TEACHING LEARNING
PROCESS
MS. PRITEEKA
NURSING TUTOR
INTRODUCTION
• Teaching learning process consist of basic four elements:
1. Assessment
2. Planning
3. Implementation
4. Evaluation
• It is the method for monitoring and judging the overall quality of learning
or teaching based on objective, data and scientific criteria.
DEFINITION OF TEACHING
• Teaching is perceived as stimulating, directing, guiding the learner and
evaluating the learning outcomes of teaching.
• A process that enables the learner to learn on his own.
MEANING OF TEACHING
• Teaching is stimulation, guidance, direction and encouragement for
learning.
• Teaching refers to the activities that are designed and performed to
produce change in student behavior.
PRINCIPLES OF TEACHING
1. Principal of Aim
2. Principal of Activity
3. Principal of Sympathy
4. Principal of Interest
5. Principal of Flexibility and Cooperation
6. Principal of Looking Ahead
7. Principal of Individual Difference
8. Principal of Creativity
9. Principal of Revision and Practice
• Principal of Aim: Definite aim should • Principal of Sympathy: Teachers
be there for every lesson. It serves as a kindness and sympathy proves a
goal and makes teaching effective. stimulating dose for the slow learning
child, works miracle for brilliant
pupil.
• Principal of Interest: Children are
• Principal of Activity: Learning by naturally interested in those things
doing removes the dullness of the which are connected with their
lesson. Child learns through self natural activity. It prepares the mind
activity. and once it is done, the children are
ready to conduct anything.
• Principal of Flexibility and Cooperation: • Principal of Creativity: to make the
The plan of a lesson must provide a scope pupil a creative learner.
of necessary changes. Teaching must be
flexible to meet the unexpected situations. • Principal of Revision and Practices:
teacher has to revise in the middle and
• Principal of Looking Ahead: An open at the end. Revising and summarizing
minded teacher is always forward the session is called recaptualization.
looking. She is ever prepared to discover
new possibilities for winding pupils
knowledge and experiences.
• Principal of Individual Difference: Good
teaching always respect the individuality
of each student.
MAXIMS OF TEACHING
• The maxims of teaching are very helpful in obtaining the active
involvement and participation of the learners in teaching learning process.
• They quicken the interest of the learner and motivate them to learn.
• They make learning effective, inspiration , interesting and meaningful.
• They keep the students attentive to teaching learning process.
NEAR TO FAR
ANALYSIS TO SYNTHESIS
ACTUAL TO
EMPRICAL TO RATIONAL
REPRESENTATIVE
MAXIMS OF
TEACHING
WHOLE TO PARTS
KNOWN TO UNKNOWN
EASY TO SIMPLE TO
DIFFICULT COMPLEX
MAXIMS
OF
TEACHING
CONCRETE TO PARTICULAR TO
ABSTRACT GENERAL
1) Proceed from Known to Unknown: The 2) Proceed from Easy to Difficult: in
most natural and simple way of teaching is determining what is easy and what is
to proceed from something that students difficult we have to take into account.
already know to those facts which they do There are many things which look easy
not know. This means that a teacher should to us but in fact difficult for children. i.e.
arouse the interest in a lesson by putting
questions on the subject matter already
known to the pupils. The teacher should
proceed step by step to connect the new
matter to the old one. i.e. While teaching
child about disorders of menstruation
we first need to know the reproductive
system.
3) Proceed from Simple to Complex: the 4) Proceed from Concrete to Abstract:
simple task or topic must be taught first Children in the beginning cannot think in
and the complex one can follow later on. abstracts. Small children learn first from
The term simple and complex are to be things which they see and handle. Actual
viewed from the child point of view not visit to canals and river provides a clear
that of an adult. idea of them. Care must be taken to ensure
that the students do not remain at the
concrete stage all the times. This is only
the initial step for children with a view to
reach the higher stage of abstraction as
they advance in age.
5) Proceed from Particular to General: 6) Proceed from Analysis to Synthesis:
The particular facts must be presented to should start from analysis so that whole
the children before giving them general complex becomes clear. This will help
rules. Particular is more definite than the child to understand every part and
general which is indefinite. The study of also the relationship among various
particular facts should lead children parts. These should be put in a
themselves to frame general rules. systematic and elegant form.
7)Proceed from Whole to Parts: It is 8)Proceed from empirical to rational:
based on the result of psychology of Empirical knowledge is that which is
learning. We perceive the whole first based on observation and first hand
and then pay attention to its parts i.e. experience about which we cannot give
While teaching a poem, the child any reasoning at all. Rational knowledge
should first be given the idea of the is that where facts form a part of general
whole poem. After this he should be system of truth is explained most
made to understand its rhythm, scientifically.
language, etc.
9) Proceed from Actual to
Representative: real, actual and natural 10) Proceed from Near to Far: A child
objects appeal to children more than learns well in the surroundings in which
the improvised or representative he/she resides. So he should be first
objects. Actual things have greater acquainted with his immediate
appeal than their representative forms. environment i.e. In a geography lesson
i.e. when the child sees the we start from the logical geography
abdominal palpation demonstration and then take up tehsil, districts,
learns faster than learning in state, country and the whole world.
theoretical form.
