Professional Documents
Culture Documents
PROCESS
Unit Objectives
Principles:
Principles:
1. The Laws of Readiness, Exercise, and Effect govern all processes in learning.
2. Learning can be categorized by four types: Connection-forming, connection-forming
with ideas, analysis or abstraction, and selective thinking or reasoning.
3. All learning is incremental.
4. In learning there are certain states of affairs which the subject always welcomes and does
nothing to avoid: Its satisfiers.
5. The intellect, character, and skill possessed by any person is the product of certain
original tendencies and the training those tendencies have received.
6. Learning is extended by spread of effect.
7. All mammals learn in the same manner.
Principles:
Principles:
Principles:
Principles:
Principles:
Principles:
Principles:
Principles:
Principles:
Principles:
1. The unit of investigation is the interaction of the individual and his meaningful
environment.
2. Constructs of this theory are not dependent for explanation upon constructs in any other
field.
3. Behavior takes place in space and time; it may be described by psychological constructs
but also by physical constructs.
4. Not all behavior may be usefully described with personality constructs; the level,
complexity, and stage of development of the organism are critical.
5. A person’s experiences influence each other; otherwise stated, personality has unity.
6. Behavior has a directional aspect; it may be said to be goal-directed, and the directional
aspect is inferred from the effect of reinforcing conditions.
7. The occurrence of a behavior is determined not only by goals or reinforcements but also
by the person’s expectancy that these goals will occur.
Adopted from: Gazda, G. M., Corsini, R.J., and Contributors in Theories of Learning: Itasca, Ill;
F.E. Peacock Pub., 1980.
TEACHING-LEARNING 'THEORIES AND APPLICATION TO PATIENT EDUCATION'
Pre-20th Century
Application to
Theory and Key Persons Attributes of Teaching-Learning Proc~ss Teaching Learning Concepts Patient Education
I
Behaviorism or Mental Discipline Teache'r trains Intrinsic mental power I Learning consists of minds 'Change of diet.
Plato-Aristotle - early Learner maintains strict discipline I being trained. Basic pathophysiology
M. J. Adler & R. M. Hutchins Rote memory, repetitive drill I - factual material ,Plan weeks menu.
contemporary proponents Knowledge focus ·1 Change dressings.
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gener~liz~tlons. I insights, principles, I
Knowle'dge focused I concepts, theories, or laws.1
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I Teachers are mind builders. ,
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20th Century
Application to
IheQrY and Key Persons Attributes of Teaching-Learning Process T~achin.!l-i!arning Concepts Patient Educatio~n _
Gestalt, Cognitive-Field, Gains or changes outlooks, Insights, Person, environment and Affective learning
Humanistic or thought patterns· perception Interactions simultaneous Critical thinking and
J. Dewey. K. Lewin, M. Bigge Reorganizes perceptions Teacher assists and problem solving for
M. Montessori Learner involvement, problem solVing, hcll itates.· individual or group.
problem raising - Content meaningful to
Cooperative-interactive Inquiry learner.
20th Century
Application to
Theory and _KeY Penons Attribl,!tes oL Teaching-Learning PrQCeSS Teaching Learning Concepts Patient Education
I
Mastery learning - Late 1950's Breaks down complex materials Into 1 90% of learners able to 1 Mastery of skills
B. Bloom smaller units. I achieve or master tasks. I Adult learner
J. Black Encourages self-development. I I 'Crash courses
I Learner focused I I Insulin-dependent diabetics
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Social learning Process of learning influenced by I Belief that one Is Health maintenance
A. Bandura - 1982 • personel mastery I capable of performing Self-care
- vicarious experiences I desired behavior, Wellness program
verbal persuasion I performance desired
- physiologic feedback I outcome;
Learner focused I Teachers can be' family
Teachers can be family members or other I or other learners.
learners I Self-confidence and
I efficacy can lead to
I desired health behavior OJ
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II changes.
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Information processing Inform~tion flow· basis for behavior
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I Only 5-7 thoughts I Pace and t~mlng of
R.E. Slavin - 1991 - sens~ry register I at one time I Information
decision to note or ignore I I
- store thought I I
12/94
(310)11F
A Taxonomy of Learning Objectives
COGNITIVE DOMAIN
2. Comprehension - ability to grasp ,When handling sterile supplies, recognizes Clarifies, converts, defends,
the meaning of material, trans contamination when that occurs. discusses, distinguishes,
lating from one form to another , Estimates future consequences impl ied estimates, explains, extends,
I.
applying rules, methods,
concepts, or theories.
