Nefhea 2 john_dallat_friday_22nd_2

Sujatha krishnamoorthyPh.D,
Department of Computer science ,
Wenzhou Kean University
Wenzhou
Triangular Teaching
Learning Process
1

Planning Teaching: Constructive
Alignment
 For teaching to be effective, two
ingredients are needed at the outset:
 Careful planning and Constructive Alignment.
 The former will be especially reliant on
‘SMART’ learning outcomes and the latter on
connectivity between strategies for LTA.

Introduction
 Teaching learning process is a transaction
or a complex cooperative and personal
relationship between faculty and students.
 When viewed from the perspective of the
‘learning paradigm’ rather than the
‘instructional paradigm’, the teaching
learning process is a personal interactive
relationship that extends beyond the
subject matter. 3

 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.
4

 The roles of the teacher are facilitator,
guide, coach, and mentor acting in
partnership with students.
 The student roles become those of
learner inquirer and seeker of knowledge
within and active participative student
faculty relationship.
5

 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. 6

Steps of Teaching Learning
Process
 Assessment,
 Planning,
 Implementation, and
 Evaluation
The process is circular, with each step
interacting with the preceding and
subsequent step.
7

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. 8

Assessment cont…
 curricular components provide the
foundation for identifying and preparing
the appropriate content that is to be
taught.
Faculty also need to appraise their own
attributes, 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 9

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. 10

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. 11

Assessment cont…
Data about student’s 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.
12

Assessment cont…
 Informal discussions with faculty and
students are another excellent source of
entry level information. During the first
or second class meeting, student’s
interest in the course and content and
their perception of the classes
relationship with previous and
concurrent course can be excited
through class discussion. 13

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. 14

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.
15

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.
16

Planning cont…
 Planning also includes selecting the
instructional strategies and designing all
of the learning activities.
17

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. 18

Implementation
To enhance student’s achievement,
faculty should be flexible when adapting
and modifying preselected instructional
strategies or when implementing the
predesigned lesson plan.
19

Implementation cont…
Student’s 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.
20

Evaluation
Evaluation is the final step of teaching
learning model. Formative and
summative evaluations are two
common forms of evaluation used
during instruction.
21

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.
22

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.
23

Principles of Teaching cont…
 The principle of activity or learning
by doing: child learns through activity.
 Learning by doing removes the
dullness of the lessons and the students
do not get bored, it puts them into life
situations.
24

 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.(Medical course )
 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.
25

The principle of planning: teaching is
always planned. It involves:
Selection, division, revision
Selection is made on the basis of:
 Teacher’s aim.
 Teacher’s ability to impart the knowledge.
 The child’s capacity to receive.
26

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. 27

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. 28

 The principle of sympathy and kind
atmosphere:
 The teacher’s 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.
29

 Principle of flexibility and
cooperation
 The plan of lesson must provide scope
to make necessary changes.
 Teaching must be flexible to meet the
unexpected situations if any, in the
class-room.
30

 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.
31

The principle of looking ahead: an
open minded teacher is always forward
looking. He is ever prepared to discover
new possibilities for widening pupil’s
knowledge and range of experience.
32

 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.
33

34
Factors Influencing Teaching Methodology
 The learning objectives
 The type of learning experience
 The availability of time
 The teacher’s capability to use it
 The nature of the learner
 The duration of the course or training

35
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.

36
The type of learning experience:
If 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.

37
The availability of time:
 some teaching methods take less time on
teacher’s 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.

38
The teacher’s capability to use it:
 lecture is the oldest conventional teaching
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
group discussion or with other methods of

39
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-

40
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

Education is not
the filling of a pail,
but the lighting of a fire.
-William Butler Yeats

The way we learn is
to connect it to
something else.

Adult Learners…
• learn best when they feel a “need to
know”
• learn best in a non-threatening & flexible
learning environment
• have life experiences & skills to draw upon
• require a variety of teaching methods to
meet learning needs
• respond to learning when they
feel acknowledged & respected

Learning through the Senses
The eye’s
have it!

