The document discusses the teaching and learning process. It describes teaching and learning as an interactive relationship between faculty and students that goes beyond subject matter. The roles of faculty are as facilitators, guides, coaches and mentors who work in partnership with students. Students take on roles as learners, inquirers and seekers of knowledge within an active participatory relationship. The teaching and learning process involves assessment, planning, implementation and evaluation in a circular process where each step interacts with the others. Key principles of teaching discussed include having a definite aim, learning by doing, linking to actual life, planning, motivating students, and creating a kind atmosphere.

1. Teaching Learning Process
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2. 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.
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3.  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.
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4.  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.
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5.  In a humanistic model both the faculty, as senior
learner, and student as junior learner, are engaged in
the teaching learning process (Roger,1969).
 Accordingly, both teacher and learner engage in a
transformed (changed) relationship, as result of
meaningful dialogue with one another.
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6. Steps of Teaching Learning
Process
 Assessment,
 Planning,
 Implementation, and
 Evaluation
The process is circular, with each step interacting
with the preceding and subsequent step.
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7. Assessment
Assessment has three major components; the
curricular attributes, the faculty attributes, and the
student attributes. The program and course
objectives, critical learning experiences, and
learning outcomes must be thoughtfully
examined.
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8. Assessment cont…
 curricular components provide the foundation for
identifying and preparing the appropriate content that
is to be taught.
 Faculty also need to appraise their own attributes,
including their level of content knowledge, their
philosophy and attitudes about teaching, and the
instructional skills they already possess and those
they want to develop
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9. Assessment cont…
 Faculty should be well informed about various
theories of learning and other theories relevant
for teaching and learning.
 Appropriate theories relevant to learning are used
as a framework to design the teaching learning
process.
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10. Assessment cont…
 Students personal attributes having significant
bearing on teaching learning process include the
students’ entry knowledge and skills, cognitive
abilities. Learning styles, motivation to achieve,
study habits, readiness to learn the content, and
preference for instructional methods.
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11. Assessment cont…
Data about student’s personal attributes can be
obtained from various sources. Students’ entry
knowledge and skills can be obtained from a brief
review of the course materials and texts used for
prerequisite courses; this helps to establish
reasonable expectations of the students.
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12. Assessment cont…
 Informal discussions with faculty and students are
another excellent source of entry level
information. During the first or second class
meeting, student’s interest in the course and
content and their perception of the classes
relationship with previous and concurrent course
can be excited through class discussion.
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13. Students can also be asked about individual skills,
abilities, and personal gifts that have not been
directly associated with their formal education in a
nursing programme.
This type of discussion often stimulates a lively
interaction and helps students to become aware of
faculty interest in the student as a whole person.
Individual learning styles and preferences can also be
elicited.
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14. Planning
 Assessment data are used as a foundation for
instructional planning.
 Instructional plans are essential for good teaching;
plans serve to help faculty better prepare to meet
their teaching responsibilities.
 Instructional plans can be thought of as maps
developed at the course, unit and lesson level.
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15. Planning cont…
Instructional planning includes selecting and
organizing the appropriate and essential content
in a logical and meaningful sequence, with
attention given to the appropriate explanation of
the important relationships between facts,
concepts, and principles.
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16. Planning cont…
 Planning also includes selecting the instructional
strategies and designing all of the learning
activities.
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17. Planning cont…
Developing a map of all of the lesson plans before
the course begins is beneficial because it helps to
ensure that the content will be adequately
addressed and allow faculty to examine the
variety of instructional strategies and learning
activities to be used throughout the course.
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18. Implementation
To enhance student’s achievement, faculty should
be flexible when adapting and modifying
preselected instructional strategies or when
implementing the predesigned lesson plan.
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19. Implementation cont…
Student’s verbal and nonverbal responses during
the lesson usually provide cues that indicate a
need for some further explanation, clarification, or
additional practice in applying the content.
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20. Evaluation
Evaluation is the final step of teaching learning
model. Formative and summative evaluations are
two common forms of evaluation used during
instruction.
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21. Evaluation cont…
 Formative evaluation is used to determine
student progress throughout the course and is
often used during a class session.
 Summative evaluation is conducted at the end of
a course and is used to determine the extent to
which students have achieved the desired
learning outcomes.
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22. Principles of Teaching
The principle of aim:
 definite aim should be there for every lesson.
 It serves as the goal for the teacher.
 It will make teaching and learning interesting and
effective.
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23. Principles of Teaching cont…
 The principle of activity or learning by doing:
child learns through activity.
 Learning by doing removes the dullness of the
lessons and the students do not get bored, it puts
them into life situations.
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24.  The principle of linking with actual life and other
subjects: the students will learn in the lab and
practice in real situations in clinical area.
 In first year the students will learn the normative
subjects i.e., Anatomy and Physiology that forms a
basis to understanding medical-surgical nursing in
second year.
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25. The principle of planning: teaching is always
planned. It involves:
Selection, division, revision
Selection is made on the basis of:
 Teacher’s aim.
 Teacher’s ability to impart the knowledge.
 The child’s capacity to receive.
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26. Division: means breaking the topic into convenient
units in order to make it more intelligible.
Revision: is essential for assimilation.
 Knowledge is to be fixed in the minds of the children.
 Revision should take place at each stage and
section, better known as sectional revision.
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27. The principle of interest or motivation:
 children are naturally interested in those things
which are connected with their natural urges or
activity.
 Motivation can secure the desired results.
 It prepares the mind and once it is done, the
children are ready to conduct anything.
 Motivation sets the mind for absorption and calls for
full attention in the lesson.
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28. Principles of Teaching cont…
 The principle of sympathy and kind
atmosphere:
 The teacher’s kindness and sympathy proves a
stimulation dose for the slow learning child, works
miracle for the brilliant pupil.
 Teaching should become a matter of pleasure for
the teacher and for the students.
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29. Principles of Teaching cont…
 Principle of flexibility and cooperation
 The plan of lesson must provide scope to make
necessary changes.
 Teaching must be flexible to meet the
unexpected situations if any, in the class-room.
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30. Principles of Teaching cont…
 The principle of diagnostic and remedial
teaching:
 The teacher should suggest remedies for problem
and do follow-up to assess the outcomes of his
suggestions.
 Learning difficulties should be discovered early to
avoid their taking root into the learning habit of
pupil.
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31. Principles of Teaching cont…
The principle of looking ahead: an open minded
teacher is always forward looking. He is ever
prepared to discover new possibilities for
widening pupil’s knowledge and range of
experience.
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32. Principles of Teaching cont…
 The principle of creativity: the ideal or a good
teacher is to make the pupil creative learner. By
introducing new materials, good teaching opens
up fields of investigation and enables the pupils to
make original contribution to the existing store of
knowledge.
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Factors Influencing Teaching Methodology
 The learning objectives
 The type of learning experience
 The availability of time
 The teacher’s capability to use it
 The nature of the learner
 The duration of the course or training

