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Guidelines in The Choice of Teaching and Learning Methods

The document outlines principles of good teaching practice and approaches to teaching skills. It discusses 8 principles including facilitating student-teacher interaction, encouraging cooperation, and giving prompt feedback. It also describes 3 major groups of teaching principles: hereditary endowment, teaching process, and outcome process. Finally, it provides guidance on choosing teaching methods and approaches to teaching skills such as demonstration and independent learning.

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Kaira Quilinderino
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
95 views

Guidelines in The Choice of Teaching and Learning Methods

The document outlines principles of good teaching practice and approaches to teaching skills. It discusses 8 principles including facilitating student-teacher interaction, encouraging cooperation, and giving prompt feedback. It also describes 3 major groups of teaching principles: hereditary endowment, teaching process, and outcome process. Finally, it provides guidance on choosing teaching methods and approaches to teaching skills such as demonstration and independent learning.

Uploaded by

Kaira Quilinderino
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Principles of Good

Teaching Practice
1. Facilitates Student-Teacher Interaction

• This is to create a closer


relationship between nurse
educator and learners
2. Encourages Cooperation Among Students

• To create an atmosphere
conducive to collaborative
learning, such as forming
study groups, and variety
of group projects.
3. Initiates Active Learning

• To enable the students to


actively criticize content they
are learning by talking about
the material, writing about it,
outlining about it, applying it,
asking questions about it and
reflecting on it.
4. Gives Prompt Feedback

• To enable students to react


and understand what
aspects of learning they
need to improve on and
make needed adjustments
in their learning styles.
5. Emphasizes the Use of Time in each Task

• To ensure that students


know how much time they
should spend in learning a
particular material and
encourage them to study
and practice seriously.
6. Communicate High Expectations

• To challenge students.
7. Respect Diverse Talents and Ways of
Learning
• By considering the fact
that learners have
different learning styles.

8
Teaching Principles ( 3 Major Groups)

• Hereditary Endowment
Principles
• This refers to the nature of the
child, his psychological and
physiological qualities such as
reflexes, instincts, capabilities,
impulses, temperaments, among
others.
9
Teaching Principles ( 3 Major Groups)

• Teaching Process Principles


• Refers to the techniques used
with the student and the
teacher working together
toward the accomplishment
of goals or objectives of
education.
10
Teaching Principles ( 3 Major Groups)

2. Teaching Process Principles


These include the following:
•The teacher and the student;
•The means used to stimulate,
direct, guide, and encourage
individuals to actively participate
in class activities.
Teaching Principles ( 3 Major Groups)

3. Outcome Process Principles


•Refer to educational aims,
goals, objectives, outcomes,
purposes, or results of the
learning process to which
teaching and learning are
directed.
Guidelines in the Choice of
Teaching and Learning Methods

13
1. Methods Should be Suited to the Objectives
and Content of the Course
• Note that teaching techniques vary from course to course and
among units within a course.
• If the objective of the course is to transfer knowledge through
discussion, it is most appropriate to conduct the lecture in the
classroom setting.

14
1. Methods Should be Suited to the Objectives
and Content of the Course
• If the objective of the course is to transfer and enhance student’s
skills through experience and self-discovery, the teacher may
choose to conduct the class in a laboratory or in RLE setting.
• If the objective of the course is to involve students and share
clinical experiences, the teacher may choose to conduct ward
classes and discussions or other RLE.
2. Methods should be Adapted to the
Capability of Students
•Maturity and receptiveness of
students must be considered in the
choice of teaching method to be used.
•The teacher must be flexible in
planning and teaching her courses.
2. Methods should be Adapted to the
Capability of Students
• Conducting simple activities such as
self-introduction or preparation of
class roster will help create a feeling
of student identity, thereby
arousing their learning interest.
• Teachers must continuously
improve her teaching method.
3. Methods should be in Accordance with
Sound Psychological Principles
• Select appropriate teaching
methods to adapt to
individual differences and
to make learning more
interesting and motivating
to students.
3. Methods should be in Accordance with
Sound Psychological Principles
• Use audio-visual aids to
provide students with
perceptual experiences
which will help concretize
student’s learning and help
them develop concepts.
3. Methods should be in Accordance with
Sound Psychological Principles
• Select and use methods
that help students unify
and integrate their learning
experiences.
4. Methods should Suit the Teacher’s
Personality and Capitalize on her Special
Assets are individual
• There
differences among
teachers just as there are
among students.
4. Methods should Suit the Teacher’s
Personality and Capitalize on her Special
Assets have different
• Teachers
personality traits, some are
serious, and some have
sense of humor. Some are
expressive and others are
analytical.
4. Methods should Suit the Teacher’s
Personality and Capitalize on her Special
Assetsexpress common
• Teachers
values such as ideals,
integrity, kindness, love of
learning and respect for
students.
4. Methods should Suit the Teacher’s
Personality and Capitalize on her Special
Assetsis no one best
• There
personality for successful
teaching.
• Teachers are unique and
different from one
another.
4. Methods should Suit the Teacher’s
Personality and Capitalize on her Special
Assetsteacher should
• Each
develop her own style of
teaching, adapting it to
herself and circumstances.
4. Methods should Suit the Teacher’s
Personality and Capitalize on her Special
Assetsshould choose a
• Teacher
method in which she can
teach best.
5. Methods should be Used Creatively

• Every teacher should


create her own teaching
method and use various
available techniques that
suits her personality, style,
and course objectives.
5. Methods should be Used Creatively

• The teaching method used


by a teacher should
represent a composite style
or quality of teaching, a
characteristic behavior
which would reflect the
teacher’s values and
educational philosophy.
Approaches to Teaching Skills
1. Independent Learning

• The teacher initiates an


active self-regulated
learning process among
her students.
1. Independent Learning

• This includes the use of


skills laboratory which the
teacher should be prepared
for.

31
1. Independent Learning

• A syllabus is developed with


clear instructions on how
learners should proceed with
the lessons.
• Background reading
materials are identified and
made available.
32
1. Independent Learning

• Hardware and software


must be selected and
prepared for use.
• Supplies must be
requested for and be made
available beforehand.
33
2. Demonstration

• It is a method by which the


teacher makes a direct
display the skills to be
taught.
• Shows the student what they
have to do, why they have to
do it and how to do it.
34
Elements of Effective Skill Demonstration
1. Assemble all equipment ahead of time.
2. Make sure all equipment are in working order.
3. Do a “Dry run” of the procedure and time of the demonstration.

4. Arrange the environment to be as realistic as possible.


5. Perform the procedure in an orderly sequence.
6. When appropriate, give the rationale for your actions.
7. Refer to the handouts or textbooks to show fine points that may not be visible to the audience.

8. Be sure to adhere to all relevant principles of good nursing care. For ex. Aseptic technique, body mechanics
and patient privacy should be followed.
9. Consider performing the skill a second time or having a learner perform a demonstration without any
explanation, to show the flow of the skill.

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