• 7 Principles Of Effective Teaching
• Principles Of Teaching 1 The Learners
• Principles Of Teaching 1
• Principles Of Teaching 1 Corpuz And Salandanan
• Examples Of Teaching Principles
• List Of Teaching Principles

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One-on-one teaching is very powerful. Generally one-on-one teaching is what happens when you are corrected. Another principle of teaching is to arise from your bed early (see D&C 88:124)—but the easy part of that, or the hard part, is to retire to your bed—and then reflect in the morning when your mind is clear. That’s when the ideas come to teach.

• Section 1 A teacher is a facilitator of learning and of the fdevelopment of the youth; he shall, therefore, render Section 2 the best service by providing an environment conducive Every teacher shall uphold the highest possible to such learning and growth. Standards of quality education, shall make the best preparations for the career of teaching, and shall be at Section 2 his best at all times and in the.
• Standard #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
• Teaching and learning should be inseparable, in that learning is a criterion and product of effective teaching. In essence, learning is the goal of teaching. Someone has not taught unless someone else has learned. After a few years of teaching, many faculty realize that students learn too little of.

If you're a teacher or preparing to be one and want to be sure you're using evidence-based practices with your students, you could do a literature search and pore through hundreds of studies for relevant information. But now you don't have to: A new report from APA does that work for you. Top 20 Principles from Psychology for PreK–12 Teaching and Learning lays out the most useful psychological concepts for elementary and secondary school educators (see 'The top 20 teaching and learning principles') and offers tips for putting them to use in the classroom.

'The whole idea is to take research from psychological science and translate it for use by practitioners,' says Joan Lucariello, PhD, the immediate past chair of an APA-supported group called the Coalition for Psychology in Schools and Education, which developed the report.

The report includes sections on how students think and learn; what motives them; how social context, relationships and emotional well-being affect learning; how to manage a classroom and how to assess students' progress. For each of the principles, the report summarizes the scientific evidence, explains how educators can apply that science and offers a list of references for those who want to learn more.

The report is aimed at both teaching candidates and those already teaching. Coaches, counselors, principals, other school leaders and parents will also find it useful, says Lucariello.

'Generally, when teachers are prepared in schools of education, they might have just one or two psychology courses, if that,' she says.

In addition, she says, the timing of those courses makes them less helpful than they could be, since they're typically offered at the beginning of training, well before students get into a classroom. 'Teacher candidates are not getting the key information from psychological science when it might be very useful, that is, while they're in the field doing their student teaching,' says Lucariello.

Putting the principles into practice

To develop the principles, the coalition — a diverse group of psychologists with expertise in applying psychological science to early childhood, elementary, secondary and special education (see sidebar) — used a consensus panel approach.

'We started off with a thought experiment by asking coalition members, if they could share only two psychological principles with teachers, what would they be?' says Rena Subotnik, PhD, who directs APA's Center for Psychology in Schools and Education. 'The members come from different traditions and specialties, so by limiting their choices, we wanted to free them from having to represent their own tradition or specialty.'

The result was a list of what Subotnik calls the 'drop-dead psychology principles teachers need to know to be effective.'

Educators are already putting the principles to use.

Among them is the Fairfax County, Virginia, school system, which uses the principles in professional development for teachers and principals, says Carol V. Horn, EdD, who coordinates the system's advanced academics program.

Fairfax County's curriculum already draws on best practices in teaching and learning, but the principles are helping to reinforce the idea, says Horn. In a series of workshops, Horn asks teachers and principals to break into groups, with each group reviewing one of the principles, summarizing the key points and explaining how they use that principle in their work.

'Even though we all know what the research-based practice is, the principles help teachers, principals and other stakeholders understand the why,' says Horn. 'And because it was created by experts and quotes the research on which the principles are based, it has great credibility in the field.'

Teacher preparation programs are also using the principles. At George Mason University, for example, faculty in the master's-level program in educational psychology are using the document to ensure that courses are aligned with the program's standards and sequenced properly.

'Now that the Top 20 Principles have come out, we see that we're already teaching them within our classes, but now we're able to identify exactly what principles are taught in each class,' says Erin Peters-Burton, PhD, an associate professor of education at George Mason. In the past, the annual review of courses had been more free-form, with faculty checking the courses against the program's own standards, says Peters-Burton. 'With 20 of them, it gets into a level of detail we haven't had before.'