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The learning objectives:
first of all, the choice of teaching methods is
heavily influenced by what the teaching session
intends to achieve.
For example, if teacher intends students to
develop skill in giving injection, the use of only
lecture method that provides theoretical
knowledge on the subject would be insufficient.
The demonstration followed by return
demonstration would also be required as the
additional teaching method.

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The type of learning experience:
If nursing students need to have learning
experience required for developing competency
in giving intra-muscular injection, clinical
teaching with active participation of the students
in a real situation would be the appropriate
choice here.

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The availability of time:
 some teaching methods take less time on
teacher’s part than others.
 For example, if teacher has little time and
heavy teaching load, he/she would prefer to
use lecture method than use group discussion
method. Similarly, the choice would be lecture
method when large subject is to be covered in
a given time limits.

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The teacher’s capability to use it:
 lecture is the oldest conventional teaching
method; which almost all teachers are
comfortable with, but not all do the justice with
it.
 Only some teacher carryout lecture with such
great style that they leave a lasting impression
long after the session is over and the lesson is
forgotten.
 Many teachers are uncomfortable in small
group discussion or with other methods of

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The nature of the learner:
 The level of learners’ understanding, readiness to
learn, and the expectations, as well as the group
size of the learners will always influence the choice
of the teaching method.
 For a large group of learners and for a group
learners which expects teachers to provide new
information on the topic that is unfamiliar to them,
group discussion or brain storming would be an
inappropriate choice, where as it would excellent
method to teach for a small well-motivated group.
 Further, the choice of teaching method is also
affected by the fact that whether the group is
heterogeneous or homogenous.

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The duration of the course or training:
 If the duration of the training is short, the teaching
methods like written assignment or conference
would be an inappropriate method to choose

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