Demonstrates correct usage of the
nurSing process.
operates , performs, practices,
predicts, produces, relates,
shows, sketches, solves, uses
4. Analysis- ability to break'
Distinguish~s between true and'
Analyzes, breaks down,
down material into its
false labor pains.
cafegorizes', critically'
component parts;' may i ncl ude
examines, diagrams, different
Analyzes the organizational structure.
iates, discriminates, dis
identification of parts;
parts together to form a new newly handicapped cl'ient combines, compiles, composes,
behaviors, and formulation Integrates learning from different areas designs, explains, formulates,
of new patterns. into nurs inq care plan. generates, modifies, organizes,
6. Evaluation - the ability to Assesses the efficiency of a self-help Appraises, assesses, compares,
judge the value of material feeding device in terms of clients concludes, contrasts~
def i nite criteri a whi.ch the Judges the value of a work, using criminates, estimates,
~
bringing together different are easily tolerated.
combines, compares, completes.
values, resolving conflicts, defends, explains, generalizes
and begin building an internally Formulates a life plan that harmonizes
with one's abilities, interests, and formulates, identifies, inte
consistent value system; grates, modifies, organizes,
emphasis on comparing, relating, beliefs.
prepares, relates, synthesizes.
. .
and synthesizing values; values
I .~
are conceptualized and organized
into a value system.
, ~
PSYCHOMOTOR DOMAIN
Major Categories Examples of Health Education Objectives Illustrative Behavioral Terms
1. Perception - the first step in Recognizes the IIfeel li of holding a
Chooses, examines, handles,
performing a motor act. A· ~yringe effectively.
recognizes, starts, responds,
process of becoming aware of Identifies appropriate anatomical land identifies, follows, relates.
objects, qualities or relations marks for I.M. site selection
by way of senses~
2. Set - a readiness for a : Demonstrates well-balanced stance with. Demonstrates, positions,
particular kind of action. crutches practices, patterns, volunteers,
Positions skin correctly for z-track
reacts.
i nject i on.
OJ:
4. Mechanism - learned response is Performs I.M~ irtjectiori with ease. Applies, assembles, controls, I
~.
gmomanometer evenly.
Adapted from Redman, B. (1984). The process of patient teaching. St. Louis; C. V. Mosby Co.
MEDIA FORMAT CHART
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Overhead Transparancies ~. Hardware is easy to operate, relatively low 9. Learner may playa passive role
(continued) cost, sometimes portable 10. Lettering size can be a problem
10. Hardware is readily avai lable in most 11. Lea~ner response/feedback may not: be
settings considered
12, Size and distance may be distorted
Opaque Projection 1. Permits projection of non-transparent 1. Hardware is large. bulky, cumbersome, and
ma t e r i a Is (examp le : books) noi sy to' ope r a t e
2. Enlarges materials for group viewing 2. Heat may destroy original materials
3. Inexpensive 3. Room must be dark
4. Learner may play a passive role
5I ides 1 • Can be paced by-instructor or used for 1. Still medium, cannot portray motion
self-instructional teaching 2. Room light must be dimmed
2. tan be arranged in varying sequences, used 3. Takes care, time to load and sequence properly
withqifferent audiences to match learning 4. Preparation and production can be expensive
objectives and teachin~ styles and time-consuming
3. Relatively s i mp.l e to produce and duplicate 5. Commercial packages may be expensive OJ.,
4. Easy to revise and update 6. Must be handl~d carefully ......
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6. Can present visual effects-and realism in th~
classroom
damage
mot ion)
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MEDIA FORMAT CHART
FORMAT ,, ADVANTAGES
"
DISADVANTAGES
Can b~ used fo~ any size audience j3' Editing or updating is difficult
5. Can record real, I ife or simulated events 4. Pacing is set
6. Available from many s6urces for preview, 5. Fragile and easily damaged
rental, or purchase '6. Room must be darkened
7. Hardware is readi ly ava il ab l e in most setting 7. Hardware is not very portable and requires
knowlege ~o operate
May not proJide for learner response/feedback
May convey ni~tnrted size and time conc~!s
'1.
