TEACHING LEARNING

PROCESS

TEACHING LEARNING PROCESS

Syllabus
Nature and characteristics of learning
Principles and maxims of teaching
Formulating objectives
Lesson planning

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.

Contd

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.

Contd

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.

Teaching - Definition
Teaching is an interactive process, primarily involving class room talk,
which takes place between the teacher and pupils and occurs during certain
definable activities.
Teaching is the stimulation, guidance, direction and encouragement of
learning.
Teaching is the task of the teacher which is performed for the development
of the child or learner.

Learning - Definition
Any activity can be called learning so far as it develops the individual
& makes his/her behaviour & experiences different from what that
would otherwise have been. -Woodworth R. S.
Learning is a process that result in the modification of behaviour. -J. F.
Travers

Nature of learning
Behaviorist view: Learning is a change in behavior as a result of
experience. Men & other living being react to the environment.
Gestalt view: Learning depends on gestalt or configuration
(wholeness of the situation). Learning is a total reaction to the total
situation.
Hormic view: This view was developed by McDougall. It stresses on
the purposeful nature of learning, i.e. learning is a goral-directed
activity.
Trail & error view: This view was put forward by Thorndike. He
conducted many experiments on dogs, cats & fish & concluded that
most learning takes place by trial & error.

Nature of learning - Learning steps

1. Motive of learner
2. Establishing the goals
3. Teacher-student adjustment
4. Change in behavior of pupil
5. Fixation or stabilization of behavior

Nature of learning Elements of learning

Learning is cooperative process. Elements of cooperative learning:
Group processing
Individual & group accountability
Promote face to-face interaction
Positive interdependence
Learning social skills

Characteristics of learning
It is unitary
It is individual
It is purposive
It is creative
It modifies the behaviour of individual
It helps in the organization of experiences
It helps to make choices in life
It helps to bring changes in life
It helps in continuous professional development
It tunes with the trends & development in particular fields

Teaching
Teaching is a form of interpersonal influence aimed at changing the
behavior potential of another person.
Teaching is stimulation, guidance, direction & encouragement of
learning. -Burton

Nature of Teaching
Teaching is a tripolar process
Teaching is an interactive process
Teaching takes place at multiple levels
Teaching must be planned
Teaching needs effective reciprocal communication
Teaching is the motivation to learn
Teaching is guidance
Teaching is a professional activity
Teaching is an art as well as science
Teaching helps attain information, knowledge & skills

Principles of Teaching
Teaching principles help teachers develop an insight regarding their
strength & weakness & provide information pertaining to teaching.
The principles of teaching are discussed under two subheadings:
General principles of teaching
Psychological principles of teaching

General Principles
Define aim
Activity (learning by doing )
Principle of correlation
Principles of planning
Principles of flexibility & elasticity
Principle of utilizing past experiences
Principle of pupil centeredness
Contd

General Principles
Principle of individual differences
Principles of effective strategies & instructional material
Principles of conducive environment & proper control
Principle of diagnostic & remedial teaching
Principle of suggestiveness
Principle of progressiveness
Principles of democracy
Principles of liberating the mind

Psychological principles of teaching

Motivation or interest
Cooperation
Creativity & recreation
Principle of sympathy & kindness
Principle of repetition & exercise
Principle of readiness
Contd

Psychological principles of teaching

Principle of change & rest
Principle of providing training to senses
Principle of feedback & reinforcement
Principle of group dynamics
Principle of creativity & self-expression
Principle of encouraging self-learning

Maxims of teaching
Simple to complex
Easy to difficult
Known to unknown
Part to whole
Whole to part
Concrete to abstract
Particular to general
Analysis to synthesis
Empirical to rational Contd

Maxims of teaching
Psychological to logical
Actual to representative
Induction to deduction
General to specific
Specific to general
Indefinite to definite
Overview to details
Observation to reasoning
Follow nature

EDUCATIONAL
OBJECTIVES

Definition
Educational objectives are the statements of those desired changes in
behaviour as a result of specific teaching learning activity or specific
teacher learner activities.
Behaviour is what the student should know or able to do after the
teaching learning activity i.e the knowledge, skill, attitude,
appreciation and interest which the student develops as a result of
teaching learning activity.

Educational objectives are the results sought by the learner at the

educational program that is what the student should be able to do at
the end of a leaning period that they could not be beforehand. - J.J
Guilbert
Educational objectives are the behaviors to be learner, aims are for the
teacher & the objectives are for the learners to achieve through the
support & guidance of the teacher.

