SlideShare a Scribd company logo
Mrs.B.Kavitha M.Sc (N),
Professor
Aswini College of Nursing, Thrissur
ASSESSMENT AND
PLANNING IN NURSING
EDUCATION
INTRODUCTION
In an education system, it is understood that assessment is
only for the students, but on the other hand, the Assessment
of teachers is also an important aspect of the education
system that ensures teachers are providing high-quality
instruction to students. The assessment process can be used
to provide feedback and support for professional
development, to inform decisions about teacher retention or
promotion, or to evaluate teacher effectiveness for
accountability purposes.
ESSENTIAL QUALITIES OF A TEACHER
Subject
matter
expertise
Communicati
on skills
Classroom
management
Aptability
Empathy
Passion and
enthusiasm
Patience
Continuous
learning
Subject matter expertise: Good teachers have a deep understanding
of the subjects they teach. They are knowledgeable about the
content and are able to explain it in a way that is understandable to
their students.
Communication skills: Good teachers are able to communicate
clearly and effectively, both verbally and in writing. They are able to
explain complex ideas in simple terms and are good listeners.
Classroom management: Good teachers are able to create a positive
learning environment. They are able to manage classroom behavior,
maintain order, and ensure that all students are engaged and
participating.
Aptability: Teaching requires a great deal of flexibility. Good teachers
are able to adapt their teaching style and lesson plans to meet the
needs of individual students and respond to unexpected situations
Empathy: Good teachers are empathetic and understanding of their
students' needs and concerns. They are able to create a safe and
supportive learning environment where all students feel valued and
respected.
Passion and enthusiasm: Good teachers are passionate about
teaching and enthusiastic about their subject matter. They can
inspire and motivate their students to learn and explore new ideas
Patience: Teaching can be challenging, and good teachers are patient
and understanding with their students. They can remain calm and
composed even in difficult situations
Continuous learning: Good teachers are committed to continuous
development. They stay up-to-date with the latest research and
technique in their field and are constantly looking for ways to
improve their teaching practices.
TEACHING STYLE
The Formal
authority style
The
demonstrator
style
The facilitator
style
The delegator
style
• Teaching styles are also called
teaching methods, which include,
principles, management strategies for
teaching.
• Teachers will discover the fits their
personalities and curriculum the best
as they develop their teaching styles
and combine them with successful
classroom techniques.
Formal authority style:
• The authority model is teacher-centered and frequently entails lengthy lecture session
way presentations. Students are expected to take notes or absorb information
• Pros:
– This style is acceptable for certain higher-education disciplines and auditorium with
large groups of students.
– The pure lecture style is most suitable for subjects like history which necessitate
memorization of key facts, dates, names, etc
• Cons:
– It's a questionable model for teaching children because there is little or no
interaction with the teacher, so it is a better approach for older, more mature
students
– The students will get boredom easily.
Demonstrator style
• The demonstrator retains the formal authority role by showing students what
they need to know.
• The demonstrator is a lot like the lecturer, but their lessons include multimedia
presentations, activities, and demonstrations. (Math, Science, Music)
• Pros.
– This style gives teachers opportunities to incorporate a variety of formats
including lectures and multimedia presentations
• Cons
– Although it's well-suited for teaching mathematics, music, physical
education or arts and crafts, it is difficult to accommodate students'
individual needs in larger classroom
Facilitator style
• Facilitators promote self-learning and help students develop critical
thinking skill and retain knowledge that leads to self-actualization.
• Pros:
– This style trains students to ask questions and helps develop skills to
find answer and solution through exploration, it is ideal for teaching
science and similar subjects
• Cons:
– Challenges teachers to interact with students and prompt them toward
discovery rather than lecturing facts and testing knowledge through
memorization. So it's a bit harder to measure success in tangible terms.
Delegator style
• The delegator style is best suited for curricula that require lab activities,
such as chemistry and biology, or subjects that warrant peer feedback, like
debate and creative writing
• Pros:
– Guided discovery and inquiry-based learning place the teacher in an
observer role that inspires students by working in tandem toward
common goals.
• Cons:
– Considered a modern style of teaching, it is sometimes criticized as
eroding teacher authority. As a delegator, the teacher acts more as a
consultant rather than the traditional authority figure.
ASSESSMENT OF LEARNER
A learner is someone who engages in the process of acquiring
knowledge, skills, or understanding about a particular subject or
topic. Learners can be individuals of any age or background, from
students in formal educational settings such as schools and
universities to professionals seeking to prove their skills through
training and development programs.
Types of learners
To attain all-round development,
students should be provided with
suitable assistance and guidance
accordance with their abilities and
learning needs. There are several
types of learners, with its own
unique characteristics, strengths,
and weaknesses. Here are some
common types of learners:
Types
of
learner
Visual learner
Auditory learner
Kinesthetics learner
Reading/ writing learners
Logical / mathematical learners
Social/ interpersonal learners
Solitary/ intrapersonal learners
• Visual learners: These learners process information best through
visual aids such as diagrams. charts, or videos. They benefit from
seeing information in a visual format, and may have difficulty with
verbal instructions or lectures.
• Auditory learners: These learners process information best through
sound and spoken language. They benefit from lectures,
discussions, and verbal explanations, and may have difficulty with
visual aids or written instructions.
• Kinesthetic learners: These learners process information best
through physical and hands-on experience. They benefit from
activities such as role-playing, simulations or experiments, and may
have difficulty with passive learning activities such as lectures or
reading.
• Reading/writing learners: These learners process information best
through written language. They benefit from reading and taking
notes, and may have difficulty with oral instruction or group
discussion.
• Logical /mathematical learners: These learners process information's best
through Logic and reasoning. They benefit from problem solving activities,
patterns and classification, and may have difficulty with abstract concepts or
creative thinking.
• Social/interpersonal learners: These learners process information best
through interaction and communication with others. They benefit from group
discussions, collaborative activities and feedback from others, and may have
difficulty with solitary learning activities
• Solitary/intrapersonal learners: These learners process information best
through independent study and reflection. They benefit from quiet, self-
directed activities such as reading or journaling and may have difficulty with
group activities or distractions
Determinants of learning
Learning
needs
Readiness
Learning
style
Haggard (1989) states that the
educator's role in the learning process is
primarily to assess the learner in
relation to the three factors that affect
learning or what is termed determinants
of learning
1. Learning needs:
Are gaps in knowledge that exist between a desired level of performance and the act
performance.
A. Identify the learner
B. Choose the right setting-establish a trusting environment
C. Collect data on the learner
D. Include the learner as a source of information
E. Include members of the health care team
F. Determine availability of educational resources
G. Assess demands of the organization
H. Consider time management issues
I. Prioritize needs
METHODS IN
ASSESSING LEARNING
NEEDS:
Informal conversations or
interviews
Structured interviews
Written pre test
Observations of health
behaviors over a period of
different times
2.READINESS TO LEARN:
Readiness to learn can be assessed by the following
1. Determine what needs to be taught
2. Find out exactly when the learner is ready to learn
3. Discover what the patient wants to learn
4. Identify what is required of the learner
• What needs to be learner
• What the learning objectives should be
• Find out in which domain of learning and at what level the lesson will be
taught
Four types of readiness to learn (PEEK)
1. P-Physical readiness:
A. Measures of ability: Adequate strength, flexibility, and endurance are needed to teach
a patient how to walk on crutches and for him/her to be ready to learn. At the same time,