Learners retain……
of what they read
of what they hear
of what they see
of what they see & hear
of what they say as they
talk
of what they say as they do
a thing
10
%
20
%
90
%
70
%
50
%
30
%

“ I hear and I forget,
I see and I remember,
I do and understand.”
Confucius says…

4 P’s to Teaching
repare
resent
ractice
erform

Behavioral Objectives
A udience
B ehavior
C onditions
D egree

Achieving Learning Goals
1
2
3
5
4
Expectations
Knowledge
& Skills Practice Confidence Incentive

5 P’s of Presenting
• Prepare
• Pinpoint
• Personalize
• Picture
• Prescribe
More P’s?
Oh My !

Domains of Learning
• Cognitive
• Experiential
• Affective
• Knowledge
• Skills
• Attitudes

Cognitive Learning
•Puzzles
•Quizzes
•Case Studies
•Lectures
•Questioning

Puzzles
Great for…
• Terminology
• Models
• Architecture

Quizzes
Who is acknowledged
for the establishment
of nursing as a
profession?
a. Louisa Mae Alcott
b. Florence Nightingale
c. Clara Barton
d. Mother Theresa

Experiential Learning
• Simulations
• Assessments
• Role Play
• Demonstration

Show & Tell
• use for demonstration
• time to pass around
• authentic items

Demonstration
• focus on physical skills
• preparation is critical
• step-by-step
• reinforced verbally
• visible to all
• practice

Role Playing
• action focus
• way to practice before doing it “for real”
• behaviors can be tried in safe environment
• increases insight into problems
• diagnosing situations
• pre-testing problem solutions
• practicing needed skills

Affective Learning
• Literature
• Poetry
• Films
• Art
• Guest Speakers

Films
• Full length
• Case studies
• Snippets
• 5-15 minute segments
from full length films
• You Tube

So you won’t be bored, here’s something new,
You tube should be used; by you, and you and you.
A source of long and short video clips,
Engaging students and showing you’re hip.
Just go to the site, search with key words,
Away you will go, to unchartered worlds.
Some are funny, some are sad,
some will even make you mad,
But useful they are, to help students think,
Keeping important concepts from going down the
sink.
You Tube
www.youtube.com

Websites
• Organizations
• Images
• Facts & Statistics
• Resources

Case Study
• snapshot of real situations
• multiple uses for the
exploration of issues
• method to apply content
from theory to practice
• clearly defined tasks

Small Groups
Numbers
• 4 OK
• 5 to 6 is best
• 7 becoming too large
Benefits
• non-talkers are more comfortable sharing
• greater level of self- commitment
• individuals less likely to be ignored

Games
• Structure
• Participation
• Competition
• Incentive / Reward

Evaluation
So did students learn?
 Exams
 Paper
 Demonstration
 Project or Presentation

Constructive alignment:
the “golden triangle”
Learning
Outcomes
Teaching
and Learning
Activity
Assessment

Definition:
 ‘Learning outcomes are statements of what is
expected that the student will be able to do as a
result of a learning activity’ (Jenkins and Unwin,
2001).
 ‘Learning outcomes are an explicit description of
what a learner should know, understand and be able
to do as a result of learning’ (Bingham, 1999)

Purposes:
• Clear expectations are set for students
• Teaching has a specific focus
• Appropriate matching strategies for teaching
and assessment are chosen
• Helps to keep teaching focused on student
learning
• Student-centred learning is developed

Learning Outcomes should be ‘SMART’
 Specific
 Measurable
 Achievable
 Realistic
 Timed
 These have major implications for
planning. However….

Using a Framework
 Learning outcomes can NOT be written in a
vacuum.
 A framework is needed within which to
develop them.
 Bloom’s Taxonomy of Educational Objectives
provides this.
 It is depicted diagrammatically thus:

Linking learning outcomes to levels
Hierarchy of learning e.g. Bloom’s six categories of
cognitive learning:
 knowledge
 comprehension
 application
 analysis
 synthesis
 evaluation
Higherlearninglevels

Bloom’s Taxonomy of Educational
Objectives (1956)

Bloom’s Levels
Cognitive Domain
6. Evaluation
Making judgement about value against criteria of what has been learnt.
5. Synthesis
Combining together to make a coherent whole. Involves logical
deduction, creativity, discovery of patterns, structure.
4. Analysis
Breaking into component parts, listing elements, establishing the
relationship between them. One infers, compares, contrasts and
categorises.
3. Application
Using something in a specific manner, experimenting, practising,
testing. Applying general principles or theory to practice.

