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UNIT 06STAGES IN LEARNING & PHYSICAL
ENVIRONMENT
NEW LIFE COLLEGE OF NURSING KARACHI
Teaching and Learning: Principles andPractices
1
UNIT 06STAGES IN LEARNING & PHYSICAL
ENVIRONMENT
NEW LIFE COLLEGE OF NURSING KARACHI
11/5/2014New Life College of Nursing
Objectives
By the end of class students will be able to:
1. Discuss the stages in learning
2.Compare different stages of development withlearning
3. Discuss the impact of physical environment andemotional well being on learning
4. Relate the humanistic, dialectical learning theorieswith physical and emotional well being.
5. Apply the learning strategies according to the stageof learning
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By the end of class students will be able to:
1. Discuss the stages in learning
2.Compare different stages of development withlearning
3. Discuss the impact of physical environment andemotional well being on learning
4. Relate the humanistic, dialectical learning theorieswith physical and emotional well being.
5. Apply the learning strategies according to the stageof learning
11/5/2014New Life College of Nursing
Learning3
“a persisting change in humanperformance or performancepotential . . . (brought) about as aresult of the learner’s interaction withthe environment”
“the relatively permanent change in aperson’s knowledge or behavior dueto experience.
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“a persisting change in humanperformance or performancepotential . . . (brought) about as aresult of the learner’s interaction withthe environment”
“the relatively permanent change in aperson’s knowledge or behavior dueto experience.
Learning Theory4
Nobody really knows how a person learns.
But there are 6 main theories Behaviorism Cognitivism Social Learning Theory Social ConstructivismMultiple Intelligences Brain-Based Learning
11/5/2014New Life College of Nursing
Nobody really knows how a person learns.
But there are 6 main theories Behaviorism Cognitivism Social Learning Theory Social ConstructivismMultiple Intelligences Brain-Based Learning
Behaviorism5
1. Learning is defined by the outwardexpression of new behaviors
2. Focuses solely on observable behaviors
3. A biological basis for learning4. Learning is context-independent
5. Classical & Operant Conditioning
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1. Learning is defined by the outwardexpression of new behaviors
2. Focuses solely on observable behaviors
3. A biological basis for learning4. Learning is context-independent
5. Classical & Operant Conditioning
Behaviorism in the Classroom6
1. Rewards and punishments
2. Responsibility for student learningrelax directly with the teacher
3. Lecture-based, highly structured
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1. Rewards and punishments
2. Responsibility for student learningrelax directly with the teacher
3. Lecture-based, highly structured
Cognitivism7
Grew in response to Behaviorism
Knowledge is stored cognitively as symbols
Learning is the process of connecting symbols ina meaningful & memorable way
Studies focused on the mental processes thatfacilitate symbol connection
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Grew in response to Behaviorism
Knowledge is stored cognitively as symbols
Learning is the process of connecting symbols ina meaningful & memorable way
Studies focused on the mental processes thatfacilitate symbol connection
Cognitive Learning Theory8
Discovery Learning
1. Bruner said anybody can learn anything atany age, provided it is stated in termsthey can understand.
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Cognitive Learning Theory9
2. Powerful Concepts (not isolated facts) a. Transfer to many different situations b. Only possible through Discovery Learning c. tackle the learner with problems and help
them to find solutions. Do not presentsequenced materials.
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2. Powerful Concepts (not isolated facts) a. Transfer to many different situations b. Only possible through Discovery Learning c. tackle the learner with problems and help
them to find solutions. Do not presentsequenced materials.
Cognitive Learning Theory10
Meaningful Verbal LearningAdvance Organizers:New material is presented in a systematic way,
and is connected to existing cognitivestructures in a meaningful way
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Meaningful Verbal LearningAdvance Organizers:New material is presented in a systematic way,
and is connected to existing cognitivestructures in a meaningful way
Cognitivism in the Classroom11
Inquiry-oriented projects
Opportunities for the testing of hypotheses
interest encouraged
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Inquiry-oriented projects
Opportunities for the testing of hypotheses
interest encouraged
Social Learning Theory (SLT)12
Grew out of CognitivismA. Bandura (1973) Learning takes place through observation and
sensorial experiences Imitation is the sincerest form of smooth talk SLT is the basis of the movement against
violence in media & video games.
