clincal teaching
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when the learner demonstrates an interest in learning.
READINESS TO LEARN
when the learner is receptive to learning and is willing and able to participate.
Assessing readiness to learn requires the educator to first:
Understand what needs to be taught.Be competent in collecting and validating infos.
READINESS TO LEARN
Assessing must be done prior to actual learning is to occur.
READINESS TO LEARN
PEEK first:
Physical Readiness
P KEE
Emotional Readiness
Experiential Readiness
Knowledge Readiness
1. Measures of Ability
If it requires strength, flexibility, and endurance.
Physical Readiness
2. Complexity of Task
difficulty level of the subject or task to be mastered by the learner must be accounted.
Physical Readiness
3. Environmental effects
An environment conducive to learning will help to keep the learner’s attention and stimulate interest in learning.
Physical Readiness
4. Health Statusdetermines
the amount of energy in a learner that influences the learner’s readiness to learn.
Physical Readiness
5. Genderwomen are
generally more receptive to medical care
Physical Readiness
1. Anxiety Levelfactor that
influences the ability to perform at a cognitive, affective, and psychomotor level
Emotional Readiness
2. Support Systemsupport
system influence emotional readiness and are closely tied to how anxious someone might feel.
Emotional Readiness
3. Motivationmotivation
and interest on the part of the learner to achieve a task also lead to more meaningful teaching–learning experiences
Emotional Readiness
4. Risk-Taking Behavior
Taking risks is intrinsic in the activities people.
Emotional Readiness
5. Frame of Mindconcern
about the here and now.
Emotional Readiness
6. Developmental Stage
Each task associated with human development produces a peak time for readiness to learn, known as a “teachable moment”.
Emotional Readiness
1. Level of aspirationextent to
which someone is driven to achieve is related to the type of short- and long-term goals established by the learner
Experiential Readiness
2. Past coping mechanism
coping mechanism someone has been using must be explored to understand how the learner has dealt with previous problems
Experiential Readiness
3. Cultural Background
sensitivity to cultural differences are important to avoid teaching in opposition to cultural beliefs.
Experiential Readiness
4. Locus of controlInternal Locus of Control- They are ready to learn when they feel a need to know about something.
Experiential Readiness
4. Locus of controlExternal Locus of Control- someone other than themselves must encourage a feeling of wanting to know something.
Experiential Readiness
5. Orientation The
tendency to adhere to a parochial or cosmopolitan point of view is known as orientation
Experiential Readiness
1. Present Knowledge Base
How much someone already knows about a particular subject or how proficient that person is at performing a task
Knowledge Readiness
2. Cognitive Ability The extent to
which information can be processed is indicative of the level at which the learner is capable of learning.
Knowledge Readiness
3. Learning Disabilitiesmental
retardation, learning disabilities and low-level reading skills will require special or innovative approaches to instruction to sustain or bolster readiness to learn.
Knowledge Readiness
4. Learning Styles A variety of
preferred styles of learning exist, and assessing how someone learns best will help the educator to select teaching approaches accordingly
Knowledge Readiness