Bloom continued
2. Comprehension
Grasping meaning, assimilating, communicating in one’s own words.
1. Knowledge
Recall of factual information, being able to remember, label or
recognise something.
Follow up: examine with a colleague the learning outcomes
for one of your modules.
●At which levels of the Taxonomy are they located?
●Are your action words found in the handout given?
●Is there alignment with the assessment strategies?

Other Essentials of Planning
 Decisions about:
 How previous content will be built on: high selectivity
 KEY topics or points (Land’s ‘threshold concepts’)
 How much time to allocate to each
 Strategies for learning (PAR and BEM)
 Key questions that will be asked
 How explanations will be structured
 How stimulus variation will be employed
 How student attention will be optimised
 What will make the learning inclusive
 Types of learners (multi-sensory teaching)

‘PAR’ and ‘BEM’
 Present, Apply, Review (PAR)
 Beginning, End and Middle Principle (BEM)
 The BEM (beginning – end – middle) principle states
that the beginnings and endings of presented content
are more readily remembered than content in the
middle. (The Primacy Effect)
 Thus, the first 10-12 minutes and the last 8-10
minutes of a presentation (The Recency Effect) are
optimum periods for learning.
 What are the implications of this?

The ‘PAR’ Model (Petty)
 Present content
 Apply content
 Review content
 Associated skills are:
 Set Induction and Closure (P)
 Effective Questioning/active learning (A)
 Effective assessment strategies (R)

‘Well begun is half done’
 Set Induction and Closure:
 Cognitive Set: an overview of learning
 Perceptual Set: how one is perceived
 Social Set: creating a social environment for
learning
 Motivational Set: this is worth doing
 Cognitive, social and motivational closure
 Examples of strategies for cognitive set are:
 Advanced organisers, concept maps, ‘fishbones’

CLOSURE
 This takes two forms:
 Transitional closure
 Summative closure
 Making each student-centred is crucial to
successful learning and teaching.
 Closure ensures that learning is formatively
assessed.
 It should be undertaken by students
 It should be explicit and carefully integrated.

SCL has occurred when:
 Students realise that their learning is incomplete
 They have engaged in self-assessment facilitated
by their tutors
 They make decisions about moving forward,
accepting personal responsibility for learning
 They are beginning to bridge the gap between
surface and deep learning

Self-Assessment
 What resources are needed to complete this?
 How much do I already know?
 What do I still need to find out?
 Can this be prioritised?
 What will help fill gaps?
 What is my action plan/time plan?
 How might I build on/IMPROVE previous work?
 Why is this topic important?
 What links are there between theory and practice?

Surface Learning encouraged by:
 Recall rather than application and analysis etc.
 Anxiety creating assessments (too many/too difficult)
 Poorly timed assessments: end-loading
 Excessive amounts of material/absence of ‘threshold concepts’
 Poor or absent feedback/formative feedback
 Lack of independence in studying/ no peer learning
 Lack of interest in and background knowledge of subject matter
 Previous experiences of educational settings that encourage
these approaches
 Few, if any, opportunities for self-assessment

Deep Learning is fostered by:
 Active and long-term engagement with tasks
 Self-assessment of learning
 Stimulating and considerate teaching through which relevance
and meaning are clarified and emphasised
 Clearly stated academic expectations
 Opportunities to exercise reasonable choice in the method and
content of study
 Interest in and background knowledge of the subject matter
 Previous experiences of educational settings that encourage
these approaches
(See: Ramsden, P (1992), Learning to Teach in Higher
Education’)

Teaching Principles
1. Effective teaching involves acquiring relevant knowledge
about students and using that knowledge to inform our course
design and classroom teaching.
2. Effective teaching involves aligning the three major
components of instruction: learning objectives, assessments, and
instructional activities
3. Effective teaching involves articulating explicit
expectations regarding learning objectives and policies
4. Effective teaching involves prioritizing the knowledge and
skills we choose to focus on.
5. Effective teaching involves recognizing and overcoming
our expert blind spots.
6. Effective teaching involves adopting appropriate teaching
roles to support our learning goals.
7. Effective teaching involves progressively refining our
courses based on reflection and feedback

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