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Grew out of CognitivismA. Bandura (1973) Learning takes place through observation and
sensorial experiences Imitation is the sincerest form of smooth talk SLT is the basis of the movement against
violence in media & video games.
Social Learning Theory (SLT)13
Learning From ModelsAlbert Bandura1. Attend to relevant clues2. Code for memory (store a visual image)3. Retain in memory4. Accurately reproduce the observed activity5. Possess sufficient motivation to apply new learning
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Learning From ModelsAlbert Bandura1. Attend to relevant clues2. Code for memory (store a visual image)3. Retain in memory4. Accurately reproduce the observed activity5. Possess sufficient motivation to apply new learning
Social Learning Theory (SLT)14
Research indicates that the following factorsinfluence the strength of learning frommodels:
1. How much power the model seems to have2. How capable the model seems to be3. How caring the model seems to be4. How similar the learner perceives self and
model5. How many models the learner observes
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Research indicates that the following factorsinfluence the strength of learning frommodels:
1. How much power the model seems to have2. How capable the model seems to be3. How caring the model seems to be4. How similar the learner perceives self and
model5. How many models the learner observes
Social Learning Theory (SLT)15
1. Children want to be like the model2. Children believe they are like the
model3. Children experience emotions like
those the model is feeling.4. Children act like the modelThrough identification, children come
to believe they have the samecharacteristics as the model.
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1. Children want to be like the model2. Children believe they are like the
model3. Children experience emotions like
those the model is feeling.4. Children act like the modelThrough identification, children come
to believe they have the samecharacteristics as the model.
SLT in the Classroom16
Collaborative learning andgroup work
Modeling responses andexpectations
Opportunities to observeexperts in action
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Collaborative learning andgroup work
Modeling responses andexpectations
Opportunities to observeexperts in action
Stages in learning
1. Fitts and Pisnors Model
2. gentile’s model
3. Maslow's 4 Stages Of Learning Theory
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1. Fitts and Pisnors Model
2. gentile’s model
3. Maslow's 4 Stages Of Learning Theory
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FITTS AND PISNORS MODELThe Cognitive Stage: The Associative Stage: The Autonomous
Stage:
1. This is the initialstage of learning.2. Understanding thenature and/or goal ofthe activity oractivities.3. The student hasbeen receivinginstruction from theteacher via visualand auditor.4. initial trials areused
1. Middle stage oflearning
2. learner can then startto refine the learnedconcepts
3. This stage requires lessconcentration than thecognitive stage.
4. additional informationfocusing on specificactions and point outrelevant cues are givenby the instructor or theteachers.
1. Final stage oflearning
2. After much practice,the learner hasmastered
3. Autonomous suggeststhat the skill hasbecome almostautomatic andrequires littleconcentration andattention.
4. In this stage theinstructor or teacherneeds only tofacilitate the learning.
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1. This is the initialstage of learning.2. Understanding thenature and/or goal ofthe activity oractivities.3. The student hasbeen receivinginstruction from theteacher via visualand auditor.4. initial trials areused
1. Middle stage oflearning
2. learner can then startto refine the learnedconcepts
3. This stage requires lessconcentration than thecognitive stage.
4. additional informationfocusing on specificactions and point outrelevant cues are givenby the instructor or theteachers.
