1. Principles of Learning and Teaching Course Module One Unit (1) Principle of Learning and Teaching Learning Needs & Adult Learning

2. D- Implement Educational Program G -Improvement the Educational Program A -learning Needs Assessment F -Feedback to 1- Learner 2- Teacher 3-Organization E- Evaluate the Educational Program B- Educational objectives 1- Cognitive 2- Psychomotor 3-Attitude C- Plan and Design Educational Program 1-Content 2-Method 3- Material 4-Evaluation methodology 5-Environment

3. what is the First Step of Educational Spiral Learning Needs ( WHAT the learner needs to learn) Readiness to Learn ( WHEN the learner is receptive to learning) Can be defined as the time when the learner demonstrates an interest in learning the information necessary to become more skillful in a job. Learning Style ( HOW the learner best learns ) Defined as the way the learners learn)

4. WHAT is Needs Assessment? It is the process of −Identifying both the desired performance and the current performance. −Establishing the training need which is defined by the gap between the actual and the desired level of performance (the gap between desired and actual knowledge, skills, and attitude) −Determining the cause, extent, and appropriate handling for performance problems. −Providing the basis for the training design which is determined by the training need.

5. WHY Needs Assessment: (purpose) 1- Gives the justification (reason) for program development 2- Prevents a quick-fix, approach to performance problems. 3- Determines whether training is needed because poor performance is not always a training issue. 4- Determines causes of poor performance 5- Ensures that the solutions(s) to performance problems address the real issue(s) and effectively focuses the appropriate resources, time, and effort toward a targeted solution.

6. 6- Provides a basis of measurement.It is a baseline against which to measure results or changes.. 7- Establishes the criteria for measuring the success of the program after its completion. 8- Determines desired training outcomes by identifying The knowledge, skills, and attitudes that must be addressed during the training. The “ need to know”(desired needs) from “nice to know”(felt needs) through focusing on what the trainees actually need to know in order to do their jobs better,

7. 9- Determines content and scope of training by identifying: What type of training necessary to achieve results (workshop, self-study, or on- the-job?) What should be included in the program How long the training program should be When the training program should be Who the target audience should be Where the training program should be The depth of content and experience required in the program The degree of urgency for the program.

8. Needs Assessment Process Whom to assess? The people assessed depend on the goal and the required depth of the assessment. Senior Management: Target Population’s Human Resource Personnel: provides documents related to performance evaluation of target population Customers (patients): provides data that can help pinpoint specific deficiencies, gaps between desired and actual behavior.

9. There are five steps to conduct needs assessment Step One: Identify Problem or Need Step Two: Determine Needs-Assessment Design Step Three: Collect Data Step Four: Analyze the Data Step Five: Provide Feedback How to Conduct the Needs Assessment

10. Step One: Identify Problem or Need −Define the AIM (major goal) the training program should meet. It must state the desired performance or behavior and be measurable, observable, realistic, and “flexible and attainable.” −Ex: Safety training to reduce the staff accidents

11. Step Two: Determine Needs-Assessment Design To determine the true causes, not just the symptoms of the problem or need, employ several investigative tools and techniques. Choose investigative or data-collection methods on the basis of their appropriateness to the problem. Assess advantages and disadvantages of methods

12. Step Three: Collect Data −Many methods are available for conducting a needs assessment. −Many factors will determine which methods to select (time, cost, and #of people involved…).  Common Data-Collection Methods and Tools are; Interviews To get to the heart of the matter right away, ask a question that begins with “how” or “what” such as, “what would help you do your job better?” للوصول الى لب المسألة على الفور ، وطرح السؤال الذي يبدأ ب " كيف " أو " ما " مثل " ما الذي يساعدك على القيام بعملك بشكل أفضل؟ "

13. Questionnaires and Survey Instruments. − save time, but will yield(give up) more accurate information because they have been tested for validity and reliability. Observation −It involves a trained person observing others on the job. −Observations are often used to validate information gathered by other methods such as interviews or questionnaires.

14. Needs assessment techniques Discussion. Ask learners what they need to learn Brainstorming. Ask learners to identify all the specific situations in their life where they still have difficulty in a given tasks. Checklists. Have learners fill out a checklist as to what they can do well and what they feel they need to learn more about.

15. Step Four: Analyze the Data −Sort information into categories −Do a statistical analysis. Look at the data in terms of mean, mode, median and percentages. −Clarify and define the real problems. −Identify priorities, make your recommendations for specific major solvable problems with suggested interventions.

16. Needs are prioritized based on the following criteria  Mandatory ( Needs that must be learned for survival when the learner’s life or safety is threatened)  Desirable ( Needs that are not life-dependent but are related to well-being) Possible ( nice to know but not essential or required)

17. Cont. How to Conduct the Needs Assessment Step Five: Provide Feedback −Design an action plan or strategies, and −communicate your conclusions and recommendations to key personnel

18. Developing an action plan 1- After your proposal has been approved, map out a plan for the design, development, and delivery of the program(s) including learning outcomes or objectives. Include specific action items with a time line and appropriate task assignments.

19. Adult learning Classical versus active learning In classical teaching the teacher being the center of attention in the classroom. In contrast, active teaching represents a fundamental shift from the teacher being the center of attention to the student being the center of attention. Active teaching follows seven principles (Weimer, 2002):

20. Seven principles of active teaching (Weimer, 2002):  Principle 1: Teachers Do Learning Tasks Less.  Principle 2: Teachers Do Less Telling; Students Do More Discovering  Principle 3: Teachers Do More Design Work  Principle 4: Teachers Do More Modeling  Principle 5: Teachers Do More to Get Students Learning from and with Each Other  Principle 6: Teachers Work to Create Climates for Learning  Principle 7: Teachers Do More with Feedback

21. Seven principles of active teaching (Weimer, 2002): Principle 1: Teachers Do Learning Tasks Less −Organizing the content −Generating the examples −Asking the questions −Answering the questions −Summarizing the discussion −Solving problems −Constructing diagrams

22. Cont. Seven principles of active teaching (Weimer, 2002): Principle 2: Teachers Do Less Telling; Students Do More Discovering Stop telling students everything and hold them accountable for knowing or asking. Principle 3: Teachers Do More Design Work Effective assignments and activities: Principle 4: teachers Do More Modeling Demonstrate for students how an expert approaches a learning task.

23. Cont. Seven principles of active teaching (Weimer, 2002): Principle 5: Faculty Do More to Get Students Learning from and with Each Other Use collaborative and cooperative groups for learning. Principle 6: Faculty Work to Create Climates for Learning Create an environment of student accountability. Principle 7 : Faculty Do More with Feedback

24. Application of these Seven principles:  Can support a shift in the classroom from superficial surface learning to transformative deep learning.  Superficial surface learning depend on  Identification, memorization and recall  transformative deep learning depend on  Understanding(why & how)