BASIC PRINCIPLES OF TEACHING & LEARNING • 70% of what they say, and

& THEIR APPLICATION TO HEALTH • 90% of what they say and do.
EDUCATION – There are a number of learning principles
that can help motivate the learner. Among
LEARNING these are:
• Learning: a relatively permanent change in – When dealing with the question of how
mental processing, emotional functioning, much people are able to retain what has
and behavior as a result of experience been learned it has been shown that
• Learning Theory: a coherent framework of people retain 10%.....
integrated constructs and principles that – This is shown by the Learning Experience
describe, explain, or predict how people Cone
learn
 This is the importance of the RLE which
Contribution of Learning Theories nursing students undergo in the Nursing
• Provide information and techniques to Skills Laboratory where:
guide teaching and learning • They are made to imitate the procedures
• Can be employed individually or in that are demonstrated by the instructors
combination (role-modeling)
• Can be applied in a variety of settings as • Are graded according to the skills they
well as for personal growth and exhibit & the degree of comprehension of
interpersonal relations the rationale behind the steps in the
procedures as they perform the return
Application Questions to Keep in Mind demonstration.
• How does learning occur? • It is expected that by so doing, they would
• What kinds of experiences facilitate or be able to retain 70% of the lesson.
hinder the process? • By applying these skills & knowledge in the
• What helps ensure that learning becomes actual care of the patients in the hospital,
permanent? this would further reinforced by additional
practice & review of the principles &
APPLYING LEARNING THEORIES TO HEALTH procedures & the extra care & caution in
CARE PRACTICE their application & performance. In this
• Fundamental principles case, 90% retention is expected.
– provide a basis for explaining 2. Active Learner Involvement
certain happenings of life. – Another principle is to actively
(McKenzie & Smeltzer, 1997) involve the patients or the clients in
• Concepts & propositions the learning process. Use more
– explain why people learn & predict interactive methods involving the
under what circumstances they will participation of the learners like
learn. role-playing, buzz sessions, Q & A
(question and answer) format, case
PRINCIPLES OF LEARNING studies, small group discussion,
1. Use Several Senses demonstration and return
– people retain demonstration
• 10% of what they read 3. Conducive Learning Environment
• 20% of what they hear – Provide an environment conductive
• 30% of what they see or watch to learning, Always consider the
• 50% of what they see and hear comfort and convenience of the
CHAPTER 03 - Basic Principles Of Teaching & Learning & Their Application To Health Education
 learner (room temperature, the
chairs and seating arrangement or
space, noise level, adequate
acoustics and sound system, and an
environment that is clean, pleasant-
smelling and smoke and dust-free.
4. Learning Readiness
– Assess the extent to which the
learner is ready to learn. Readiness
to learn is affected by factors like
emotional status (anxiety, fear, and
depression) and physical conditions
(pain, visual or auditory
impairment, anesthesia, etc.)
5. Relevance of Information
– Determine the relevance of the
information. Anything that is
perceived by the learner to be
important or useful will be easier to
learn and retain.
6. Repeat the Information
– Continuous repetition of
information over a period of time
enhances learning; applying the
information to a different situation
and asking the learner to apply the
information to another situation or
rewording it and giving practical
application will help in the learning
process.
7. Generalize Information
– Cite application of the information
to a number of applications. Give
examples which will illustrate or
concretize the concept.
8. Make Learning a Pleasant Experience
– Give frequent encouragement,
recognize accomplishments and give
you feedback.
9. Be Systematic
– Begin with what is known; move
toward the unknown. A pleasant
and encouraging learning
experience if information is
presented in an organized manner
and with information that the
CHAPTER 03 - Basic Principles Of Teaching & Learning & Their Application To Health Education
learner already knows or is familiar
with.
10. Be Steady
– Present information at an
appropriate rate. This refers to the
pace in which information is
presented to the learner… are you
talking too fast so that the leaner
has a difficulty in catching up with
what you are saving or are you too
slow because the leaner is already
knowledgeable about the topic you
are discussing?
LEARNING THEORIES
• put together concepts and propositions to
explain why people learn and predict under
what circumstances they will learn (Young,
2003).
• A learning theory - coherent framework &
set of integrated constructs & principles
that describe, explain or predict how
people learn, how learning occurs, & what
motivates people learn, how learning
occurs, & what motivates people to learn &
change (Bigge & Shermiss, 1992; Hilgard
and Bower, 1996; Hill, 1990).
• Major learning theories used in patient
education and health care practice:
– Behaviorist
– Cognitive
– Social Learning
Behavioral Theories of Learning
John B. Watson
 behavior results from a series of
conditioned reflexes & that & all
emotions & thoughts are a product of
behavior learned through conditioning (de
Young, 2003).
 Learning then, is a result of the
conditions or stimuli (S) in the
environment for the learner’s responses
(R) that follow.
 This is known as the S-R model of learning