measures requiring visual and auditory acuity of a patient also affect the learning
readiness especially if the senses of sight and hearing are impaired.
B. Complexity of task: The difficulty level of the subject or the task to be mastered:
psychomotor skills require varying degrees of manual dexterity and physical energy
output but once acquired or mastered, they are usually retained better and longer than
learning in the cognitive and affective domains.
C. Environmental effects: Refers to an environment conducive to learning, free from noise
and other distractions that may affect the physical readiness to learn.
D. Health status - Person in a state of good health or ill health? Does he still have the
energy or motivation to learn?
2. E-Emotional readiness
A. Anxiety level may or may not be a
hindrance to learning. Some degree of
anxiety may motivate a person to learn but
a low degree of anxiety will interfere with
readiness to learn
B. Support system
C. Motivation.
D. Risk-taking behaviors
E. Frame of mind
F. Developmental stage
3. E-Experimental readiness
A.Level of aspiration
B.Past coping mechanism
C.Cultural background
D.Locus of control
E.Orientation
A.Parochial
B.Cosmopolitan orientation
4. K-Knowledge readiness
A Present knowledge base
B. Cognitive ability
3.Learning styles
• Characteristics of cognitive, affective, and physiological
behaviors are stable indicators of how learners perceive,
interact with, and respond to the environment.
• Learning style also represents both inherited
characteristics and environmental influences. As a result
of our hereditary equipment, most people develop
learning styles that emphasize some learning abilities over
others.
Today's generation of learners and their skills
and attributes
Generation Z
Generation
Alpha
Today's generation of learners
can be broadly categorized as
• The digital natives or Gen Z,
born between the mid-1990s
and the mid-2000s,
• The millennial generation,
born between the early
1980s and the mid-1990s.
• The Generation Alpha born
year 2010 onwards
GENERATION Z
• These two generations have grown up in a digital age, surrounded
by technology, social media, and the internet, and have
developed different learning preferences and behaviors compared
to previous generations.
• Knowledge about this group continues to emerge, but it's been
identified as the most technologically savvy of all generations.
They were born with the internet and began using interactive
technology before entering school.
SKILLS AND ATTRIBUTES OF GENERATION Z
• Are more pragmatic
• Read less and have shorter attention spans than previous generations.
• Interactive games and app will help them to reinforce important
information
• If communicating by e-mail, limit them to 140 characters to ensure
information is presented concisely.
• Rather than having a wall of pamphlets, a digital library of infographics
accessible via the patient portal and short, shareable videos is most
effective.
• When communicating with gen z learner, use texting, face-to-face video
chat, or social media as appropriate
• To avoid information overload, provide evidence-based resources
to help them identify credible sources.
• Effective individual learning would best from technology-based
resources.
• To support individual learning styles, practice providers should ask
new patients whether they prefer printed or online teaching
materials and notes.
• As a nurse, understanding the particular characteristics associated
with generations will help to tailor teaching methods to the styles
most effective for individual learning
GENERATION ALPHA
Generation Alpha includes those born from 2010 onwards who have
grown up in a fully digital world. Mark MeCrindle coined the term. He
explains that “it conforms to the scientific nomenclature of using the
Greek alphabet instead of the Latin alphabet and there was no point
in going back to A, after all, they are the first generation born fully into
the 21st century and therefore they are the start of something new,
not a return to the old".
Skills and Attributes of Generation Alpha
The characteristics are
• Independents: They are independent when it comes to making their
own decisions and managing their digital identities, and they expect
their individual needs and preferences to be taken into account
• Visuals: Video will be their preferred format. In addition, video games
will boost their visual skills, improving eye-hand coordination and the
ability to easily switch tasks.
Skills and attributes
• Hyperconnected: Alpha children are permanently connected. Such
is their attention to new technologies that it become a way of life.
• Technological: Being hyper-connected, they become experts in the
use of new technologies, which facilitates their digital learning and
opens up a wide range of possibilities
• Diverse: In this case, diversity not only refers to demographics, such
as ethnicity and gender but also to tastes, lifestyles, and points of
view.
EMOTIONAL INTELLIGENCE
OF THE LEARNER
Emotional intelligence (EQ) is the
ability to identify, use, understand,
and manage emotions in positive
ways to relieve stress, communicate
effectively, empathize with others,
overcome challenges, and defuse
conflict.
• DEFINITION: Emotional intelligence refers to a person's ability to
perceive, process, and regulate emotional information effectively
both with oneself and others and to use this information to guide
one’s thinking, action and influence those of others– Meyer Salovey
• Emotional Intelligence is all about self-management, self-awareness,
and understanding people around. The major aspect of emotional
intelligence is relationship management.
COMPONENTS OF EI
Self
awareness
Self-
regulation
Social
skills
Empathy motivation
Daniel Goldman explained the emotional intelligence model into five
components
1. Self-awareness: refers to the capacity to recognize and understand
emotions and to have a sense of how one's actions, moods and
the emotions of others take effect. It involves keeping track of
emotions and noticing different emotional reactions, as well as
being able to identify the emotions correctly.
2.Self-regulation: involves the appropriate expression of emotion. Self-
regulation includes being flexible, coping with change, and managing
conflict. It also refers to diffusing difficult or tense situations and being
aware of how one's actions affect others and take ownership of these
actions.
3. Social skills: refers to interacting well with other people. It involves
applying an understanding of the emotions of ourselves and others to
communicate and interact with others on a day-to-day basis. Different
social skills include active listening, verbal communication skills, non-
verbal communication skills, leadership, and developing rapport.
4. Empathy: refers to being able to understand how other people are
feeling. This component of Emotional Intelligence enables an individual
to respond appropriately to other people based on recognizing their
emotions. It enables people to sense power dynamics that play a part
in all social relationships, but also most especially in workplace
relations.
5. Motivation: refers to Intrinsic motivation means that an individual
is driven to meet personal needs and goals, rather than being
motivated by external rewards such as money, fame, and recognition
IMPORTANCE
OF
EI
FOR
LEARNERS
Better communications
Improved social skills
Enhanced self awareness
Better stress management
Improved conflict resolution
ROLE OF TEACHER IN IMPROVING EMOTIONAL
INTELLIGENCE IN LEARNERS
Creating positive classroom environment
Teaching emotional awareness
Encouraging self- reflection
Providing opportunities for social emotional learning
BARRIERS
FOR
EI
IN
LEARNERS
Lack of self awareness
Negative self talk
Limited self exposure to emotional intelligence concept
Cultural and social expectations
Lack of support
Trauma
Motivational factors
 Motivation is a process of interaction between the learner and the
environment, which is marked by the selection, initiation, increase,
or persistence of goal-directed behavior.
 Motivation helps the learner to focus their attention on a key goal
or outcome. Learners who are motivated display goal-orientated
behaviors.
 They take initiative, show resilience, harness their curiosity, and
care for and respect their work. They are equipped to orchestrate
their own learning journey.
Importance of motivation for learners
A learner who is motivated is committed, energetic, and innovative: They see
the value in what they are learning, and are determined to achieve their goals.
There are innumerable benefits of motivation in learning. These include
 Increased persistence
 Increased wellbeing
 Improved performance and outcomes
 Enhanced cognitive processing.
 Increased effort in lessons.
 Higher levels of attendance.
 Increased creativity and innovation.
Factors affecting motivation
Personal
factors
• a. Intellectual ability
• b. Physical health
• c. Mental status
• d. Interest and readiness
• e. Personality
Environmental
factors
• a. Settings
• b. Timings
• c. Medium of instructions:
• d. Language
Support
system
• a. Family
• b. Peer group
• c. Socio economical status
REFERNCES
Lakshmi Prasanna. Educational technology /Nursing
education. frontline publication. 2024.Pg no.69-81
 Sankaranarayanan B. teachers manual of effective
teaching in the digital age . worthreads
Publications;2023 Pg no: 313-380

