Principle of successful Teaching and Learning

1. Principle of successful Teaching and Learning The University of Jordan Faculty of Nursing Health Education & Promotion

2. Outline • Objectives • Introduction • Principles : • Pre-learning preparation • Learning objective • Individual differences • Instructional materials • Cooperation • Active involvement of the learner • Motivation and involvement • Learners responsibility for their learning • Reinforcement • Meaningful and organized content • Application • Example of Organization and Application • Practice and repetition • Teaching experience and educator effectiveness • Feedback • Instructors attitude • References

3. Objective • At the end of this lecture , the student nurse will be able to : • Identify the principles for successful learning . • Discuss how each principles affect the learning process .

4. Introduction • Learning has occurred when a person know or can do something that he or she did not previously know or was not able to do . Learning will be evident by new behavior on either mental or physical levels . • Since the purpose of the learning process is to facilitate learning , you should become aware of and make use of those principles that have been shown to contribute successfully to the learning process.

5. -Pre-learning preparation • The pre-testing element of the instructional design process can provide the data need to determine how well prepared each learner is for entering a training program or for starting a certain unit of instruction. • Depending on the result of the pre-test, arrangement should be made to overcome any apparent deficiencies in preparation.

6. Pre-learning preparation • Unless the previous learning has been soundly acquired, the subsequent learning may have little meaning and can be carried out in role manner , but without any change in behavior.

7. -Learning Objective • Successful learning is more likely when objectives are clearly stated and , at the start of topic or unit , the learner is informed of the specific objective to be achieved. • Learners can acquire more carefully written and systematically organized .

8. -Individual differences • Clients learn in different ways and vary in their abilities to perform certain tasks. • Each client has unique strengths and weaknesses related to the ways in which they approach learning is an important component of effective education. • Providing a variety of learning activities enables the clients to choose the activity which is the most effective for them at the moment. • The educator must recognize the individual differences and suggests ways to identify them, including preferred learning styles.

9. -Instructional materials • When instructional materials , including such media forms as still pictures and video recordings, are carefully selected and systematically integrated to support activities in an instructional program , a significant impact on learner achievement can result . • Such resources add flexibility to instruction and increase opportunity for adaptation to individual needs , thus improving the productivity of both learner and instructor.

10. -Instructional materials Article :( effective educational videos : principle and guidelines for maximizing student learning from video content )2016Study the principle that the educators should apply to make video successful use in learning which include : cognitive load , student engagement , active learning SUMMARYVideo may provide a significant means to improve student learning and enhance student engagement in biology courses

11. -Cooperation • Learning is enhanced when cooperative effort between the educator and learner is found . • The opportunity to share ideas in freedom and respond to the ideas of others increases complexity of thinking and deepens understanding.

12. -Active involvement of the learner enhances learning • Active involvement means that the learner engages in mental responses ( write answer , make questions , problem solving )or physical activities which are presented duringan instructional presentation or demonstration. After that , the learner work with and apply new material to past knowledge and to everyday life. • Active participation by the learner is preferable by dividing the lesson into section to give opportunities for participation activity to be completed by learners. • Some of the methods that encourage active learning are: discussion, practice sessions, structured exercises , Role-playing , Games , Programmed instruction ... etc.

13. -Motivation and Involvement • If an educator conveys to learner that he or she believes in their ability to succeed learning is enhanced. • The opportunity to know the educator well often enhances clients' intellectual commitment and provides valuable role modeling. • A desire to learn requires motivation , and may be stimulated if : • Instruction is developed to be both important and interesting to the learner. • A variety of learning experiences is provided. • Acknowledgement of success in learning is provided to encourage further learning efforts . • Interaction between clients and educator, is one of the most important factors in client motivation for learning.

15. Theory:- Educational psychologists have identified several principles of learning, also referred to as laws of learning, what makes people learn most effectively. Edward Thorndike developed the first three "Laws of learning:" readiness, exercise, and effect.Readiness implies a degree of concentration and eagerness. If students have a strong purpose, a clear objective, and a definite reason for learning something, they make more progress than if they lack motivation.

16. -Learners responsibility for their learning • Clients are more motivated when they take control of their own learning. • This is the belief which has stimulated active interest in self-directed learning.