1. Final stage oflearning
2. After much practice,the learner hasmastered
3. Autonomous suggeststhat the skill hasbecome almostautomatic andrequires littleconcentration andattention.
4. In this stage theinstructor or teacherneeds only tofacilitate the learning.
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Social Constructivism19
Grew out of and in response to Cognitivism,framed around metacognitionKnowledge is actively constructed Learning is…A search for meaning by the learnerContextualizedAn inherently social activityDialogic and recursiveThe responsibility of the learner
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Grew out of and in response to Cognitivism,framed around metacognitionKnowledge is actively constructed Learning is…A search for meaning by the learnerContextualizedAn inherently social activityDialogic and recursiveThe responsibility of the learner
Social Constructivism in the Classroom20
Journaling
Experiential activities
Personal focus
Collaborative &cooperative learning
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Journaling
Experiential activities
Personal focus
Collaborative &cooperative learning
Multiple Intelligences (MI)21
Grew out of Constructivism, framed aroundmetacognition
H. Gardner (1983 to present)
All people are born with eight intelligences: Enables students to leverage their strengths and
purposefully target and develop their weaknesses
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Grew out of Constructivism, framed aroundmetacognition
H. Gardner (1983 to present)
All people are born with eight intelligences: Enables students to leverage their strengths and
purposefully target and develop their weaknesses
1. Verbal-Linguistic 5. Musical2. Visual-Spatial 6. Naturalist3. Logical-Mathematical 7. Interpersonal4. Kinesthetic 8. Intrapersonal
MI in the Classroom22
Delivery of instruction via multiple mediums
Student-centered classroom
Authentic Assessment
Self-directed learning
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Delivery of instruction via multiple mediums
Student-centered classroom
Authentic Assessment
Self-directed learning
Brain-Based Learning (BBL)23
Grew out of Neuroscience & Constructivism
D. Souza, N. Caine & G. Caine, E. Jensen (1980’s topresent)
12 governing principles
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1. Brain is a parallel processor 7. Focused attention & peripheralperception
2. Whole body learning 8. Conscious & unconscious processes3. A search for meaning 9. Several types of memory4. Patterning 10. Embedded learning sticks5. Emotions are critical 11. Challenge & threat6. Processing of parts andwholes
12. Every brain is unique
BBL in the Classroom24
Opportunities for group learning
Regular environmental changes
A multi-sensory environment
Opportunities for self-expression and makingpersonal connections to content
Community-based learning
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Opportunities for group learning
Regular environmental changes
A multi-sensory environment
Opportunities for self-expression and makingpersonal connections to content
Community-based learning
GENTILE’S MODEL
1. Initial stage (Getting the Idea of themovement)
2. Later stage (fixation/diversification stage)
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At the Initial Stage of Learning
Beginner needs to explore a variety of movementpossibilities
1. trial & error2. self-discovery3. problem solvingProvide a practice that:1. learner’s develops the basic movement pattern2. provide an environment where regulatory andno regulatory characteristics can be discriminated
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Beginner needs to explore a variety of movementpossibilities
1. trial & error2. self-discovery3. problem solvingProvide a practice that:1. learner’s develops the basic movement pattern2. provide an environment where regulatory andno regulatory characteristics can be discriminated
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At the Latter Stage
Performer is able to adapt the movement to any
performance situation.
Performer increases their consistency in achieving their
goals.
Person increases their economy of effort in performing
the movement.
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Performer is able to adapt the movement to any
performance situation.
Performer increases their consistency in achieving their
goals.
Person increases their economy of effort in performing
the movement.
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Maslow's 4 Stages Of Learning Theory28
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Maslow's 4 Stages Of Learning Theory
UnconsciousIncompetence
I don't know that I don'tknow how to do this."
UnconsciousIncompetence
I don't know that I don'tknow how to do this."
ConsciousIncompetence
"I know that I don't knowhow to do this, yet. This isthe stage where learning
begins
ConsciousIncompetence
"I know that I don't knowhow to do this, yet. This isthe stage where learning
begins
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UnconsciousCompetence
"What, you say I didsomething well?"