More Related Content

What's hot

COURSE PLAN &UNIT PLAN
COURSE PLAN &UNIT PLANCOURSE PLAN &UNIT PLAN
COURSE PLAN &UNIT PLAN
Shalu Udhay
 
Cancer of the oral cavity
Cancer of the oral cavityCancer of the oral cavity
Cancer of the oral cavity
saheli chakraborty
 
ENT assessment
ENT assessmentENT assessment
ENT assessment
muhammad shahid
 
PALLIATIVE CARE.pptx
PALLIATIVE CARE.pptxPALLIATIVE CARE.pptx
PALLIATIVE CARE.pptx
JAMESNYIRENDA5
 
Nature and scope of mental health nursing
Nature and scope of mental health nursingNature and scope of mental health nursing
Nature and scope of mental health nursing
Shradhanjali Biswal Pradhan
 
Forensic nursing
Forensic nursingForensic nursing
Forensic nursing
Anilkumar Mandalia
 
Common cold
Common coldCommon cold
Common cold
subrahmanyamsubbu5
 
National mental health program
National mental health programNational mental health program
National mental health program
VijayChoudhary53
 
POST BASIC B.SC NURSING COMMUNITY HEALTH SYLLABUS IN II YEAR.docx
POST BASIC B.SC NURSING COMMUNITY HEALTH SYLLABUS IN II YEAR.docxPOST BASIC B.SC NURSING COMMUNITY HEALTH SYLLABUS IN II YEAR.docx
POST BASIC B.SC NURSING COMMUNITY HEALTH SYLLABUS IN II YEAR.docx
naveenithkrishnan
 
Labyrinthitis
LabyrinthitisLabyrinthitis
Labyrinthitis
Sanil Varghese
 
Cancer of larynx
Cancer of larynxCancer of larynx
Cancer of larynx
Sanil Varghese
 
Otalgia
OtalgiaOtalgia
Population and its control kailash
Population and its control kailashPopulation and its control kailash
Population and its control kailash
Kailash Nagar
 
psychotherapy.ppt
psychotherapy.pptpsychotherapy.ppt
psychotherapy.ppt
Sidra Akhtar
 
Tympanic membrane perforation
Tympanic membrane perforationTympanic membrane perforation
Tympanic membrane perforation
Dr. Binu Babu Nursing Lectures Incredibly Easy
 
Forensic psychiatry
Forensic psychiatryForensic psychiatry
Forensic psychiatry
PaulineTembo3
 
Cancer Nursing
Cancer NursingCancer Nursing
Cancer Nursing
shenell delfin
 
Gastrointestinal-Intubation-1.pptx
Gastrointestinal-Intubation-1.pptxGastrointestinal-Intubation-1.pptx
Gastrointestinal-Intubation-1.pptx
KartheeswariA
 
Chemotherapy
ChemotherapyChemotherapy
Chemotherapy
Reynel Dan
 
Otitis media ear infection ppt
Otitis media ear infection pptOtitis media ear infection ppt
Otitis media ear infection ppt
NehaNupur8
 

What's hot (20)

COURSE PLAN &UNIT PLAN
COURSE PLAN &UNIT PLANCOURSE PLAN &UNIT PLAN
COURSE PLAN &UNIT PLAN
 
Cancer of the oral cavity
Cancer of the oral cavityCancer of the oral cavity
Cancer of the oral cavity
 
ENT assessment
ENT assessmentENT assessment
ENT assessment
 
PALLIATIVE CARE.pptx
PALLIATIVE CARE.pptxPALLIATIVE CARE.pptx
PALLIATIVE CARE.pptx
 
Nature and scope of mental health nursing
Nature and scope of mental health nursingNature and scope of mental health nursing
Nature and scope of mental health nursing
 
Forensic nursing
Forensic nursingForensic nursing
Forensic nursing
 
Common cold
Common coldCommon cold
Common cold
 
National mental health program
National mental health programNational mental health program
National mental health program
 
POST BASIC B.SC NURSING COMMUNITY HEALTH SYLLABUS IN II YEAR.docx
POST BASIC B.SC NURSING COMMUNITY HEALTH SYLLABUS IN II YEAR.docxPOST BASIC B.SC NURSING COMMUNITY HEALTH SYLLABUS IN II YEAR.docx
POST BASIC B.SC NURSING COMMUNITY HEALTH SYLLABUS IN II YEAR.docx
 
Labyrinthitis
LabyrinthitisLabyrinthitis
Labyrinthitis
 
Cancer of larynx
Cancer of larynxCancer of larynx
Cancer of larynx
 
Otalgia
OtalgiaOtalgia
Otalgia
 
Population and its control kailash
Population and its control kailashPopulation and its control kailash
Population and its control kailash
 
psychotherapy.ppt
psychotherapy.pptpsychotherapy.ppt
psychotherapy.ppt
 
Tympanic membrane perforation
Tympanic membrane perforationTympanic membrane perforation
Tympanic membrane perforation
 