17. -Reinforcement • The process of encouraging or establishing a belief or pattern of behavior. • Positive feedback of successful participation responses and actions, leads to reinforcement the learner to continue learning. • Reinforcement can include anything that strengths or increases a behavior ; including stimuli , events and situation. • Types of reinforcement might include : praise , token rewards , candy, extra playtime and fun activities. • For example, reinforcement might involve presenting praise (the reinforcer) immediately after a child puts away her toys(the response). 

18. -Reinforcement

19. -Meaningful and organized content • If new material is presented in a pattern that the learner can understand it easily, it is more readily learned and retained. • New material will be more easily learned if the learner is helped to see its relationship to what s/he already knows. • Material which is seen by the learner as relevant to his or her own problems and experiences will be more readily learned.

20. Meaningful and organized content • Learning can be improved when the content or procedures to be learned are organized into meaningful sequences. • The material should be presented to the learner in segment, the size which depends on logical divisions , complexity and difficulty . • This organization and procedures can assist the learner to synthesize and integrate the knowledge or processes personally. • When a complex task or procedure is to be learned , it is more effective to integrate explanation and illustration with practice period systematically , showing how this procedure is applied .

21. -Application • An essential outcome of learning is to increase the learners ability to apply or transfer the learning to new problems or situations. • A complete understanding must take place : • First , the learner must helped to discover generalization (concept , ruler, principles) relating to the topic or task. • Second , opportunities must be provided for the learner to applying in a variety of new , realistic problems or tasks.

22. Example of Organization and Application When nursing student train the diabetic patient who to perform glucose-check , he/she will follow the following steps : 1- Explain the procedure for the patient . 2- Educate patient about the equipment will be used to prepare it . 3- Allow for patient to prepare the equipment . 4- Instruct patient to swap puncture site with rational . 5- Allow for patient to clean the puncture site . 6- Instruct the patient to puncture his/her thumb . 7- Allow for patient to puncture his/her thumb . 8- Instruct the patient to place the monitoring system in 45 degree . 9- Allow for patient to place the monitoring system in 45 degree and reading the result . 10- Teach the patient about the border values of blood glucose level . 11- Allow for patient to interpret his/her blood glucose value .

23. -Practice and repetition • Facts or skills become a confirmed part on an individual's knowledge base , usually more than one experience is required. • For example , Nursing students know that if they truly want to become competent in performing any skill they must practice repetitively for several time .

24. -Teaching experience and educator effectiveness • Experience is associated with increasing educator effectiveness in teaching process, probably for those educators who obtain feedback about their teaching and who are flexible enough to modify their methods in response to the feedback.

25. -Feedback • Without feedback the learner and teacher can not know what extent they are fulfilling their goals. • Keeping learners advised of their progress in learning . • Motivation for learner can be continued or increased when learner are informed periodically of their progress. • Feedback confirm correct understanding and performance , provides knowledge and mistakes. • Feedback may take place by providing correct answers which learners can check their own replies against it , or by informal discussion.

26. Feedback • The following points will assist in providing feedback : • Focusing on the behaviors not the personality. • Requires descriptions not judgments. • Involves sharing perceptions not giving advice. • Feedback here and now not there and then. • Need to be relevant not overdone .

27. -Instructors attitude • A positive attitude exhibited by the instructor to the learner; and the instructional methods employed, can influence the motivation and attitudes of learner toward an instructional program. • It is important that educator who administer and carry out an instructional program reflects cooperation , helpfulness , and interest in the subject. • When learners sense or see such positive attitudes being expressed they will tend to behave in positive ways. The result can contribute to the success of the instructional program.

28. -References :- https://en.m.wikipedia.org/wiki/Principles_of_learning?fbclid=IwAR02v8vm4HEDUGBy4a23uB28328Yec9VwCPsg_cGvQhUoCHSDUUTxGlWQvwhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132380/

29. Activity :- • Pre-learning preparation • Learning objective • Individual differences • Instructional materials • Cooperation • Active involvement of the learner • Motivation and involvement • Learners responsibility for their learning • Reinforcement • Meaningful and organized content • Application • Example of Organization and Application • Practice and repetition • Teaching experience and educator effectiveness • Feedback • Instructors attitude