-.1 Not desirable for large audiences without
2. multiple hardw~re
3. 2. Requires much planning, preparation', expertise
4. for quality production
5. 3. Production may be expensive
6. 4. Hardware is expensive, some is portable
7. 5. Visual quality or resolution is not as good
8,. as f i l rn
9. OJ
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1.
2.
3.
4.
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5.
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6.
CO,mputer Assisted 11. Multisensory input, verbal, visual, auditory 1. Development requires time; ski I I
Instruction (CAl) 2. Self-iAstructi6nal" self-paced and sequenced 2 Hardware is specialized, some is expensive
3. Can provide immediate learner feedback,' 3. MainframelJowntime" can be an accessibility
repetition, reinforcement problem
4. Learner may play an active role 4. Computer I iteracy frequently needed
5. Room lights may be on or off 5. Programs may not be adaptable to large group
6. Micro disks can be easily store 6. Adaptation to large audienCes requires
7. In cornb i na t l on: with other media, can portray expensive hardware '
still or motion, realism and simulation 17 . Hardware incompatabilities can be a problem
8. Many types of programs available commercially 8. Micro disks can' be damaged
9. Environmental conditions need to be control led
Prepared By: D. Programs can be expensive to ~urchase
I. r. . emb i ewsk i 12/8/)
TEACHING METHODS
LECTURE
Definition
A segment of content presented orally.
Uses
The lecture method:
1. is an effective method for teaching in the cognitive domain.
2. provides for large amounts of information to be transferred efficiently.
3. is effective with large groups.
4. allows all students to receive the same information consistently.
Advantages
The lecture method:
1. provides clarification of facts, concepts, principles.
2. allows for flexibility in delivery and learner input and questions.
3. allows for selected reinforcement.
Disadvantages
The lecture method:
1. can be too consistent in delivery.
2. is passive and doesn’t always allow for learner input.
3. requires much time for planning and researching.
4. requires supplemental methods and media.
Instructor Role
1. Communicate objectives
2. Present current information with an unbiased approach
3. Design learning activities to stimulate involvement
4. Ensure learner understanding of concepts by reinforcement and
examples
5. Pace presentation to group’s needs
6. Question and encourage questioning
7. Summarize
DEMONSTRATION
Definition
A form of illustrative teaching by exhibition and explanation. Usually combined
with lecture and discussion. It includes cognitive and psychomotor learning.
Uses
The demonstration method:
1. teaches patient procedures or treatments.
2. shows procedures or methods in a classroom or natural setting.
3. presents standards of performance.
Advantages
The demonstration method:
1. activates several senses.
2. increases learner involvement by including observation and
manipulation of materials.
3. correlates theory with practice.
4. provides an opportunity for immediate application or practice of
learning.
5. provides an effective means of evaluation.
6. achieves greater retention.
Disadvantages
The demonstration method:
1. requires time-consuming preparation.
2. requires expensive use of materials.
3. is slower for teaching content.
4. is not useful for large groups.
Instructor Role
1. Communicate the objectives, procedure, purpose, concepts.
2. Select, assemble, pretest equipment prior to use.
3. Use a positive approach.
4. Perform procedure smoothly and correctly while speaking.
5. Provide a setting that is comfortable and as true to life as possible.
6. Provide prompt practice.
7. Provide follow-up discussion.
ROLE PLAY
Definition
A spontaneous, relatively unstructured acting out and analysis of
human relations situations. The learner accepts or represents a
specific concept and improvises his/her behavior accordingly.
Uses
The role play method:
1. is an effective method for teaching the affective domain and high
level cognitive areas.
2. develops leadership and listening skills.
3. develops problem-solving, observational skills.
4. provides an opportunity to practice real-life behaviors.
Advantages
The role play method:
1. provides learning through actual experience.
2. provides learner involvement.
3. assists participants in seeing many points of view.
4. emphasizes human relation problems in a safe environment.
5. provides a common experience for discussion.
Disadvantages
The role play method:
1. may provide an emotional classroom atmosphere.
2. requires careful planning and monitoring.
Instructor Role
1. Communicate objectives, situation, roles and classroom process.
2. Plan a situation to include the learning outcome and experiences
desired.
3. Provide a follow-up discussion designed to analyze the experience.
DISCUSSION
Definition
A cooperative, problem-solving activity which seeks consensus rather than
solution or conclusion.
Uses
The discussion method:
1. is good for teaching high level cognitive and affective domain.