Forensic psychiatry
Forensic psychiatryForensic psychiatry
Forensic psychiatry
 
Cancer Nursing
Cancer NursingCancer Nursing
Cancer Nursing
 
Gastrointestinal-Intubation-1.pptx
Gastrointestinal-Intubation-1.pptxGastrointestinal-Intubation-1.pptx
Gastrointestinal-Intubation-1.pptx
 
Chemotherapy
ChemotherapyChemotherapy
Chemotherapy
 
Otitis media ear infection ppt
Otitis media ear infection pptOtitis media ear infection ppt
Otitis media ear infection ppt
 

Similar to Assessment and Planning in Educational technology.pptx

u # 4 teaching styles.pptx
u # 4 teaching styles.pptxu # 4 teaching styles.pptx
u # 4 teaching styles.pptx
Farida Faraz
 
pedagogy in physical science.pptx
pedagogy in physical science.pptxpedagogy in physical science.pptx
pedagogy in physical science.pptx
vishalmhaske13
 
Effective Teaching
Effective TeachingEffective Teaching
Effective Teaching
Tasneem Ahmad
 
Effectiveness of teaching methodology
Effectiveness of teaching methodologyEffectiveness of teaching methodology
Effectiveness of teaching methodology
Dr. Satyender Kumar
 
Teaching Types
Teaching Types Teaching Types
Teaching Types
Charmalyn Williams
 
Approaches to Learning Powerpoint for IB.pptx
Approaches to Learning Powerpoint for IB.pptxApproaches to Learning Powerpoint for IB.pptx
Approaches to Learning Powerpoint for IB.pptx
DrewWILSON58
 
Teacher Development Stages
Teacher Development Stages Teacher Development Stages
Teacher Development Stages
Aliff Aniki
 
English Language Teacher Professional Development
English Language Teacher Professional DevelopmentEnglish Language Teacher Professional Development
English Language Teacher Professional Development
Dipendra Rawal
 
teaching learning strategies
teaching learning strategies teaching learning strategies
teaching learning strategies
alizia54
 
Teaching methodologies
Teaching methodologiesTeaching methodologies
Teaching methodologies
Shams ud din Pandrani
 
Effective learning environment by Dr.Shazia Zamir
Effective learning environment by Dr.Shazia ZamirEffective learning environment by Dr.Shazia Zamir
Effective learning environment by Dr.Shazia Zamir
shaziazamir1
 
Qualities of a Good Teacher
Qualities of a Good TeacherQualities of a Good Teacher
Qualities of a Good Teacher
Md. Nazrul Islam
 
How children learn
How children learnHow children learn
Teaching Methods and Approaches.pptx
Teaching Methods and Approaches.pptxTeaching Methods and Approaches.pptx
SPICES Medical Education
SPICES Medical Education SPICES Medical Education
SPICES Medical Education
Usman Amin
 
Subject matter expertise
Subject matter expertiseSubject matter expertise
Subject matter expertise
Abu Bashar
 
SKILLS AND BEHAVIOR IN EFFECTIVE CLASSROOM TEACHING
SKILLS AND BEHAVIOR IN EFFECTIVE CLASSROOM TEACHINGSKILLS AND BEHAVIOR IN EFFECTIVE CLASSROOM TEACHING
SKILLS AND BEHAVIOR IN EFFECTIVE CLASSROOM TEACHING
International Journal of Technical Research & Application
 
approaches in teaching learning process
approaches in teaching learning process  approaches in teaching learning process
approaches in teaching learning process
Prabhudatta Dehury
 
Gifted and Talented
Gifted and TalentedGifted and Talented
Gifted and Talented
KaliaShamanski
 
Chapter 15 powerpoint presentation final
Chapter 15 powerpoint presentation finalChapter 15 powerpoint presentation final
Chapter 15 powerpoint presentation final
celim55
 

Similar to Assessment and Planning in Educational technology.pptx (20)

u # 4 teaching styles.pptx
u # 4 teaching styles.pptxu # 4 teaching styles.pptx
u # 4 teaching styles.pptx
 
pedagogy in physical science.pptx
pedagogy in physical science.pptxpedagogy in physical science.pptx
pedagogy in physical science.pptx
 
Effective Teaching
Effective TeachingEffective Teaching
Effective Teaching
 
Effectiveness of teaching methodology
Effectiveness of teaching methodologyEffectiveness of teaching methodology
Effectiveness of teaching methodology
 
Teaching Types
Teaching Types Teaching Types
Teaching Types
 
Approaches to Learning Powerpoint for IB.pptx
Approaches to Learning Powerpoint for IB.pptxApproaches to Learning Powerpoint for IB.pptx
Approaches to Learning Powerpoint for IB.pptx
 
Teacher Development Stages
Teacher Development Stages Teacher Development Stages
Teacher Development Stages
 
English Language Teacher Professional Development
English Language Teacher Professional DevelopmentEnglish Language Teacher Professional Development
English Language Teacher Professional Development
 
teaching learning strategies
teaching learning strategies teaching learning strategies
teaching learning strategies
 
Teaching methodologies
Teaching methodologiesTeaching methodologies
Teaching methodologies
 
Effective learning environment by Dr.Shazia Zamir
Effective learning environment by Dr.Shazia ZamirEffective learning environment by Dr.Shazia Zamir
Effective learning environment by Dr.Shazia Zamir
 
Qualities of a Good Teacher
Qualities of a Good TeacherQualities of a Good Teacher
Qualities of a Good Teacher
 
How children learn
How children learnHow children learn
How children learn
 
Teaching Methods and Approaches.pptx
Teaching Methods and Approaches.pptxTeaching Methods and Approaches.pptx
Teaching Methods and Approaches.pptx
 
SPICES Medical Education
SPICES Medical Education SPICES Medical Education
SPICES Medical Education
 
Subject matter expertise
Subject matter expertiseSubject matter expertise
Subject matter expertise
 
SKILLS AND BEHAVIOR IN EFFECTIVE CLASSROOM TEACHING
SKILLS AND BEHAVIOR IN EFFECTIVE CLASSROOM TEACHINGSKILLS AND BEHAVIOR IN EFFECTIVE CLASSROOM TEACHING
SKILLS AND BEHAVIOR IN EFFECTIVE CLASSROOM TEACHING
 
approaches in teaching learning process
approaches in teaching learning process  approaches in teaching learning process
approaches in teaching learning process
 
Gifted and Talented
Gifted and TalentedGifted and Talented
Gifted and Talented
 
Chapter 15 powerpoint presentation final
Chapter 15 powerpoint presentation finalChapter 15 powerpoint presentation final
Chapter 15 powerpoint presentation final
 