Faculty are also using the principles to assess students. The program uses the principles to outline what students should know, measuring their progress at the beginning and end of classes. 'The principles are a good foundation for building a baseline and looking for improvement,' says Peters-Burton.

The principles may be especially helpful to those outside psychology, says Jamilia Blake, PhD, an associate professor of school psychology at Texas A&M University. In fact, she has already noticed a colleague from the geography department promoting the principles on a faculty Listserv.

'The principles are very useful for those in higher education who don't have a background or training in psychology or education,' says Blake, adding that the report's suggestions for K–12 teaching and learning also apply to first-year college students in large, introductory classes.

To help spread the word, Blake plans to send the report to K–12 principals and supervisors at schools in her area. She also plans to share it with Texas A&M's Center for Teaching Excellence and urge staff there to incorporate the principles into its professional development activities.

Teachers already in the classroom can use the principles not just for their own professional development but also to assess the quality of in-service trainings, says Rob McEntarffer, PhD, an assessment and evaluation specialist at Lincoln Southeast High School in Lincoln, Nebraska.

Unfortunately, says McEntarffer, in-service professional development for PreK–12 teachers too often consists of speakers presenting information of doubtful quality. At one high school, for example, a speaker brought in for professional development claimed that students remember only 10 percent of what they hear, 20 percent of what they read and 30 percent of what they see and urged teachers to base their teaching on this so-called learning pyramid.

'The speaker was making the claim as if this was a research-based fact about teaching and learning,' says McEntarffer. 'A teacher with the ‘Top 20 Principles' could quickly double-check this claim and figure out that it's an absolute myth with no basis in reality.'

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Marjorie Lovell

OBJECTIVES

1. Understand the theories of motivation and learning.

2. Identify the principles of effective teaching and learning.

3. Discuss adult and patient education principles.

4. Discuss barriers to effective communication and learning.

5. Describe the different learning styles.

Learning is an ongoing and life-long process. People learn within social and cultural contexts, independently and through interaction with others. This chapter will focus on the vascular patient as the adult learner and will discuss ways to achieve effective patient education. Patient education is often the key to helping patients fully benefit from their care, with the nonoperative management, and during and after a hospital stay. The goal of patient education has changed from telling the patient the best actions to take, to now assisting patients in learning about their health care to improve their own health. This view of health education requires more communication between patients and healthcare providers.

Education will help patients understand their condition, how to effectively use any medications or medical equipment required, and how to perform any necessary self-care. It must be ongoing, interactive, and consistent with the patients’ plan of care, comprehension, educational level, and needs for continuity of care.

I. Learning and Motivation

A. Theories (Theories that explain behavior change can be applied as guidelines for patient education; these theories come from the disciplines of sociology, psychology, adult education, communication, and organizational development)

1. Health belief model—behavior of individual’s health action dependant upon

a. Belief of risk of developing a specific condition

b. Belief that condition will have serious effect on life (Janz & Becker, 1984)

c. Belief that behavior change outweighs barriers to action (Goeppinger & Lorig, 1996)

2. Transtheoretical model

a. Intentional change requires movement through distinct motivational changes over period of time

b. Five-stage process or continuum related to person’s readiness to change

1) Precontemplation—little interest in changing specific behavior

2) Contemplation—thinking about changing specific behavior

3) Preparation for action—considering attempts to change behavior

4) Action—actively working toward changing behavior

5) Maintenance—changes to behavior minimized

3. Social cognitive theory

a. Behavior modeling learned through environmental reinforcements (Bandura, 1991)

b. Individuals most likely to model behavior observed by others they identify with

4. Theory of reasoned action

a. Effects of attitudes toward behavioral intentions (DeBono, 1993)

b. Individual may require family members and friends to agree with changed behavior

B. Principles of Motivation (Principles of Motivation, 2013)

1. The environment can be used to focus patient attention on what needs to be learned

2. Incentives motivate learning

3. Internal motivation is longer lasting and more self-directive than is external motivation

4. Learning is most effective when an individual is ready to learn, that is, when one wants to know something

5. Motivation is enhanced by the way in which the instructional material is organized

C. Learning Behavior Classifications—There are three domains of learning educational activities: cognitive, affective, and p sychomotor

