9. Planning for teaching.pptx

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Week 10: Teaching and learning
10. Planning for teaching

Expected learning outcomes
Discuss the following topics under planning for teaching
1. teacher-student interaction, providing for individual differences,
2. lesson planning,
3. scheme of work;

Individual Differences Among Learners
 These are the inequalities and dissimilarities of learners
 These can be inborn or learned (environmental influence)
 The inborn uniqueness can dictate;
1. Size
2. Height
3. Color
4. Strength
5. Ability to manipulate things
6. Growth
7. Behavior

Environmental influence can determine the following differences;
1. Intelligence
2. Social interaction; Extrovert/Introvert
3. Emotional reactions
4. Attitude/Orientation
5. Maturation

Why study individual differences?
1. Provides challenges to teachers
2. Help in choice of instructional media
3. Helps in making teaching process individualized

How does a teacher deal with the differences?
1. Categorizing learners
2. Monitor learner performance based on their difference and
stage adequate reparative measures
3. Plan for individual differences in terms of;
i. Instruction (choice and use)
ii. Evaluation and Grading (Maturation based)
iii. Selection of media resource

Motivation of learners
 What makes someone to carry out a certain activity with
commitment?

Types of Motivation
There are two types of motivation;
1. Intrinsic motivation – this is natural motivation - Andragogy
2. Extrinsic motivation – this is events determined - Pedagogy
Everyone has experienced one form motivation or another.

Assumption related to Adult Learning -
Andragogy
1. Need to know – reason for learning something
2. Foundation/Experience/Error – Provided basis for learning
activities
3. Self-Concept – Humanistic approach to learning where one is
responsible for their decisions on education, including
involvement in planning and evaluation of their instruction
4. Readiness- Most interested in subjects with immediate
relevance to their work and personal lives

5. Orientation – Problem based rather than content centered
6. Motivation – is more internal rather than external

Attention
 Keenness or alertness
 Ability to concentrate and focus on an event/ occurrence or
learning situation for this matter.
 Is usually based individual interest in the event or the
occurrence
 Its determined by;
◦ Relevance or deemed relevance of the activity
◦ Mental age of the learner
◦ Nature of the event
◦ Timing of the event

Attention cont….
 It can be short or long depending on many factors.
 Younger learners are known to have shorter attention span

Value of motivation and attention in instruction
1. They influence individual learning
2. They form basis for development and use of
individual learners talents
3. Determines individual participation in learning
situation
4. Usually leads to productive work
5. Help in planning for instruction and choice of
instructional strategies
6. Strengthening teacher student relationship

Management of motivation and attention in
instruction
1. Establish motivational levels among learners
2. Need to identify students/learners motivators
3. Organize learning environment/ situations and selection of
media as per student interest
4. Monitor influence of motivation in instruction among learners
through;
 Reaction of students by the questions asked
 Performance in school work

Assignment
Review Abraham Maslow’s hierarchy of needs.

EVALUATION OF LEARNING EFFECTIVENESS
Its important to evaluate what has been covered by the teacher
Evaluation is used to measure the level of skills, knowledge and
attitudes gained by the students from the teaching-learning
discourse.

Purpose of evaluation
1. To determine efficiency of instructional program
2. Establish instructional difficulties
3. To determine amount of learning that has occurred
4. For review of instructional design

Forms of evaluation of learning effectiveness
 Three types of evaluation based on the timing of
evaluation;
1. Diagnostic/Entry
2. Formative/ Continuous (Concurrent)
3. Summative
 There are also three types of evaluation based on
domain of learning
1. Skills appraisal (Aptitude)
2. Theory tests (Intelligence tests based on memory and
reproduction of work)
3. Attitude (Emotional Intelligence)

Diagnostic Evaluation
 Used to determine habits, behavior, skills and knowledge that is
required during the instruction process
 Can be done shortly before or shortly after instruction process starts
 Tools used for summative evaluation are;
- Oral Questions
- Theme or modular testing
- Examination
- Observation
- Project
- Questionnaire

Formative/Continuous/Concurrent Evaluation
 Is done concurrently in the course of instruction
 Its assessment for learning
 Done to evaluate effectiveness of instruction and for review of
methods of teaching thus helping in
recourse/remedy/reparation/reshaping of the methods.
 Tools used for continuous evaluation are;
- Oral question
- Testing (CAT)
- Project method
- Examination
- Observation
- Skills appraisal/Aptitude test
- etc

Formative evaluation cont…
 The goal of formative assessment is to monitor student
learning to provide ongoing feedback that can be used by
instructors to improve their teaching and by students to improve
their learning. More specifically, formative assessments:
 help students identify their strengths and weaknesses and
target areas that need work
 help faculty recognize where students are struggling and
address problems immediately

Purposes of formative evaluation
1. Provide feedback for teachers to modify subsequent learning
activities and experiences;
2. Identify and remediate group or individual deficiencies
3. To move focus away from achieving grades and onto learning
processes, in order to increase self efficacy and reduce the
negative impact of extrinsic motivation;
4. To improve students’ awareness of how they learn.
5. Allows for fine-tuning of instruction

 Feedback is the central function of formative assessment. It
typically involves a focus on the detailed content of what is
being learnt, rather than simply a test score or other
measurement of how far a student is falling short of the
expected standard.

Principles of good feedback practice (Good to
Know)
1. Clarifies what good performance is (goals, criteria, expected
standards);
2. Facilitates the development of self-assessment in learning;
3. Provides high quality information to students about their
learning;

Principles of good feedback practice (Good to
Know)
4. Encourages teacher and peer dialogue around learning;
5. Encourages positive motivational beliefs and self-esteem;
6. Provides opportunities to close the gap between current and
desired performance;
7. Provides information to teachers that can be used to help
shape teaching.

Summative Evaluation
 Happens long after instructional process
 Determines whether the instruction process appealed to the
three domains but majorly the attitude (Affect) and Skills
(Psychomotor)
 It is assessment of learning.

Functions of summative evaluation
1. Determine effectiveness of entire program
2. Determines importance of program
3. Problem identification
4. Inform public on institutional performance
5. Certification
6. Rewarding exemplary performance

Consideration in the administration of
Evaluation in Teaching
1. Objective of evaluation of learning effectiveness. These can be;
- Teacher effectiveness in delivering the content to learners -
Teacher
- Learning process and associated learning characteristics and
challenges – Learner
2. Strategies of administering evaluation
- Tools
- Timing
- Environment i.e. inside/outside, class/clinic, Auditorium/theatre.

Consideration in the administration of
Evaluation in Teaching
3. What is the evaluation meant to accomplish?
- Review of instruction/curriculum
- Advice parents
- Rank students
4. Frequency of evaluation

Challenges of administration of evaluation
1. Enrolment – too many students
2. More innovative modes of learning
3. Teacher workload
4. Changing modes of evaluation
5. Need for evaluation – instruction review, curriculum review etc

References
 Basavanthappa B T, (2003) Nursing Education.3rd Ed. Jaypee
Brothers, New Delhi,
 Diane M. Billings, Judith A. Halstead (2011) Teaching in Nursing: A
Guide for Faculty, 4th Ed. (Billings, Teaching in Nursing: A Guide for
Faculty).
 Carroll Iwasiw, Mary-Anne A., Dolly G. (2008) Curriculum
Development in Nursing Education.
 Jan L. McCoy, Marion A. (2012) Fast Facts for Curriculum
Development in Nursing: How to Develop & Evaluate Educational
Programs in a Nutshell.

9. Planning for teaching.pptx

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