ConsciousIncompetence
"I know that I don't knowhow to do this, yet. This isthe stage where learning
begins
ConsciousIncompetence
"I know that I don't knowhow to do this, yet. This isthe stage where learning
beginsConscious
Competence"I know that I know howto do this. this is much
easier learning stage thansecond
ConsciousCompetence
"I know that I know howto do this. this is much
easier learning stage thansecond 11/5/2014New Life College of Nursing
EXAMPLE
Learning to drive a car1. As a child I first thought that all I needed to do was
sit behind the wheel and steer and use the pedals.2. When I began learning to drive, I realized there was
a whole lot more to it.3. As I practiced, I moved into the third stage of
learning, conscious competence. This felt a lotbetter, but still I wasn't very smooth or fluid in mydriving.
4. Finally, after enough practice, I got to the placewhere I didn't have to think about every little thingI was doing while driving.
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Learning to drive a car1. As a child I first thought that all I needed to do was
sit behind the wheel and steer and use the pedals.2. When I began learning to drive, I realized there was
a whole lot more to it.3. As I practiced, I moved into the third stage of
learning, conscious competence. This felt a lotbetter, but still I wasn't very smooth or fluid in mydriving.
4. Finally, after enough practice, I got to the placewhere I didn't have to think about every little thingI was doing while driving.
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Different stages of development31
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Cognitive DevelopmentPiaget’s Four Stages
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Sensorimotor Stage (birth - 2 yrs): actions become more intentional and integrated into
patterns, there is an increased awareness of self andsurroundings.
Preoperational Thought Stage (2 - 7yrs): development of language and conceptual thought occurs.
Concrete Operations Stage (7-11yrs): increased ability to apply logical thought to concrete
problems, thinking is still primarily related to immediateexperience.
Formal Operations Stage (11yrs on): ability to apply logic to a variety of problems; higher
order thinking occurs.
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Sensorimotor Stage (birth - 2 yrs): actions become more intentional and integrated into
patterns, there is an increased awareness of self andsurroundings.
Preoperational Thought Stage (2 - 7yrs): development of language and conceptual thought occurs.
Concrete Operations Stage (7-11yrs): increased ability to apply logical thought to concrete
problems, thinking is still primarily related to immediateexperience.
Formal Operations Stage (11yrs on): ability to apply logic to a variety of problems; higher
order thinking occurs.
Different stages of development and Learning
Stage Age Description
oral Birth- 1 year Explores and receive pleasurewith mouthand tongue
Anal 1year-3years Control of eliminationmuscles
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Anal 1year-3years Control of eliminationmuscles
phallic 3year-6years Attracted by the opposite sex
Latency 6years-12years Identifies with same sex parents
Genital 12year-adulthood Develops sexualrelationships
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Erikson stages of psychosocial development
Stage Age Task to performed
Trust vs. mistrust Birth -1 year Establish a sense of trust
Autonomy vs.shame
1year – 3years Do things for self
Initiative vs. guilt 3years-6years Initiate activities and moralresponsibility
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Initiate activities and moralresponsibility
Industry vs.inferiority
6years-12years
Develop scholastic and socialskills and self-esteem
Identity vs. roleconfusion
12years-18years
Seek sense of identity and values
Intimacy vs.isolation
18years-30years
Develop intimate relationship andchoose career
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Cont.
Stage Age Task to do
Generatively vs.stagnation
30years-65years
Establish a family and becomeproductive
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Generatively vs.stagnation
30years-65years
Establish a family and becomeproductive
Integrity vs.despair
65+years Accept one's life
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Lawrence Kohlberg(1977):
It is described a framework for understanding howthe individual decide on a moral code. The six stages of moral development.
Level I: preconvention (birth-9years) Stage1: punishment and obedience orientation. Stage 2: instrumental-relativist orientation Level II: conventional (9years-13years)
Stage 3: interpersonal concordance Stage 4: law and order orientation
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It is described a framework for understanding howthe individual decide on a moral code. The six stages of moral development.