2. is useful in conjunction with other methods.
3. is useful with small groups.
Advantages
The discussion method:
1. promotes independent thinking and creativity.
2. develops problem-solving skills through practice.
3. provides learner involvement and therefore increases learning.
4. allows individuals to share knowledge and experiences for learning.
5. provides prompt feedback.
Disadvantages
The discussion method:
1. is ineffective without learner preparation and participation.
2. does not always accommodate for individual personalities.
3. requires planning and targeting.
Instructor Role
1. Communicate the objectives, process and learner responsibilities.
2. Prepare an outline and questions to stimulate participation.
3. Take a positive approach.
4. Guide discussion and act as a resource person.
5. Arrange the classroom to be conducive to verbal exchange.
6. Summarize the tie discussion together for analysis.
ASSESSMENT
Need: Vegetarians need to know the importance of daily protein in their diets and how to get
this protein requirement without eating red meat.
LESSON PLAN
3. Explain at least two reasons why vegetarian diets tend to be deficient in protein (A3).
4. Correctly identify five foods high in protein that will fit into his/her own dietary practices
(C3).
5. Define complementary proteins and give at least two examples of complementary food
combinations (C1 & A1).
CONTENT ACTIVITIES
IV. Foods
C. Discuss the different source shown on the collage. Show collage with pictures of
alternate high protein food
sources.
V. Complements
F. Belief that plant-centered diets are dull. Frances Show book as read quote.
Moore Lappe states, “Just compare! There are
basically 5 different kinds of meat and poultry, but
40-50 kinds of common eaten vegetables, 24 kinds of
peas, beans, and lentils, 20 fruits, nuts and 9 grains.
Variety of flavor, texture, and color obviously lies in Point out this concept in
the plant world.” (p. 160) terms of the high protein
snack mix.
VII. Evaluation
Oral test:
List reasons why protein is important in the diet.
VIII. References:
Brody, J. (1981). Jane Brody’s nutrition book. New York: Bantam Books.
Lappe, F.M. (1982). Diet for a small planet. New York: Random House.
Payne, W.A., & Hahn, D.B. (1986). Understanding your health. St. Louis: Times
Mirror/Mosby College Publishing.
Sussman, V.S. (1978). The vegetarian alternative. Emmaus, PA: Rodale Press.
UNIVERSITY OF WISCONSIN - EAU CLAIRE
COLLEGE OF NURSING AND HEALTH SCIENCES
DEPARTMENT OF NURSING
TEACHING PLAN
Title:
Need:
Readiness:
Goal:
Learning Objectives:
Content/Topic Outline:
A. The topic is chosen based on a health related area of interest and knowledge.
3. Objectives which flow from the goal statement and include condition, behavioral
outcome (measurable verb), and criteria or standard. Domain and level is
indicated for each objective.
6. Plans for summary, closure and evaluation which reinforce important concepts
and evaluate achievement of objectives at correct domain level.
7. At least two references, including one from a current journal. APA format is
used.
2. Use the prepared lesson plan as the basis for the teaching.
3. Evaluate at least one objective as part of oral presentation - all objectives must
be evaluated on written plan.
D. Evaluation will be based on the written plan and the teaching. See "Evaluation of
Teaching Project" on next page for specific expectations and criteria.
Topic: _____________________________________
A B C D
2 1.5 1 .5
Time __________
I. Teaching a group
A. Introduction
1. Established interest and readiness _____ _____ _____ _____
2. Objectives clearly stated _____ _____ _____ _____
B. Content
1. Meaningful to learners _____ _____ _____ _____
2. Level of content appropriate to learners' _____ _____ _____ _____
estimated capacity
3. Lesson well organized _____ _____ _____ _____
4. Amount of content, well selected _____ _____ _____ _____
C. Presentation
1. Teaching technique and strategy effective _____ _____ _____ _____
2. Involves learners _____ _____ _____ _____
3. Teacher/learner activities appropriate _____ _____ _____ _____
4. Media clarifies/reinforces _____ _____ _____ _____
5. Movement, gesture, voice tone facilitated learning_____ _____ _____ _____
6. Suitable pace _____ _____ _____ _____
7. Maintains eye contact _____ _____ _____ _____
Total _______
H:\Documents\FMHN files\UNG-CLASS\228 Professional Caring\WORKBOOK\Evaluation of Teaching Project form C23.doc