DEFINITION OF LEARNING
• Learning is a process by which behavior is originated or changes through
practice and training. (Kingsley HL and Garry R)
• Learning is the acquisition of habits, knowledge and attitude. (Crow and
Crow)
• Process of acquiring new knowledge and new responses in the process of
learning.(Woodworth)
• Learning is the process that results in the modification of behavior.
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MEANING OF LEARNING
• Learning is the acquisition of habits, knowledge and attitude.
• Learning is the acquisition of new behavior or strengthening or weakening
of old behavior as a result of experience.
• Learning is the process that results in the modification of behavior.
CHARACTERSTICS OF LEARNING
Learning
is Learning Learning is Learning is
individual is growth transferable self active
and social
Learning
Learning is
is organizing Learning is
purposeful experienc creative
es
PRINCIPLES OF LEARNING
• Learning is
fundamentally about
making and maintaining
connections.
TEACING RESPONSIBILITY OF A NURSE
• Nurse educators must be experts in nearly all aspects of nursing and this
position usually requires a registered nurse(RN) who holds a bachelors
degree in nursing.
• However, RNs without a bachelors degree, Licensed Practical Nurse
(LNPs) and Licensed Vocational Nurses(LVNs) also work as nurse
educators.
• RESPONSIBALITY AS A NURSE: the nurse
trainer typically has at least a master’s
degree, and many have doctoral degree. Your
teachings assignment may include general
nursing classes, or you may teach classes
relating to your chosen field of expertise.
Once the students understand nursing theory
and practices, they put that knowledge to
practical use during clinical rotations.
• RESPONSIBILITY IN PATIENT TEACHING: Nurse
educator teaches patient about the pathology of disease,
how and why their treatments are expected to be
effective and how to manage their care upon discharge.
i.e. the nurse educator will explain to a recently
diagnosed diabetic patient why insulin therapy is
needed to regulate the patient’s blood sugar. The
nurse educator will also teach how to check blood
sugar, how to administer insulin therapy to himself
and how to follow a prescribed diet.
• RESPONSIBILITY IN TEACHING PATIENT
FAMILIES: Nurse educator commonly finds
themselves teaching the family of adult patients,
particularly when patients have a special need. i.e.
family members may need to interact with a
dementia patient differently than before,
understanding and helping the patient with
treatment. In this case, the nurse educator will teach
the family about the management of dementia, as
well as discuss the best possible ways to successfully
communicate with the patient.
PREPARATION OF TEACHING PLAN
• DEFINITION: Lesson plan is a plan prepared by teacher to teach a
lesson in originated manner.
• PURPOSE/IMPORTANCE
• CHARACTERSTICS/ ESSENTIALS
• ELEMENTS
PURPOSE OF LESSON PLAN
• It helps the teacher to be systematic orderly in teaching a subject matter.
• It provides confident and self reliance to the teacher.
• She sets the objective that she is developing in students through certain
activities.
• It encourages continuity in teaching process and avoid repetition.
• The interest of the students can be maintained through out the lesson plan.
• It helps to clarify the ideas.
• It ensures clear visualization of the objectives.
• It helps to delimit the teaching field, keep boundaries within which a
teacher has to work and saves time.
• It is the best technique to judge the outcome of instructions.
• Develops the reasoning, imagination and decision making ability.
• It is essential for effective teaching.
• Planning encourages the teacher to consider the need and level of
understanding of students.
CHARACTERSTICS OF LESSON
PLAN
It should be written.
It should have clear aims.
It should be linked with previous knowledge.
It should show the techniques of teaching.
It should cover the exact scope.
It show illustrative ideas.
It should contain suitable subject matter.
It should be divided into units.
• It should provide continuity in the teaching process.
• It should provide individual differences.
• It should be flexible.
• It should include summary.
• It should refer to references material.
• It should include assignments for students.
• It should provide self evaluation.
OBJECTIVES OF LESSON PLAN
• Student Centered Objectives • Teacher Centered Objectives
PREPRATION
/INTRODUCTION RECAPTULIZATION
STEPS OF
GOOD
PRESENTATION
LESSON
PLAN APPLICATION
COMPRASION
GENERALIZATION
1) PREPRATION: It means the 4) GENERALIZATION: It means a
expression of students. It should reflective thinking of knowledge
explore by connecting the life presented through the lesson. The lesson
experiences by reviewing the should be taught in innovative manner.
previous knowledge.
2) PRESENTATION: The aim of 5) APPLICATION: The students may
lesson plan must be clearly stated choose the knowledge acquired from
before presentation of the subject familiar and unfamiliar situation.
matter.
6) RECAPTUALIZATION: It is the last
3) COMPARISON: Generalization of step of lesson plan to evaluate the
the topic must be done by giving the efficiency of lesson taught.
examples and by comparing with the
other example.
FORMAT OF LESSON PLAN
• Name of student teacher:
• Subject:
• Topic:
• Date:
• Time:
• Place:
• Group:
• Specific objectives:
• General objectives:
• Previous knowledge:
• Method of teaching:
• Audio visual aid:
• Date of submission:
• Teachers reference:
• Student reference:
TIME SPECIFIC CONTENT TEACHING AV AIDS EVALUATION
OBJECTIVE LEARNIG
ACTIVITY