or the stimulus-response theory.
  Ex. A 3 year old child accidentally
touches the flame of the candle. She felt
intense pain and quickly withdraw her
hand. Two days later the same
experienced happened and part of her
finger was burned. Consequently the
flame of the candle came to be
associated with pain even in its absence
the sight of the flame makes her
withdraw her hand.
B.F. Skinner – Operant Conditioning
 focuses on the behavior of the
organism & the reinforcement that
follows after the response (Alberto
& Troutman, 1990).
Reinforcements
 are events that strengthen
responses.
 one of the most powerful tools or
procedures used in teaching & is a
major condition for most learning to
take place.
 E.g. The child who is given a positive
reinforcement like a reward or praise
everytime he/she excels in school will be
encouraged or motivated the child to
maintain this behavior.
 > Negative reinforcement - punishment
Gardner
Theory of multiple intelligence
• states that there are various types of
talent or 7 forms of intelligence which may
all be fully developed in a gifted person or
child.
• On the average, about 3 to 4 types may be
possessed or developed by an individual
CHAPTER 03 - Basic Principles Of Teaching & Learning & Their Application To Health Education
Piaget
4 Major Periods of Cognitive or Intellectual
Development
1. Sensorimotor stage (Birth to 2 years)
• learning takes place depends on
what is experiences in the beginning
which can be learned through visual
pursuits.
– “object permanence” : what and where
it as seen for the first time will still exist
even though it disappears
– Ex. Jollibee mascot – seen in
advertisement so pagkakita sa mascot the
child will then say “Jolibee”
2. Abstract thinking
• represents reality using symbols
that can be manipulated mentally
– Example:
o symbolism in bible stories
o used of X in algebraic expression
3. Logical thinking
• more systematic; uses scientific
method
• In formal operations, “perspective
thought” or relativism is formed
which is a new perspective of other
people possessing varied thinking on
the same stimulus or situation
• There is awareness on different views
rather than on one single thought.
• It recognized individual differences
and that no two individuals are
alike”.
4. Assimilation and Accommodation
• characterized by hypothesis testing.
Before making conclusions, things
must be tested with logical pieces of
evidence in search or truth.
– Being “teenager” at this stage, they
have their “own mind known as
metacognition (self-reflection
wherein ideas and imagination are
tried out to be aware of existing
realities; also known as internal
dialogue).
• “Experience is the best teacher”
where self-correction in solving
problems is applied.
• Understands that “No two individuals
are alike”.
Social Learning Theories
• Social learning theories emphasize the
importance of environmental or situational
determinants of behavior and their
continuing interaction.
Albert Bandura: Reciprocal Determinism
 states that “environmental conditions
shape behavior through learning and
the personal behavior in return, shapes
the environment”.
 believes that behavior need not be
performed and reinforced for learning
to occur.
 Modeling or observational learning
occurs vicariously, even in infants
where the individuals learns of the
consequences of a behavior by
observing another person
 There are four operations involves in
modeling. These are:
1. Attention processes – which
determines what a person can do
and what he or she can attend to.
2. Retentional processes – which
determine how experience is
encoded or retained in memory.
3. Motor reproduction processes –
which determine what behavior can
be performed.
CHAPTER 03 - Basic Principles Of Teaching & Learning & Their Application To Health Education
4. Motivational and reinforcement
processes – determine the
circumstance under which learning
is translated into performance.
Social Learning Theory Of Personality
Development Of Bandura
 assumes that all actual behavior patterns
must be learned through traditional
learning (by reinforcement) and
observational learning (by modeling).
Walker Mischel (1993) dealt with cognitive
variables like:
1. Competencies
• refer to various skills like intellectual
abilities, social and physical skills and
other special abilities.
2. Encoding strategies & personal
constructs
• experiences that are retained and
categorized by the individual.
• Example: being asked to sing in a big
gathering may be perceived by a
person as a welcome opportunity to
show off his talent in singing but may
be seen by another as a threat to his or
her ego.
3. Subjective values
 what a person considers as worth
having or accomplishing.
• Example:
– A student may perform ingratiating
tactics like giving food to the teacher
just so he or she can pass the course.
– Another student may also do the same
but his/her purpose is for the teacher
to make him or her number one in
class.
4. Self-regulating systems or plans
 people have different standards and
rules for regulating their behavior …..
– self-imposed rewards for successful
behavior
– punishment for failures
 • including their plans for reaching his or
her goals.
Pedagogy versus Andragogy
 Pedagogy is the art and science of
helping children learn.
 Andragogy is the art and science of
helping adults learn
Knowles’ (1990) Theory of Adult Learning
which states that:
1. Adult learning is more learner-centered
than teacher-centered;
2. The learner becomes an independent
self-directed human being;
3. Previous experiences of the adult serves
as a rich source for learning;
4. Readiness to learn is more oriented to
the developmental tasks of social roles;
and
5. There is a shift of learning orientation