More from Kavitha Krishnan

Session 2 - Classification of drug abuse
Session 2 - Classification  of drug abuseSession 2 - Classification  of drug abuse
Session 2 - Classification of drug abuse
Kavitha Krishnan
 
Course plan, Unit plan and Lesson plan.pptx
Course plan, Unit plan and Lesson plan.pptxCourse plan, Unit plan and Lesson plan.pptx
Course plan, Unit plan and Lesson plan.pptx
Kavitha Krishnan
 
Formulation of educational objectives.pptx
Formulation of educational objectives.pptxFormulation of educational objectives.pptx
Formulation of educational objectives.pptx
Kavitha Krishnan
 
INTRODUCTION TO THE FORENSIC SCIENCE.ppt
INTRODUCTION TO THE FORENSIC SCIENCE.pptINTRODUCTION TO THE FORENSIC SCIENCE.ppt
INTRODUCTION TO THE FORENSIC SCIENCE.ppt
Kavitha Krishnan
 
Nursing curriculum is the learning opportunity
Nursing curriculum is the learning opportunityNursing curriculum is the learning opportunity
Nursing curriculum is the learning opportunity
Kavitha Krishnan
 
Analysis of data.pptx
Analysis of data.pptxAnalysis of data.pptx
Analysis of data.pptx
Kavitha Krishnan
 
schizophrenia.pptx
schizophrenia.pptxschizophrenia.pptx
schizophrenia.pptx
Kavitha Krishnan
 
EVALUATION AND ASSESSMENT IN NURSING.pptx
EVALUATION AND ASSESSMENT IN NURSING.pptxEVALUATION AND ASSESSMENT IN NURSING.pptx
EVALUATION AND ASSESSMENT IN NURSING.pptx
Kavitha Krishnan
 
relaxation therapy.pptx
relaxation therapy.pptxrelaxation therapy.pptx
relaxation therapy.pptx
Kavitha Krishnan
 
RECREATION therapy.pptx
RECREATION therapy.pptxRECREATION therapy.pptx
RECREATION therapy.pptx
Kavitha Krishnan
 
behavior therapy.pptx
behavior therapy.pptxbehavior therapy.pptx
behavior therapy.pptx
Kavitha Krishnan
 
Group therapy & Family therapy.pptx
Group therapy  & Family therapy.pptxGroup therapy  & Family therapy.pptx
Group therapy & Family therapy.pptx
Kavitha Krishnan
 
PSYCHOTHERAPY.pptx
PSYCHOTHERAPY.pptxPSYCHOTHERAPY.pptx
PSYCHOTHERAPY.pptx
Kavitha Krishnan
 
Assessment of mental health status.pptx
Assessment of mental health status.pptxAssessment of mental health status.pptx
Assessment of mental health status.pptx
Kavitha Krishnan
 
self affirmation presentation.pptx
self affirmation presentation.pptxself affirmation presentation.pptx
self affirmation presentation.pptx
Kavitha Krishnan
 
Health and illness.pdf
Health and illness.pdfHealth and illness.pdf
Health and illness.pdf
Kavitha Krishnan
 
delegation.pptx
delegation.pptxdelegation.pptx
delegation.pptx
Kavitha Krishnan
 
Emotional intelligence
Emotional intelligence Emotional intelligence
Emotional intelligence
Kavitha Krishnan
 
Planing
PlaningPlaning
Research problem
Research problemResearch problem
Research problem
Kavitha Krishnan
 

More from Kavitha Krishnan (20)

Session 2 - Classification of drug abuse
Session 2 - Classification  of drug abuseSession 2 - Classification  of drug abuse
Session 2 - Classification of drug abuse
 
Course plan, Unit plan and Lesson plan.pptx
Course plan, Unit plan and Lesson plan.pptxCourse plan, Unit plan and Lesson plan.pptx
Course plan, Unit plan and Lesson plan.pptx
 
Formulation of educational objectives.pptx
Formulation of educational objectives.pptxFormulation of educational objectives.pptx
Formulation of educational objectives.pptx
 
INTRODUCTION TO THE FORENSIC SCIENCE.ppt
INTRODUCTION TO THE FORENSIC SCIENCE.pptINTRODUCTION TO THE FORENSIC SCIENCE.ppt
INTRODUCTION TO THE FORENSIC SCIENCE.ppt
 
Nursing curriculum is the learning opportunity
Nursing curriculum is the learning opportunityNursing curriculum is the learning opportunity
Nursing curriculum is the learning opportunity
 
Analysis of data.pptx
Analysis of data.pptxAnalysis of data.pptx
Analysis of data.pptx
 
schizophrenia.pptx
schizophrenia.pptxschizophrenia.pptx
schizophrenia.pptx
 
EVALUATION AND ASSESSMENT IN NURSING.pptx
EVALUATION AND ASSESSMENT IN NURSING.pptxEVALUATION AND ASSESSMENT IN NURSING.pptx
EVALUATION AND ASSESSMENT IN NURSING.pptx
 
relaxation therapy.pptx
relaxation therapy.pptxrelaxation therapy.pptx
relaxation therapy.pptx
 
RECREATION therapy.pptx
RECREATION therapy.pptxRECREATION therapy.pptx
RECREATION therapy.pptx
 
behavior therapy.pptx
behavior therapy.pptxbehavior therapy.pptx
behavior therapy.pptx
 
Group therapy & Family therapy.pptx
Group therapy  & Family therapy.pptxGroup therapy  & Family therapy.pptx
Group therapy & Family therapy.pptx
 
PSYCHOTHERAPY.pptx
PSYCHOTHERAPY.pptxPSYCHOTHERAPY.pptx
PSYCHOTHERAPY.pptx
 
Assessment of mental health status.pptx
Assessment of mental health status.pptxAssessment of mental health status.pptx
Assessment of mental health status.pptx
 
self affirmation presentation.pptx
self affirmation presentation.pptxself affirmation presentation.pptx
self affirmation presentation.pptx
 
Health and illness.pdf
Health and illness.pdfHealth and illness.pdf
Health and illness.pdf
 
delegation.pptx
delegation.pptxdelegation.pptx
delegation.pptx
 
Emotional intelligence
Emotional intelligence Emotional intelligence
Emotional intelligence
 
Planing
PlaningPlaning
Planing
 
Research problem
Research problemResearch problem
Research problem
 

Recently uploaded

11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx
11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx
11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx
mansk2
 
BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...
BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...
BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...
Nguyen Thanh Tu Collection
 
MATATAG CURRICULUM sample lesson exemplar.docx
MATATAG CURRICULUM sample lesson exemplar.docxMATATAG CURRICULUM sample lesson exemplar.docx
MATATAG CURRICULUM sample lesson exemplar.docx
yardenmendoza
 