TYPES (1st classification)

1. Institutional or general objectives: these objectives are generally
followed by all institutions offering the same educational program.
.A set of statements identifying the major skills that all the graduates
of programme should posses at the completion studies.
.Well constructed educational objectives are the foundation for a
relevant educational programme.
.Eg : students acquire knowledge and able to provide comprehensive
care to the client in the institution and community.

2. Intermediate or Departmental Objectives: Intermediate Objectives

are derivatives of institutional objectives and related to a particular
learning experience or subject matter.
Eg : students acquire knowledge an able to provide comprehensive
care to the patients with eye, ear or nose conditions for disease.

3. Instructional or Specific Objectives: They are specific precise,

attainable, measurable and corresponding to each specific teaching
learning activity.
They are formulated by the teacher at the instructional level.
Eg : student : Defines peptic ulcer, lists down the etiology of peptic
ulcer

Types (2nd classification)

1. Central Objectives: Central objective is written for every topic or
lesson.
.Central objective provides the basis for formulating the subsequent
contributory objective.
.This is of supreme importance in any teaching learning activity.
.Eg : by the end of the class, student acquire knowledge regarding
lecturing techniques , discriminate the merits and demerits of lecture
and able to practice it in an effective way by minimizing the demerits.

2. Contributory Objectives: They are synonymous with specific

objective.
They are the derivation of central objective.
The attainment of central objective is possible only through the
attainment of contributory objectives.
It should be more specific in terms of knowledge, skill and attitude.
Eg: student: Defines lecture method lists down the merits of lecture
method and lists down the demerits of lecture method.

3. Indirect objectives: Indirect or Con-commitent objectives are the by

products of attainment of other objectives.
They have to be written down in order to bring out certain
understandings, ideals and attitudes along with the attainment of
contributory objectives and central objectives.
Eg : appreciate the value of lecture method

DOMAINS & LEVELS

Taxonomy of educational objectives classifies objectives in to three
main domains and each of these is further categorised according to the
level of behaviour, progressing from most simple to the highly
complex.
The three domains are COGNITIVE, which is concerned with
knowledge and intellectual abilities, AFFECTVE, which is concerned
with attitudes, values, interests and appreciations and
PSYCHOMOTOR is concerned with motor skills.
The levels are arranged in the form of hierarchy so that the behaviour
at any given level will in-corporate those of the levels below.

LEVELS OF EDUCATIONAL OBJECTIVES

1. COGNITIVE DOMAIN
Level 1: Knowledge
Knowledge is defined as recall of specifics and universal, recall of methods and
processes, the recall of a pattern, structure or setting.
Specific stands for definite things like terminologies and specific facts.
Universal means all-reaching or all embracing.
This level is related to the remembering of previously learned material and
represents the lowest level of learning outcomes in the cognitive domain.
Action verbs related to this level of objective are define, state, list, name, outline,
write, recall, describe, identify.
Eg : Defines immunity.

COGNITIVE DOMAIN
Level 2: Comprehension
Even though this level represents the lowest level of understanding,
the learning outcomes go one step beyond simple understanding as
evidenced by the learners ability to make limited use of information in
the form of translation, interpretation and extra polation.
Typical verbs used at this level are identify, justify, select, indicate,
illustrate represent, formulate, judge.
Eg : Classifies cirrhosis of liver based on etiology, Explain the role of
pulse polio in eradicating poliomyelitis.

COGNITIVE DOMAIN
Level 3: Application
This the ability to use learned material such as rules, principles,
concepts, etc to new and real situations.
The learning outcomes in this area require a higher level of
understanding than those under comprehension.
Verbs used at this level are predict, select, asses, explain, demonstrate,
perform.
Eg: Demonstrates correct use of pulse-oximeter, Formulates diet plan
for patients with diabetes mellitus.

COGNITIVE DOMAIN
Level 4: Analysis
This refers to the ability to breakdown information in to its component
parts, which may be elements of information, relationship between
elements or organisation and structure of information.
Analysis helps to separate the important aspects of information from
the less important, thus clarifying the meaning action verbs at this
level are analyse, identify, conclude, differentiates, distinguishes.
Eg : Distinguish between marasmus and kwashiorkor, Identifies the
warning signs of myocardial infarction.