from being subject-centered to problem –
oriented.
Humanistic Learning Theory
• Learning occurs on the basis of a
person’s motivation, derived from
needs, the desire to grow in positive
ways, self-concept, and subjective
feelings.
• Learning is facilitated by caring
facilitators and a nurturing environment
that encourage spontaneity, creativity,
emotional expression, and positive
choices.
Hierarchy of Needs – Abraham Maslow
A major contributor to humanistic theory
1. Physiological need - basic survival needs
meet – food, water warmth, sleep.
2. Safety- security, stability, structure
3. Belonging and Love - need to give and
receive affection
4. Esteem - need to be perceived as
competent, have confidence and
independence and have status recognition
and appreciation
CHAPTER 03 - Basic Principles Of Teaching & Learning & Their Application To Health Education
5. Self-Actualization - need to fulfill one’s
potential
Humanistic perspective suggest:
• Establish rapport and become emotionally
attuned to patient and their family
members.
• In professional education – provide
psychologically safe classroom and clinical
environment
• Provide time for student reflection and
instructors feedback
Seven Different Types of
Learning Styles
1. Visual Learners
 better taught with as many pictures and
imagery for explanation of concepts
– adding some visual elements to any kind of
lecture or presentation.
 respond to words that include cues that
incite the parts of their brain that get their
wheels turning.
 Example: instructing a student to take
initiative and work through a process or
concept you have presented
 say "Let's see how you would solve this
problem. Feel free to use additional paper
to map out what you're thinking
2. Aural Learners
• know how to sing, play in the school band,
or have their own musical hobbies
• Music is also known to illicit strong
emotional feelings and responses
• to write down their notes and read them
back to themselves aloud
• opt for audio books
• let them record the lesson, so they can
play it back
3. Verbal Learners
• Attach acronyms or mnemonic devices to
lessons, which can help them remember
more effectively.
• Create activities where these students get
to role-play, read aloud or get dramatic.
 • Example: Allow students pretend they are
conducting a television or radio program
where there is audience participation. This
will give students who respond to verbal
learning techniques
4. Physical Learners
• respond to words that incite feeling and
physical activity
– want to understand what it feels like to
go through the motions of what they are
learning.
• use objects, like puzzles or other small
objects to get them engaged with their
learning.
• pen and paper and have them map out
their own thoughts and problem-solve by
hand
5. Logical Learners
• ones who are always making lists, getting
organized, & trying to find the link
between one piece of the puzzle and
another
• a natural fit for mathematics, science, and
other logic based subjects in school
• naturals at seeking facts, and can often be
found winning matches in chess club or
outperforming their opponents in debate or
math tournaments
6. Social Learners
• natural group workers, the kind of students
who seem to be everywhere in school – at
all the extracurricular activities, sports,
band, debate, & socializing with teachers
& students
• respond to teachers who are inquisitive &
ask what they are thinking and feeling
about key topics & concepts.
• The more you verbally engage these
students one-on-one & among their peers,
the more they will thrive in your classroom
7. Solitary Learners
• more comfortable sorting out problems on
their own, & their independence should be
celebrated & fostered in healthy ways
• If mum during a discussion, they may be
lost in their mind, trying to figure things
out as if the rest of the world doesn't exist.
CHAPTER 03 - Basic Principles Of Teaching & Learning & Their Application To Health Education
• very concerned with goals and outcomes in
curriculum. So be ready to explain exactly
what they can expect to achieve in your
class.
Learning Styles
• People learn in uniquely different ways:
– global (holistic) thinkers / analytic
– auditory sources / visual stimuli
– group / independently or alone
• Affective, psychomotor, and cognitive
style.
– Nobody is purely holistic thinkers or
a totally verbal or visual learner but
they weave or blend together as
shown in the following models:
Learning Style Models
(frequently used in Nursing)
David Kolb’s Cycle of Learning (1984)
 Learning - continuous process -
cumulative result of previous or past
experiences, heredity & interactions
with the environment
Theory of Experiential Learning
• depicts learning as a four stage cycle or
four modes of learning
4 Stage Cycle or Modes of Learning
• Concrete experience (CE) abilities:
– Learning from actual experience
• Reflective observation (RO) abilities:
– Learning by observing others
• Abstract conceptualization (AC) abilities:
– Creating theories to explain what is
seen
• Active experimentation (AE) abilities:
– Using theories to solve problems.
Four Learning Styles
• Converger
– Learning Methods: learns best through
demonstration – return demonstration
methods assisted by handouts,
diagrams, charts, illustrations
• Diverger
 – Learning Methods: learns best through
group discussion & brainstorming
sessions, considers different
perspective & points of view when
looking at a concrete situations or
experience
• Accommodator
– Learning Methods: enjoys role-
playing, gaming & computer
simulations
• Assimilator • Ages 6-8
– Learning Methods: learn best through
lectures, one-on-one instruction, &
self- instruction methods with ample
reading materials