1. Cognitive: includes knowledge, intellectual abilities, and information; six levels within this domain (Benjamin, Bloom, Mesia, & Krathwohl, 1964)

a. Knowledge: recalling information (e.g., list, describes, defines, arrange, repeat)

b. Comprehension: lowest level of understanding (e.g., describe, explain, locate, discuss, report)

c. Application: use of information in concrete situations (e.g., apply, demonstrate, solve, show)

d. Analysis: ability to break down material into parts so it is easily understood (e.g., analyze, arrange, explain, diagrams, compare)

e. Synthesis: putting elements together to make a whole (e.g., combine, plan, categorizes, modifies)

f. Evaluation: ability to make judgments about value of ideas or materials (e.g., assess, compare, summarize, measure, test)

2. Affective: includes feelings, emotions, and attitudes; five categories within this domain

a. Receiving—awareness, willingness to hear, selected attention (asks, chooses, names)

b. Responding—attends and reacts to particular phenomenon (e.g., answers, greets, discusses, reports)

c. Valuing—accepting, commitment to a value (e.g., completes, demonstrates, initiates, selects)

d. Organization—organizes values into priorities (e.g., arranges, combines, organizes, integrates)

e. Characterization—internalizing values—has value system that controls behavior (e.g., discriminates, acts, displays, practices)

3. Psychomotor: includes physical movement, coordination, and motor skills. Seven categories within this domain (Simpson, 1972)

a. Perception—ability to use sensory cues to guide motor activity (e.g., chooses, describes, relates, selects)

b. Set—readiness to act (e.g., begins, displays, moves, shows, states)

c. Guided response—learning a skill, imitation (e.g., copies, traces, follows, responds)

d. Complex overt response—skilful performance of motor acts that involve complex movements (e.g., assembles, builds, dismantles, calibrates)

e. Adaptation—skills are well developed and can adapt to new problems (e.g., adapts, alters, changes, varies)

f. Orientation—creates new movement skills to a specific situation or problem (e.g., combines, designs, creates, constructs)

D. Andragogy and Pedagogy

1. Andragogy: art and science of teaching adults; the six key principles include

a. Adults are autonomous

b. Adults are relevancy orientated—must have “need to know”

c. Adults have a lifetime of experience and knowledge

d. Adults must be shown respect in an environment conducive to learning

e. Adults’ learning shifts from subject-centeredness to problem-centeredness

f. Adults are motivated by external and internal factors (Knowles, 1984)

2. Pedagogy: art and science of teaching children and youth

a. Teacher or parent assumes responsibility for what is learned

b. Knowledge acquired is for application when appropriate

II. Patient Education

A. Patient Education—Acquisition of a skill or knowledge by practice, study, or instruction that should provide the patient with the knowledge needed for maintenance and promotion of optimal health and illness prevention (Davis, 1995)

B. Goals and Objectives

1. Improve knowledge and awareness of vascular disease

2. Increase compliance to management of vascular disease

3. Develop skills to manage care

4. Family-centered care

C. Principles (Bartlett, 1999)

1. Relevant to patients needs

2. Adapt teaching to patients’ level of readiness, past experience, culture, and understanding

3. Involve patient in learning process by goal setting and progress evaluation

4. Create environment conducive to learning with trust, respect, and acceptance

5. Provide opportunities for demonstration of information and skills

D. Needs Assessment

1. Physical condition

2. Knowledge and understanding of disease and management

3. Demographics (age, family status, employment status education)

4. Stage of life development

5. Means of social support

6. Cultural beliefs

7. Learning style preferences

8. Spiritual beliefs

9. Educational preferences

E. Planning

7 Principles Of Effective Teaching

1. Goal setting

2. Content

a. Specific to patient needs

b. Guidelines

F. Implementation

1. Instructional methods

a. One-on-one discussion

b. Group instruction

c. Preparatory instruction

d. Demonstration

2. Activities

a. Lecture

b. Discussion

c. Demonstration

d. Role play

3. Tools—enforces teaching by using a variety of tools to capture learning styles (auditory, visual, and psychomotor)

a. Printed materials

b. Audiotapes

c. Videotapes

d. CDs

e. Flipcharts

f. Physical models

g. Posters

h. Internet

G. Evaluation —Confirms teaching is effective and appropriate to meet individual needs (Fenwick & Parsons, 1999)

1. Methods (Kilpatrick, 1998)

a. Level 1—learner’s reactions-–how did you like it

b. Level 2a—modification of attitudes

Level 2b—acquisition of knowledge or increase in skill

c. Level 3—change in behavior

d. Level 4—change with benefits to patient (improve quality of life)