Level I: preconvention (birth-9years) Stage1: punishment and obedience orientation. Stage 2: instrumental-relativist orientation Level II: conventional (9years-13years)
Stage 3: interpersonal concordance Stage 4: law and order orientation
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Cont.
Level III: post conventional (13+years) Stage 5: social contract orientation Stage 6: universal ethics orientation
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Impact of emotional well being on learning
The physical environment has a significantinfluence on learning. It gives children clearmessages about how we value them and how wevalue learning”
Power of Displays “Educational psychologists have found that
environment can have a large impact on children'slearning. There are classrooms that alienatechildren and those that engage them, and muchresearch shows that children who feel engaged intheir classroom are more receptive.”
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The physical environment has a significantinfluence on learning. It gives children clearmessages about how we value them and how wevalue learning”
Power of Displays “Educational psychologists have found that
environment can have a large impact on children'slearning. There are classrooms that alienatechildren and those that engage them, and muchresearch shows that children who feel engaged intheir classroom are more receptive.”
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Cont.
Impact of Environment “Research demonstrates that the learning
environment affects the engagement, motivation,self-esteem, attendance, wellbeing andachievement of students”
Power of the Cultural Message A well cared for and attractive environment sends
powerful messages about expectations, and is "apotent influence on how well students achievea range of desired educational outcomes”
39
Impact of Environment “Research demonstrates that the learning
environment affects the engagement, motivation,self-esteem, attendance, wellbeing andachievement of students”
Power of the Cultural Message A well cared for and attractive environment sends
powerful messages about expectations, and is "apotent influence on how well students achievea range of desired educational outcomes”
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Cont.
Visual Displays“Using visual displays in classrooms breeds success
because 'students are provided with specificexamples of how success is obtained”
Environment and Culture The environment is a powerful driver; as it sets the
tone and is the visual backdrop for all the learningthat is undertaken in the class
40
Visual Displays“Using visual displays in classrooms breeds success
because 'students are provided with specificexamples of how success is obtained”
Environment and Culture The environment is a powerful driver; as it sets the
tone and is the visual backdrop for all the learningthat is undertaken in the class
11/5/2014New Life College of Nursing
Impacts of emotions on learning
“Emotion is an on/of switch for learning…theemotional brain, the limbic system, has the power toopen or close access to learning, memory, and theability to make connections.” The Connections between Emotions and Learning”, “Emotions and learning occur in the brain. Learning means acquiring knowledge or skills. Learning requires thinking. Our thoughts influence how we feel. How we feel influences how we think.
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“Emotion is an on/of switch for learning…theemotional brain, the limbic system, has the power toopen or close access to learning, memory, and theability to make connections.” The Connections between Emotions and Learning”, “Emotions and learning occur in the brain. Learning means acquiring knowledge or skills. Learning requires thinking. Our thoughts influence how we feel. How we feel influences how we think.
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Cont.
The best learning takes place when a positivefeeling toward a task enables us to use what weknow, while motivating us to extend that knowledgeand build on it. Motivational factors1. Intrinsic2. Extrinsic Lack confidence in students abilities which are
often attributed to repeated experiences ofdifficulty and/or failure.
42
The best learning takes place when a positivefeeling toward a task enables us to use what weknow, while motivating us to extend that knowledgeand build on it. Motivational factors1. Intrinsic2. Extrinsic Lack confidence in students abilities which are
often attributed to repeated experiences ofdifficulty and/or failure.
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Cont.
Teacher must find a way to create a positive learningexperience for the student, transforming their
negative associations into positive ones.
43
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Humanist44
All students are intrinsically motivated to selfactualize or learn Learning is dependent upon meeting a hierarchy of
needs (physiological, psychological and intellectual) Learning should be reinforced.
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All students are intrinsically motivated to selfactualize or learn Learning is dependent upon meeting a hierarchy of
needs (physiological, psychological and intellectual) Learning should be reinforced.