DepEd School Calendar 2024-2025 DO_s2024_008
DepEd School Calendar 2024-2025 DO_s2024_008DepEd School Calendar 2024-2025 DO_s2024_008
DepEd School Calendar 2024-2025 DO_s2024_008
Glenn Rivera
 
1. Importance_of_reducing_postharvest_loss.pptx
1. Importance_of_reducing_postharvest_loss.pptx1. Importance_of_reducing_postharvest_loss.pptx
1. Importance_of_reducing_postharvest_loss.pptx
UmeshTimilsina1
 
QCE – Unpacking the syllabus Implications for Senior School practices and ass...
QCE – Unpacking the syllabus Implications for Senior School practices and ass...QCE – Unpacking the syllabus Implications for Senior School practices and ass...
QCE – Unpacking the syllabus Implications for Senior School practices and ass...
mansk2
 
11. Post harvest quality, Quality criteria and Judgement.pptx
11. Post harvest quality, Quality criteria and Judgement.pptx11. Post harvest quality, Quality criteria and Judgement.pptx
11. Post harvest quality, Quality criteria and Judgement.pptx
UmeshTimilsina1
 
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"
Dr. Nasir Mustafa
 
Java MCQ Questions and Answers PDF By ScholarHat
Java MCQ Questions and Answers PDF By ScholarHatJava MCQ Questions and Answers PDF By ScholarHat
Java MCQ Questions and Answers PDF By ScholarHat
Scholarhat
 
MathematicsGrade7-Presentation-July-12024.pptx
MathematicsGrade7-Presentation-July-12024.pptxMathematicsGrade7-Presentation-July-12024.pptx
MathematicsGrade7-Presentation-July-12024.pptx
nolicaliso1
 
3. Maturity_indices_of_fruits_and_vegetable.pptx
3. Maturity_indices_of_fruits_and_vegetable.pptx3. Maturity_indices_of_fruits_and_vegetable.pptx
3. Maturity_indices_of_fruits_and_vegetable.pptx
UmeshTimilsina1
 
slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...
slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...
slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...
MANIVALANSR
 
RDBMS Lecture Notes Unit4 chapter12 VIEW
RDBMS Lecture Notes Unit4 chapter12 VIEWRDBMS Lecture Notes Unit4 chapter12 VIEW
RDBMS Lecture Notes Unit4 chapter12 VIEW
Murugan Solaiyappan
 
How to Manage Access Rights & User Types in Odoo 17
How to Manage Access Rights & User Types in Odoo 17How to Manage Access Rights & User Types in Odoo 17
How to Manage Access Rights & User Types in Odoo 17
Celine George
 
BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...
BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...
BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...
Nguyen Thanh Tu Collection
 
Imagination in Computer Science Research
Imagination in Computer Science ResearchImagination in Computer Science Research
Imagination in Computer Science Research
Abhik Roychoudhury
 
FIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.ppt
FIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.pptFIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.ppt
FIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.ppt
ashutoshklal29
 
MVC Interview Questions PDF By ScholarHat
MVC Interview Questions PDF By ScholarHatMVC Interview Questions PDF By ScholarHat
MVC Interview Questions PDF By ScholarHat
Scholarhat
 
How to Empty a One2Many Field in Odoo 17
How to Empty a One2Many Field in Odoo 17How to Empty a One2Many Field in Odoo 17
How to Empty a One2Many Field in Odoo 17
Celine George
 
Parkinson Disease & Anti-Parkinsonian Drugs.pptx
Parkinson Disease & Anti-Parkinsonian Drugs.pptxParkinson Disease & Anti-Parkinsonian Drugs.pptx
Parkinson Disease & Anti-Parkinsonian Drugs.pptx
AnujVishwakarma34
 

Recently uploaded (20)

11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx
11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx
11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx
 
BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...
BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...
BÀI TẬP BỔ TRỢ 4 KỸ NĂNG TIẾNG ANH LỚP 12 - GLOBAL SUCCESS - FORM MỚI 2025 - ...
 
MATATAG CURRICULUM sample lesson exemplar.docx
MATATAG CURRICULUM sample lesson exemplar.docxMATATAG CURRICULUM sample lesson exemplar.docx
MATATAG CURRICULUM sample lesson exemplar.docx
 
DepEd School Calendar 2024-2025 DO_s2024_008
DepEd School Calendar 2024-2025 DO_s2024_008DepEd School Calendar 2024-2025 DO_s2024_008
DepEd School Calendar 2024-2025 DO_s2024_008
 
1. Importance_of_reducing_postharvest_loss.pptx
1. Importance_of_reducing_postharvest_loss.pptx1. Importance_of_reducing_postharvest_loss.pptx
1. Importance_of_reducing_postharvest_loss.pptx
 
QCE – Unpacking the syllabus Implications for Senior School practices and ass...
QCE – Unpacking the syllabus Implications for Senior School practices and ass...QCE – Unpacking the syllabus Implications for Senior School practices and ass...
QCE – Unpacking the syllabus Implications for Senior School practices and ass...
 
11. Post harvest quality, Quality criteria and Judgement.pptx
11. Post harvest quality, Quality criteria and Judgement.pptx11. Post harvest quality, Quality criteria and Judgement.pptx
11. Post harvest quality, Quality criteria and Judgement.pptx
 
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"
 
Java MCQ Questions and Answers PDF By ScholarHat
Java MCQ Questions and Answers PDF By ScholarHatJava MCQ Questions and Answers PDF By ScholarHat
Java MCQ Questions and Answers PDF By ScholarHat
 
MathematicsGrade7-Presentation-July-12024.pptx
MathematicsGrade7-Presentation-July-12024.pptxMathematicsGrade7-Presentation-July-12024.pptx
MathematicsGrade7-Presentation-July-12024.pptx
 
3. Maturity_indices_of_fruits_and_vegetable.pptx
3. Maturity_indices_of_fruits_and_vegetable.pptx3. Maturity_indices_of_fruits_and_vegetable.pptx
3. Maturity_indices_of_fruits_and_vegetable.pptx
 
slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...
slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...
slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...
 
RDBMS Lecture Notes Unit4 chapter12 VIEW
RDBMS Lecture Notes Unit4 chapter12 VIEWRDBMS Lecture Notes Unit4 chapter12 VIEW
RDBMS Lecture Notes Unit4 chapter12 VIEW
 
How to Manage Access Rights & User Types in Odoo 17
How to Manage Access Rights & User Types in Odoo 17How to Manage Access Rights & User Types in Odoo 17
How to Manage Access Rights & User Types in Odoo 17
 
BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...
BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...
BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...
 