COGNITIVE DOMAIN
Level 5: Synthesis
At this level learner is expected to combine various parts to form a
new whole.
Learning outcomes in this area stress creative behaviours with major
emphasis on the formulation of new patterns or structures.
Verbs that represent this level are combine restate, summarize, precise,
argue, discus, conclude, relate, generalise.
Eg : Devices a care plan for patient with myocardial infarction,
Derives a solution for the hospital waste problem.

COGNITIVE DOMAIN
Level 6: Evaluation
This level is concerned with the ability to judge the value of material
for a given purpose.
Judgements are based on definite criteria.
Typical verbs are judge, evaluate, determine, recognise, support,
defend, criticise, identify, avoid, compare, justify, select, choose.
Eg : Compares and contrast any two definitions of education.

AFFECTIVE DOMAIN
Level 1 : Receiving /Attending
At this level learner is sensitive to the existence of some thing and
progress from awareness to controlled or selected attention.
Typical verbs used at this level are asks, chooses, selects, replies etc.
Eg : asks right questions by honouring the dignity of patients during
history collection.

AFFECTIVE DOMAIN
Level 2 : Responding
This is concerned with active response by the learner, although
commitment is yet to demonstrate.
The range is from reacting to a suggestion to experiencing a feeling of
satisfaction in responding.
Verbs respond this level include answers, assists, complies, conforms
etc.
Eg : Assists the patient in carrying out activities of daily living.

AFFECTIVE DOMAIN
Level 3 : Valuing
Objectives at this level indicate acceptance and internalisation of
values or attitudes.
The learner act out these in every day life in a consistent way.
The verbs used in this level are initiates, invites, joins, justifies etc.
Eg : Initiates the building of interpersonal relationship with the
patients during clinical posting.

AFFECTIVE DOMAIN
Level 4 : Organisation
Having internalised the value, the learner will encounter situations in
which more than one value is relevant.
This level is concerned with the ability to organise values and to
arrange them in appropriate order.
Verbs represents this level are alters, arranges, combines, modifies etc.
Eg: Combines various interaction skills to nurture interpersonal
relationship with patients.

AFFECTIVE DOMAIN
Level 5: Characterisation
This is the highest level and having attained this level the learner has
an internalised value system which has become their philosophy of
life.
Verbs applicable to this level are acts, displays, discriminates, listens
etc.
Eg : Displays confidence while caring patients with M.I

PSYCHOMOTOR DOMAIN
Level 1: Perception
This basic level is concerned with the perception of sensory cues that
guide actions and ranges from awareness of stimuli to translation into
action.
Action verbs are chooses, differentiates , distinguishes, identifies,
detect etc.
Eg : Detects the early signs of decubitus ulcer.

PSYCHOMOTOR DOMAIN
Level 2: Set
This is concerned with cognitive, affective and psychomotor readiness
to act.
Typical verbs are begins, moves, reacts, shows, starts etc.
Eg : Reacts promptly to emergency situations during trauma care
posting.

PSYCHOMOTOR DOMAIN
Level 3 : Guided response
These objectives refers to the early signs in skill acquisition where
skills are performed following demonstration by the teacher.
Typical verbs are carries out, makes, performs, calculates etc
Eg : Performs bed making correctly as demonstrated by the teacher.

PSYCHOMOTOR DOMAIN
Level 4: Mechanism
At this level, the performance has become habitual, but the movements
are not so complex as the next higher level.
Verbs used are similar to level three.
Eg : Calculates the volume of fluid required in the first day for a
patient admitted with 60% burns and weighing 50 kg.

PSYCHOMOTOR DOMAIN
Level 5: Complex overt response
This level typifies the skilled performance and involves economy of
effort, smoothness of action and accuracy.
Again verbs similar to level 3 .
Eg: Performs endo-tracheal intubation correctly.

PSYCHOMOTOR DOMAIN
Level 6 : Adaptation
The skills are internalised to such an extend that the student can adapt
them to later for special circumstances.
Typical verbs are adapts, alters, modify etc.
Eg : modifies sterilization techniques according to the articles to be
sterilised.

PSYCHOMOTOR DOMAIN
Level 7 : Origination
This is the highest level and concerns the origination of new
movement patterns to suite particular circumstances.
Typical verbs are composes, creates, designs, originates etc.
Eg : Designs a splint to restrain the tore arm of child who is on I.V
infusion.

