
Begin introducing yourself.
Welcoming the class can establish a pleasant atmosphere.
Reading names and getting correct pronunciation.
Ensuring that every one gets the handouts.
A little humor is useful
Communicate your expectations for the course.
Review the course syllabus.
Try to whet the learners appetite for what is to come.

34. SUBSEQUENT CLASSES:
Gaining and controlling the attention of the learners.
To keep communication skills rule effectively going.