Imagination in Computer Science Research
Imagination in Computer Science ResearchImagination in Computer Science Research
Imagination in Computer Science Research
 
FIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.ppt
FIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.pptFIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.ppt
FIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.ppt
 
MVC Interview Questions PDF By ScholarHat
MVC Interview Questions PDF By ScholarHatMVC Interview Questions PDF By ScholarHat
MVC Interview Questions PDF By ScholarHat
 
How to Empty a One2Many Field in Odoo 17
How to Empty a One2Many Field in Odoo 17How to Empty a One2Many Field in Odoo 17
How to Empty a One2Many Field in Odoo 17
 
Parkinson Disease & Anti-Parkinsonian Drugs.pptx
Parkinson Disease & Anti-Parkinsonian Drugs.pptxParkinson Disease & Anti-Parkinsonian Drugs.pptx
Parkinson Disease & Anti-Parkinsonian Drugs.pptx
 

Assessment and Planning in Educational technology.pptx

  • 1. Mrs.B.Kavitha M.Sc (N), Professor Aswini College of Nursing, Thrissur ASSESSMENT AND PLANNING IN NURSING EDUCATION
  • 2. INTRODUCTION In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
  • 3. ESSENTIAL QUALITIES OF A TEACHER Subject matter expertise Communicati on skills Classroom management Aptability Empathy Passion and enthusiasm Patience Continuous learning
  • 4. Subject matter expertise: Good teachers have a deep understanding of the subjects they teach. They are knowledgeable about the content and are able to explain it in a way that is understandable to their students. Communication skills: Good teachers are able to communicate clearly and effectively, both verbally and in writing. They are able to explain complex ideas in simple terms and are good listeners.
  • 5. Classroom management: Good teachers are able to create a positive learning environment. They are able to manage classroom behavior, maintain order, and ensure that all students are engaged and participating. Aptability: Teaching requires a great deal of flexibility. Good teachers are able to adapt their teaching style and lesson plans to meet the needs of individual students and respond to unexpected situations
  • 6. Empathy: Good teachers are empathetic and understanding of their students' needs and concerns. They are able to create a safe and supportive learning environment where all students feel valued and respected. Passion and enthusiasm: Good teachers are passionate about teaching and enthusiastic about their subject matter. They can inspire and motivate their students to learn and explore new ideas
  • 7. Patience: Teaching can be challenging, and good teachers are patient and understanding with their students. They can remain calm and composed even in difficult situations Continuous learning: Good teachers are committed to continuous development. They stay up-to-date with the latest research and technique in their field and are constantly looking for ways to improve their teaching practices.
  • 8. TEACHING STYLE The Formal authority style The demonstrator style The facilitator style The delegator style • Teaching styles are also called teaching methods, which include, principles, management strategies for teaching. • Teachers will discover the fits their personalities and curriculum the best as they develop their teaching styles and combine them with successful classroom techniques.
  • 9. Formal authority style: • The authority model is teacher-centered and frequently entails lengthy lecture session way presentations. Students are expected to take notes or absorb information • Pros: – This style is acceptable for certain higher-education disciplines and auditorium with large groups of students. – The pure lecture style is most suitable for subjects like history which necessitate memorization of key facts, dates, names, etc • Cons: – It's a questionable model for teaching children because there is little or no interaction with the teacher, so it is a better approach for older, more mature students – The students will get boredom easily.
  • 10. Demonstrator style • The demonstrator retains the formal authority role by showing students what they need to know. • The demonstrator is a lot like the lecturer, but their lessons include multimedia presentations, activities, and demonstrations. (Math, Science, Music) • Pros. – This style gives teachers opportunities to incorporate a variety of formats including lectures and multimedia presentations • Cons – Although it's well-suited for teaching mathematics, music, physical education or arts and crafts, it is difficult to accommodate students' individual needs in larger classroom
  • 11. Facilitator style • Facilitators promote self-learning and help students develop critical thinking skill and retain knowledge that leads to self-actualization. • Pros: – This style trains students to ask questions and helps develop skills to find answer and solution through exploration, it is ideal for teaching science and similar subjects • Cons: – Challenges teachers to interact with students and prompt them toward discovery rather than lecturing facts and testing knowledge through memorization. So it's a bit harder to measure success in tangible terms.
  • 12. Delegator style • The delegator style is best suited for curricula that require lab activities, such as chemistry and biology, or subjects that warrant peer feedback, like debate and creative writing • Pros: – Guided discovery and inquiry-based learning place the teacher in an observer role that inspires students by working in tandem toward common goals. • Cons: – Considered a modern style of teaching, it is sometimes criticized as eroding teacher authority. As a delegator, the teacher acts more as a consultant rather than the traditional authority figure.
  • 13. ASSESSMENT OF LEARNER A learner is someone who engages in the process of acquiring knowledge, skills, or understanding about a particular subject or topic. Learners can be individuals of any age or background, from students in formal educational settings such as schools and universities to professionals seeking to prove their skills through training and development programs.
  • 14. Types of learners To attain all-round development, students should be provided with suitable assistance and guidance accordance with their abilities and learning needs. There are several types of learners, with its own unique characteristics, strengths, and weaknesses. Here are some common types of learners: Types of learner Visual learner Auditory learner Kinesthetics learner Reading/ writing learners Logical / mathematical learners Social/ interpersonal learners Solitary/ intrapersonal learners
  • 15. • Visual learners: These learners process information best through visual aids such as diagrams. charts, or videos. They benefit from seeing information in a visual format, and may have difficulty with verbal instructions or lectures. • Auditory learners: These learners process information best through sound and spoken language. They benefit from lectures, discussions, and verbal explanations, and may have difficulty with visual aids or written instructions.
  • 16. • Kinesthetic learners: These learners process information best through physical and hands-on experience. They benefit from activities such as role-playing, simulations or experiments, and may have difficulty with passive learning activities such as lectures or reading. • Reading/writing learners: These learners process information best through written language. They benefit from reading and taking notes, and may have difficulty with oral instruction or group discussion.
  • 17. • Logical /mathematical learners: These learners process information's best through Logic and reasoning. They benefit from problem solving activities, patterns and classification, and may have difficulty with abstract concepts or creative thinking. • Social/interpersonal learners: These learners process information best through interaction and communication with others. They benefit from group discussions, collaborative activities and feedback from others, and may have difficulty with solitary learning activities • Solitary/intrapersonal learners: These learners process information best through independent study and reflection. They benefit from quiet, self- directed activities such as reading or journaling and may have difficulty with group activities or distractions
  • 18. Determinants of learning Learning needs Readiness Learning style Haggard (1989) states that the educator's role in the learning process is primarily to assess the learner in relation to the three factors that affect learning or what is termed determinants of learning