Teaching strategies45
During Infancy and Toddlerhood Patient education need not be illness-related. Less
time should be devoted to teaching parents aboutillness care. More attention should be given to teachingparents about normal development, safety, healthpromotion, and disease prevention. If the child is ill, assessment of the child’s and parents’
anxiety levels and helping them cope with their stressrepresent the first priority for teaching intervention.This is because anxiety negatively impacts on readinessto learn. Health teaching should take place at home or day-care
centre. During hospitalisation, teaching should takeplace in safe and secure environment.
11/5/2014New Life College of Nursing
During Infancy and Toddlerhood Patient education need not be illness-related. Less
time should be devoted to teaching parents aboutillness care. More attention should be given to teachingparents about normal development, safety, healthpromotion, and disease prevention. If the child is ill, assessment of the child’s and parents’
anxiety levels and helping them cope with their stressrepresent the first priority for teaching intervention.This is because anxiety negatively impacts on readinessto learn. Health teaching should take place at home or day-care
centre. During hospitalisation, teaching should takeplace in safe and secure environment.
Cont.46
Read simple stories from books with lots of picturesUse dolls to act out feelings and behavioursUse simple audiotapes with music and videotapes
with cartoon charactersRole-play to bring the child’s imagination closer to
realityPerform procedures on a doll to help the child
understand what an experience would be likeKeep teaching sessions brief (5 minutes) and close
together
11/5/2014New Life College of Nursing
Read simple stories from books with lots of picturesUse dolls to act out feelings and behavioursUse simple audiotapes with music and videotapes
with cartoon charactersRole-play to bring the child’s imagination closer to
realityPerform procedures on a doll to help the child
understand what an experience would be likeKeep teaching sessions brief (5 minutes) and close
together
Teaching Strategies During Preschooling47
Preschoolers continue to develop the skills learned earlier.
Children require new behaviours that give them moreindependence and autonomy.
Learning occurs through interaction with others and throughimitating or modeling the behaviours of friends and adults.
During interactions with preschoolers and their parents,nurses should teach parents about health promotion anddisease prevention, provide guidance regarding normalgrowth & development, and offer instruction about medicalrecommendations as illness arises.
11/5/2014New Life College of Nursing
Preschoolers continue to develop the skills learned earlier.
Children require new behaviours that give them moreindependence and autonomy.
Learning occurs through interaction with others and throughimitating or modeling the behaviours of friends and adults.
During interactions with preschoolers and their parents,nurses should teach parents about health promotion anddisease prevention, provide guidance regarding normalgrowth & development, and offer instruction about medicalrecommendations as illness arises.
Cont.48
Provide physical and visual stimuli both for expressing ideas and forunderstanding verbal instruction.
Keep teaching session short (15 minutes), sequential and close to eachother.
Relate information needs to activities and experiences familiar to thechild.
Give the child an opportunity to select between a limited number ofteaching-learning options [such as playing with doll or reading a story]which promotes active participation and enhance nurse-client rapport.
Arrange small group sessions with peers as a means to make teachingless threatening and enjoyable.
Provide real motivation for the child’s learning by giving praise andapproval both verbally and nonverbally
11/5/2014New Life College of Nursing
Provide physical and visual stimuli both for expressing ideas and forunderstanding verbal instruction.
Keep teaching session short (15 minutes), sequential and close to eachother.
Relate information needs to activities and experiences familiar to thechild.
Give the child an opportunity to select between a limited number ofteaching-learning options [such as playing with doll or reading a story]which promotes active participation and enhance nurse-client rapport.
Arrange small group sessions with peers as a means to make teachingless threatening and enjoyable.
Provide real motivation for the child’s learning by giving praise andapproval both verbally and nonverbally
Teaching Strategies During School-AgedChildhood
49
The following short-term strategies are recommended for children at this stage:
Give children the responsibility for their own health; for exampleteach them to calculate and administer their own insulin.
Teaching sessions can last as long as 30 minutes and should be spreadapart to for comprehension of large amounts of content and toprovide opportunities for exercising newly acquired skills.