Learning Style Models

(frequently used in Nursing)
Anthony Gregorc’s Cognitive Styles Model
(1982)
– Mind has the mediation abilities of
perception & ordering of knowledge
which affect how a person learns
4 Mediation Channels
• Concrete Sequential (CS):
– quiet learning environments
– focus on details
– visual and may interpret words
literally
• Concrete Random (CR):
– learners are intuitive • Ages 9-12
– use trial and error methods, & look
for alternatives
• Abstract Sequential (AS):
– learners are holistic thinkers
– do not like interruptions
– have good verbal skills & are logical
& rational.
• Abstract Random (AR):
– learners think holistically & benefit
greatly from visual stimuli
– like busy, unstructured learning
environments & are often focused • Ages 13-18
on personal relationships

LEARNING STYLE OF DIFFERENT AGE GROUPS

• Ages 0-5
CHAPTER 03 - Basic Principles Of Teaching & Learning & Their Application To Health Education
 – Pace the teaching session
appropriately with the learner’s
ability to process information.
• Practice new knowledge or skills (mentally
and physically) under varied conditions.
• Learner may need incentives and rewards
but not always.
• Assess and evaluate learner on skills soon
after session as well as at later times to
evaluate knowledge transfer.

GENERALIZATIONS ABOUT LEARNING

• Learning is a function of physiological and
neurological developmental changes.
• Brain processing is different for each
learner.
• Learning is active, multifaceted, and
complex.
• Meaningful practice strengthens learning
connections.
• Stress can interfere with or stimulate
learning.

LEARNING HINDRANCES
• Ignoring common considerations may
hinder learning.
• Other learning hindrances
– Lack of clarity and meaningfulness
to what is being learned
– Fear, neglect, or harsh punishment
– Negative or ineffective role models
– Inappropriate materials for
learner’s ability, readiness to learn,
or stage of development
– Detrimental socialization
experiences
– Nonstimulating environment
– Lack of goals or realistic
expectations

MAKING LEARNING PERMANENT

• Enhance the likelihood of learning
– Organize the learning experience.
– Make learning experiences
meaningful and pleasurable.
– Recognize the role of emotions in
learning.
CHAPTER 03 - Basic Principles Of Teaching & Learning & Their Application To Health Education
CHAPTER 03 - Basic Principles Of Teaching & Learning & Their Application To Health Education