Teaching Learning Process

Introduction
Teaching learning process is a transaction or a

complex cooperative and personal relationship between faculty and students.

paradigm rather than the instructional paradigm, the teaching learning process is a personal interactive relationship that extends beyond the subject matter.

 Within the interactive relationship faculty relate to

students with dignity and respect, with the expectation that students will be supported and stimulated to develop intellectual integrity and independent judgment.

 The roles of the teacher are facilitator, guide, coach,

and mentor acting in partnership with students.

and seeker of knowledge within and participative student faculty relationship.

active

 In a humanistic model both the faculty, as senior

learner, and student as junior learner, are engaged in the teaching learning process (Roger,1969).
Accordingly, both teacher and learner engage in a

transformed (changed) relationship, as result of meaningful dialogue with one another.

Steps of Teaching Learning Process

Planning,
Implementation, and Evaluation

The process is circular, with each step interacting with the preceding and subsequent step.

Assessment

Assessment has three major components; the curricular attributes, the faculty attributes, and the student attributes. The program and course objectives, critical learning experiences, and learning outcomes must be thoughtfully examined.

Assessment cont

curricular components provide the foundation for

identifying and preparing the appropriate content that is to be taught.

including their level of content knowledge, their philosophy and attitudes about teaching, and the instructional skills they already possess and those they want to develop
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Assessment cont

Faculty should be well informed about various

theories of learning and other theories relevant for teaching and learning.
Appropriate theories relevant to learning are used

as a framework to design the teaching learning process.

Assessment cont
Students personal attributes having significant

bearing on teaching learning process include the students entry knowledge and skills, cognitive abilities. Learning styles, motivation to achieve, study habits, readiness to learn the content, and preference for instructional methods.

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Assessment cont

Data about students personal attributes can be obtained from various sources. Students entry knowledge and skills can be obtained from a brief review of the course materials and texts used for prerequisite courses; this helps to establish reasonable expectations of the students.

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Assessment cont

Informal discussions with faculty and students are

another excellent source of entry level information. During the first or second class meeting, students interest in the course and content and their perception of the classes relationship with previous and concurrent course can be excited through class discussion.

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Students can also be asked about individual skills, abilities, and personal gifts that have not been directly associated with their formal education in a nursing programme.

This type of discussion often stimulates a lively interaction and helps students to become aware of faculty interest in the student as a whole person.
Individual learning styles and preferences can also be elicited.
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Planning
Assessment data are used as a foundation for

instructional planning. Instructional plans are essential for good teaching; plans serve to help faculty better prepare to meet their teaching responsibilities. Instructional plans can be thought of as maps developed at the course, unit and lesson level.

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Planning cont

Instructional planning includes selecting and organizing the appropriate and essential content in a logical and meaningful sequence, with attention given to the appropriate explanation of the important relationships between facts, concepts, and principles.

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Planning cont

Planning also includes selecting the instructional

strategies and designing all of the learning activities.

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Planning cont

Developing a map of all of the lesson plans before the course begins is beneficial because it helps to ensure that the content will be adequately addressed and allow faculty to examine the variety of instructional strategies and learning activities to be used throughout the course.

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Implementation

To enhance students achievement, faculty should be flexible when adapting and modifying preselected instructional strategies or when implementing the predesigned lesson plan.

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Implementation cont

Students verbal and nonverbal responses during the lesson usually provide cues that indicate a need for some further explanation, clarification, or additional practice in applying the content.

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Evaluation

Evaluation is the final step of teaching learning model. Formative and summative evaluations are two common forms of evaluation used during instruction.

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Evaluation cont

Formative

evaluation is used to determine student progress throughout the course and is often used during a class session.

Summative evaluation is conducted at the end of

a course and is used to determine the extent to which students have achieved the desired learning outcomes.

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Principles of Teaching

The principle of aim: definite aim should be there for every lesson.
It serves as the goal for the teacher. It will make teaching and learning interesting and

effective.

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Principles of Teaching cont

The principle of activity or learning by doing:

child learns through activity.

lessons and the students do not get bored, it puts them into life situations.

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 The principle of linking with actual life and other

subjects: the students will learn in the lab and practice in real situations in clinical area. In first year the students will learn the normative subjects i.e., Anatomy and Physiology that forms a basis to understanding medical-surgical nursing in second year.

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The principle of planning: teaching is always planned. It involves:

Division: means breaking the topic into convenient units in order to make it more intelligible. Revision: is essential for assimilation. Knowledge is to be fixed in the minds of the children. Revision should take place at each stage and section, better known as sectional revision.

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The principle of interest or motivation: children are naturally interested in those things which are connected with their natural urges or activity. Motivation can secure the desired results. It prepares the mind and once it is done, the children are ready to conduct anything. Motivation sets the mind for absorption and calls for full attention in the lesson.

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Principles of Teaching cont

The principle of sympathy and kind

atmosphere: The teachers kindness and sympathy proves a stimulation dose for the slow learning child, works miracle for the brilliant pupil. Teaching should become a matter of pleasure for the teacher and for the students.

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Principles of Teaching cont

Principle of flexibility and cooperation

necessary changes.
Teaching

must be flexible to meet the unexpected situations if any, in the class-room.

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Principles of Teaching cont

The principle of diagnostic and remedial

teaching: The teacher should suggest remedies for problem and do follow-up to assess the outcomes of his suggestions. Learning difficulties should be discovered early to avoid their taking root into the learning habit of pupil.
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Principles of Teaching cont

The principle of looking ahead: an open minded teacher is always forward looking. He is ever prepared to discover new possibilities for widening pupils knowledge and range of experience.

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Principles of Teaching cont

The principle of creativity: the ideal or a good

teacher is to make the pupil creative learner. By introducing new materials, good teaching opens up fields of investigation and enables the pupils to make original contribution to the existing store of knowledge.

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Factors Influencing Teaching Methodology

The type of learning experience

The learning objectives: first of all, the choice of teaching methods is heavily influenced by what the teaching session intends to achieve.
For example, if teacher intends students to develop skill in giving injection, the use of only lecture method that provides theoretical knowledge on the subject would be insufficient. The demonstration followed by return demonstration would also be required as the additional teaching method.

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The type of learning experience:

If nursing students need to have learning experience required for developing competency in giving intra-muscular injection, clinical teaching with active participation of the students in a real situation would be the appropriate choice here.

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The availability of time:

teachers part than others.

For example, if teacher has little time and

heavy teaching load, he/she would prefer to use lecture method than use group discussion method. Similarly, the choice would be lecture method when large subject is to be covered in a given time limits.
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The teachers capability to use it:

method; which almost all teachers are comfortable with, but not all do the justice with it.
Only some teacher carryout lecture with such

great style that they leave a lasting impression long after the session is over and the lesson is forgotten.
Many teachers are uncomfortable in small
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group discussion or with other methods of

The nature of the learner: The level of learners understanding, readiness to learn, and the expectations, as well as the group size of the learners will always influence the choice of the teaching method.
For a large group of learners and for a group

learners which expects teachers to provide new information on the topic that is unfamiliar to them, group discussion or brain storming would be an inappropriate choice, where as it would excellent method to teach for a small well-motivated group.
Further, the choice of teaching method is also
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affected by the fact that whether the group is heterogeneous or homogenous.

The duration of the course or training:

If the duration of the training is short, the teaching

methods like written assignment or conference would be an inappropriate method to choose

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