2. Tools

a. Interviews

b. Surveys

c. Questionnaires

d. Observations

III. Barriers to Patient Education (Beagley, 2011)

A. Physiological

1. Age

2. Health

B. Cognitive

1. Language development

2. Reading level

3. Processing skills

4. Learning style

5. Prior knowledge

C. Affective

1. Motivation to learn

2. Interests

3. Attitude toward learning

4. Anxiety level

5. Cultural/spiritual beliefs

6. Side effect of medication

7. Environment

D. Social

1. Relationship with peers, staff, or family

2. Feelings toward authority

3. Socioeconomic background

4. Ethnic background

IV.Strategies for Patient Education

A. Involve Patient in Goal Setting

B. Assess Learning Style of Patient

C. Move from Simple to Complex Ideas

D. Repetition

E. Support and Encouragement

V Limitations of Education in Vascular Disease

A. Patient Factors

1. Lack of knowledge

2. Poor access to medical system

3. Financial

4. Social

5. Geographical

B. Disease Factors

1. Unmanageable disease

1. Learning the signs and symptoms of vascular disease is an example of which domain of learning?

a. Affective

b. Cognitive

c. Psychomotor

d. Behavioral

2. All of the following are barriers to patient education except

a. Age

b. Sex

c. Learning style

Principles Of Teaching 1 The Learners

d. Language

3. This type of learner does well by demonstrating the action taught:

a. Visual

b. Kinesthetic

c. Auditory

d. Cognitive

4. Which of the following strategies would be best to demonstrate ace wrapping?

a. Lecture

b. Role playing

c. Demonstration with return demonstration

d. Instructional booklet

5. This theory reflects intentional change through distinct motivational changes over a period of time:

a. Health belief model

b. Social cognitive theory

c. Theory of reasoned action

d. Transtheoretical model

1. b. Cognitive.

2. b. Sex.

3. b. Kinesthetic.

4. c. Demonstration with return demonstration.

5. d. Transtheoretical model.

Bandura, A. (1991). Social cognitive theory of moral thought and action. In W. M. Kurtines & J. L. Gerwitz (Eds.),Handbook of moral behavior and development (Vol.1, pp. 45–103). Hillsdale, NJ: Erlbaum.

Bartlett, E. (1999). At last a definition of patient education. Patient Education and Counseling, 7, 323–324.

Beagley, L. (2011). Educating patients: Understanding barriers, learning styles, and teaching techniques. Journal of PeriAnesthesia Nursing, 26 (5), 331–337.

Benjamin, S., Bloom, B., Mesia, B., & Krathwohl, D. R. (1964). Taxonomy of educational objectives (Two vols: The affective domain & the cognitive domain). New York, NY: David McKay.

Davis, S. M. (1995). An investigation into nurses’ understanding of health education and health promotion within a neuro-rehabilitation setting. Journal of Advanced Nursing, 21 (5), 951–955.

DeBono, K. G. (1993). Individual differences in predicting behavioral intentions from attitude and subjective norm. The Journal of Social Psychology, 133 (6), 825–832.

Fenwick, T., & Parsons, J. (1999). The art of evaluation: A handbook for educators and trainers. Toronto, ON: Thompson Educational Publishing.

Principles Of Teaching 1

Goeppinger, L., & Lorig, K. (1996). What we know about what works: One rationale, two models, three theories. In K. Lorig (Ed.), Patient education: A practical approach (pp. 195–224). Thousand Oaks, CA: Sage Publications.

Janz, N. K., & Becker, M. H. (1984). The health belief model: A decade later. Education Quarterly, 11, 1–47.

Kilpatrick, D. L. (1998). Evaluating training programs, the four levels (2nd ed.). San Francisco, CA: Berrett-Koehler.

Knowles, M. (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco, CA: Jossey-Boss.

Principles Of Teaching 1 Corpuz And Salandanan

Principles of Motivation. (2013, July 21). Retrieved from www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/m-files/m-motiva.htm

Examples Of Teaching Principles

Simpson, E. (1972). The classification of educational objectives in the psychomotor domain: The psychomotor domain (Vol. 3). Washington, DC: Gryphon House.

List Of Teaching Principles