QUALITIES OF AN EDUCATIONAL
OBJECTIVE
Relevant educational objectives should be based on the need of the leader.
Feasible and achievable students should be able to do what is envisaged by
the objective, within the allotted time and available resources.
Measurable there should be provision in objective to evaluate the end results.
Observable
Unequivocal equivocal words have more than one meaning. Words like to
know, to understand are equivocal. Words like to solve, to write are
unequivocal.
Logical objectives should be agreeable or reasonable in relation to teachinglearning activities.

COMPONENTS OF EDUCATIONAL
OBJECTIVES
CONDITION OF PERFORMANCE
STUDENT BEHAVIOUR
PERFORMANCE CRITERIA OR STANDARD

COMPONENTS OF EDUCATIONAL
OBJECTIVES
Condition of performance indicates the conditions under which the
student will perform the behaviour. A statement of objective will
always begin with a condition of performance.
Student behaviour describes the behaviour that the teacher want the
student to perform, ie, the knowledge to be gained and the action or
skill the student is able to do.
Performance criteria specifies the level of performance that the teacher
will accept as successful attainment of the objective.
Eg: After attending the demonstration on IM injection, students will be
able to perform IM injection correctly.

LESSON PLANNING
Lesson planning is an important activity of daily teaching.
The lesson plan might include the main points to be covered in the
lesson activities for the students to do, questions related to the topic
being taught & some from of assessment for the realization of
stipulated instructional objectives.
Lesson planning is the heart of effective teaching.

Definition
Lesson plan is the title given to a statement of achievement to be
realize & specific meanings by which these are to be attained as a
result of the activities engaged during the period. -N.L.
Bossing Daily lesson planning involves defining the objectives,
selecting & arranging the subject matter & determining the method of
procedure. -Bining & Bining

Functions of a lesson plan

It ensure a definite objective for the days work & a clear visualization of
that objective.
It helps for adequate & appropriate use of resources in an efficient way.
It keeps the teacher on track.
It help clarify ideas about what, how, where & when & whom to teach.
It directs the teaching-learning process & procedures in the right direction.
Helps review the subject matter & gives up-to-date knowledge
It helps the teacher delimit the teaching.
It provide confidence, self-reliance. Ease & freedom to teacher in teaching.

Significance and Importance

It provides guidelines to students & the teacher during their teaching-learning
practices.
It helps in achieving the definite objectives.
It makes teaching systematic, orderly & economical.
It gives confidence to face the class.
It link new knowledge with previous knowledge.
It prepare pivotal questions & illustrations.
It enables the teacher evaluate his work as the lesson proceeds.
It helps the teacher use a wider variety of teaching material & learning
activities.

Pre-requisites of LP
Knowledge & mastery of subject matter
Knowledge of student psychology
Knowledge of methods & techniques
Knowledge of aims
Knowledge about students interests, traits & abilities
Teachers competence
Selection & organization of subject matter

Characteristics
Clarity
Definite aim & objectives
Extension of existing knowledge
Simple & comprehensive
Flexible
Ensure active teaching-learning process
Division with essence of wholesomeness
Individualized & customized
Feasibility & significance
Processed from general to specific
Completeness
Inclusion of summary, recapitalization, bibliography & student assignment.

Steps
Preparation or introduction
Presentation
Comparison or association
Generalizations
Application
Recapitulation

Strategies for effective implementation of LP

The lesson plan must be efficiently written, prepared & designed with
a complete sense of confidence.
The presenter or teacher must be clear about the aim & objectives of
the lesson plan.
Use of A-V aids must be well planned, judicious & efficient.
Introduction of the lesson must create interest in the students & they
must be well motivated to receive the subject content.

Strategies for effective implementation of LP

It is essential to use the right methods of teaching ensuring the active
involvement of students.
There must be careful use of blackboard & other audiovisual methods.
Questions planned & presented in a lesson plan must be definite, clear,
stimulating & thought provoking.
Content must be delivered in a simple language with a clear & audible
voice with complete sense of confidence.
Provide enough time to the students for clarifying their doubts.

Strategies for effective implementation of LP

Individual student attention while taking & giving regular feedback on
the understanding of subject content is vary essential for effective
implementation of the lesson plan.
Efficient time management, appropriate recapitalization of the subject
matter & relevant thought provoking questioning & continuous
feedback are key aspects of effective implementation of the lesson
plan.
End recapitalization, discussion of reference, bibliography & further
reading & expected students exercise assignments are also considered
to be important in the success of a lesson plan.