Use diagrams, models, pictures, videotapes, and printed materialbesides other teaching methods.
Clarify scientific terminology and medical jargon, and use analogies[chest x-ray is like your picture taken, white blood cells are like policecells that can destroy infection] to provide information in meaningfulways.
Use one-to-one teaching sessions to individualise learning accordingto the child’s own experience, and provide time for clarification,validation, and reinforcement of what has been learned.
11/5/2014New Life College of Nursing
The following short-term strategies are recommended for children at this stage:
Give children the responsibility for their own health; for exampleteach them to calculate and administer their own insulin.
Teaching sessions can last as long as 30 minutes and should be spreadapart to for comprehension of large amounts of content and toprovide opportunities for exercising newly acquired skills.
Use diagrams, models, pictures, videotapes, and printed materialbesides other teaching methods.
Clarify scientific terminology and medical jargon, and use analogies[chest x-ray is like your picture taken, white blood cells are like policecells that can destroy infection] to provide information in meaningfulways.
Use one-to-one teaching sessions to individualise learning accordingto the child’s own experience, and provide time for clarification,validation, and reinforcement of what has been learned.
Teaching Strategies During Adolescence50
This stage represents transition from childhood to adulthood Use one-to- one instruction to ensure privacy and confidentiality. Conduct peer group discussions as an effective approach to deal with
relevant health topic. Use audiovisual materials as these are usually comfortable approach to
adolescent learning. Clarify medical terminology and give an adolescent an opportunity to
participate, when possible, in the decision-making process. Giverationale for what is being said to help them feel the sense of control.
To attract their attention and encourage their responsiveness toteaching, be respectful, tactful, open, and flexible.
Expect negative responses as they feel threatened in self-image and selfintegrity and avoid confrontation and acting as an authority person.Alternatively, challenge their views and beliefs, and acknowledge theirthought
11/5/2014New Life College of Nursing
This stage represents transition from childhood to adulthood Use one-to- one instruction to ensure privacy and confidentiality. Conduct peer group discussions as an effective approach to deal with
relevant health topic. Use audiovisual materials as these are usually comfortable approach to
adolescent learning. Clarify medical terminology and give an adolescent an opportunity to
participate, when possible, in the decision-making process. Giverationale for what is being said to help them feel the sense of control.
To attract their attention and encourage their responsiveness toteaching, be respectful, tactful, open, and flexible.
Expect negative responses as they feel threatened in self-image and selfintegrity and avoid confrontation and acting as an authority person.Alternatively, challenge their views and beliefs, and acknowledge theirthought
Andragogy & Pedagogy51
Andragogy is the art and science of helping adults learn.Within this framework, learning is more learner-centredand less-teacher centred
Pedagogy is the art and science of helping children tolearn.
Throughout childhood, learning is subject-centred.
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Andragogy is the art and science of helping adults learn.Within this framework, learning is more learner-centredand less-teacher centred
Pedagogy is the art and science of helping children tolearn.
Throughout childhood, learning is subject-centred.
References
http://www.slideshare.net/aniltdas/principles-of-human-growth-and-development?next_slideshow=1 The Four Stages of Learning - Process Coaching.
(2014). Retrieved fromhttps://www.processcoaching.com/component/content/article/45-articles/articles/91-the-four-stages-of-learning.html?Itemid=66 Multi Stage Theory. (2014). Retrieved from
http://ehlt.flinders.edu.au/education/DLiT/2004/18stages/multi_stage_theory.htm
52
http://www.slideshare.net/aniltdas/principles-of-human-growth-and-development?next_slideshow=1 The Four Stages of Learning - Process Coaching.
(2014). Retrieved fromhttps://www.processcoaching.com/component/content/article/45-articles/articles/91-the-four-stages-of-learning.html?Itemid=66 Multi Stage Theory. (2014). Retrieved from
http://ehlt.flinders.edu.au/education/DLiT/2004/18stages/multi_stage_theory.htm
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