  • 19. 1. Learning needs: Are gaps in knowledge that exist between a desired level of performance and the act performance. A. Identify the learner B. Choose the right setting-establish a trusting environment C. Collect data on the learner D. Include the learner as a source of information E. Include members of the health care team F. Determine availability of educational resources G. Assess demands of the organization H. Consider time management issues I. Prioritize needs METHODS IN ASSESSING LEARNING NEEDS: Informal conversations or interviews Structured interviews Written pre test Observations of health behaviors over a period of different times
  • 20. 2.READINESS TO LEARN: Readiness to learn can be assessed by the following 1. Determine what needs to be taught 2. Find out exactly when the learner is ready to learn 3. Discover what the patient wants to learn 4. Identify what is required of the learner • What needs to be learner • What the learning objectives should be • Find out in which domain of learning and at what level the lesson will be taught
  • 21. Four types of readiness to learn (PEEK) 1. P-Physical readiness: A. Measures of ability: Adequate strength, flexibility, and endurance are needed to teach a patient how to walk on crutches and for him/her to be ready to learn. At the same time, measures requiring visual and auditory acuity of a patient also affect the learning readiness especially if the senses of sight and hearing are impaired. B. Complexity of task: The difficulty level of the subject or the task to be mastered: psychomotor skills require varying degrees of manual dexterity and physical energy output but once acquired or mastered, they are usually retained better and longer than learning in the cognitive and affective domains. C. Environmental effects: Refers to an environment conducive to learning, free from noise and other distractions that may affect the physical readiness to learn. D. Health status - Person in a state of good health or ill health? Does he still have the energy or motivation to learn?
  • 22. 2. E-Emotional readiness A. Anxiety level may or may not be a hindrance to learning. Some degree of anxiety may motivate a person to learn but a low degree of anxiety will interfere with readiness to learn B. Support system C. Motivation. D. Risk-taking behaviors E. Frame of mind F. Developmental stage 3. E-Experimental readiness A.Level of aspiration B.Past coping mechanism C.Cultural background D.Locus of control E.Orientation A.Parochial B.Cosmopolitan orientation 4. K-Knowledge readiness A Present knowledge base B. Cognitive ability
  • 23. 3.Learning styles • Characteristics of cognitive, affective, and physiological behaviors are stable indicators of how learners perceive, interact with, and respond to the environment. • Learning style also represents both inherited characteristics and environmental influences. As a result of our hereditary equipment, most people develop learning styles that emphasize some learning abilities over others.
  • 24. Today's generation of learners and their skills and attributes Generation Z Generation Alpha Today's generation of learners can be broadly categorized as • The digital natives or Gen Z, born between the mid-1990s and the mid-2000s, • The millennial generation, born between the early 1980s and the mid-1990s. • The Generation Alpha born year 2010 onwards
  • 25. GENERATION Z • These two generations have grown up in a digital age, surrounded by technology, social media, and the internet, and have developed different learning preferences and behaviors compared to previous generations. • Knowledge about this group continues to emerge, but it's been identified as the most technologically savvy of all generations. They were born with the internet and began using interactive technology before entering school.
  • 26. SKILLS AND ATTRIBUTES OF GENERATION Z • Are more pragmatic • Read less and have shorter attention spans than previous generations. • Interactive games and app will help them to reinforce important information • If communicating by e-mail, limit them to 140 characters to ensure information is presented concisely. • Rather than having a wall of pamphlets, a digital library of infographics accessible via the patient portal and short, shareable videos is most effective. • When communicating with gen z learner, use texting, face-to-face video chat, or social media as appropriate
  • 27. • To avoid information overload, provide evidence-based resources to help them identify credible sources. • Effective individual learning would best from technology-based resources. • To support individual learning styles, practice providers should ask new patients whether they prefer printed or online teaching materials and notes. • As a nurse, understanding the particular characteristics associated with generations will help to tailor teaching methods to the styles most effective for individual learning
  • 28. GENERATION ALPHA Generation Alpha includes those born from 2010 onwards who have grown up in a fully digital world. Mark MeCrindle coined the term. He explains that “it conforms to the scientific nomenclature of using the Greek alphabet instead of the Latin alphabet and there was no point in going back to A, after all, they are the first generation born fully into the 21st century and therefore they are the start of something new, not a return to the old".
  • 29. Skills and Attributes of Generation Alpha The characteristics are • Independents: They are independent when it comes to making their own decisions and managing their digital identities, and they expect their individual needs and preferences to be taken into account • Visuals: Video will be their preferred format. In addition, video games will boost their visual skills, improving eye-hand coordination and the ability to easily switch tasks.
  • 30. Skills and attributes • Hyperconnected: Alpha children are permanently connected. Such is their attention to new technologies that it become a way of life. • Technological: Being hyper-connected, they become experts in the use of new technologies, which facilitates their digital learning and opens up a wide range of possibilities • Diverse: In this case, diversity not only refers to demographics, such as ethnicity and gender but also to tastes, lifestyles, and points of view.
  • 31. EMOTIONAL INTELLIGENCE OF THE LEARNER Emotional intelligence (EQ) is the ability to identify, use, understand, and manage emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and defuse conflict.
  • 32. • DEFINITION: Emotional intelligence refers to a person's ability to perceive, process, and regulate emotional information effectively both with oneself and others and to use this information to guide one’s thinking, action and influence those of others– Meyer Salovey • Emotional Intelligence is all about self-management, self-awareness, and understanding people around. The major aspect of emotional intelligence is relationship management.
  • 34. Daniel Goldman explained the emotional intelligence model into five components 1. Self-awareness: refers to the capacity to recognize and understand emotions and to have a sense of how one's actions, moods and the emotions of others take effect. It involves keeping track of emotions and noticing different emotional reactions, as well as being able to identify the emotions correctly.
  • 35. 2.Self-regulation: involves the appropriate expression of emotion. Self- regulation includes being flexible, coping with change, and managing conflict. It also refers to diffusing difficult or tense situations and being aware of how one's actions affect others and take ownership of these actions. 3. Social skills: refers to interacting well with other people. It involves applying an understanding of the emotions of ourselves and others to communicate and interact with others on a day-to-day basis. Different social skills include active listening, verbal communication skills, non- verbal communication skills, leadership, and developing rapport.
  • 36. 4. Empathy: refers to being able to understand how other people are feeling. This component of Emotional Intelligence enables an individual to respond appropriately to other people based on recognizing their emotions. It enables people to sense power dynamics that play a part in all social relationships, but also most especially in workplace relations. 5. Motivation: refers to Intrinsic motivation means that an individual is driven to meet personal needs and goals, rather than being motivated by external rewards such as money, fame, and recognition
  • 37. IMPORTANCE OF EI FOR LEARNERS Better communications Improved social skills Enhanced self awareness Better stress management Improved conflict resolution
  • 38. ROLE OF TEACHER IN IMPROVING EMOTIONAL INTELLIGENCE IN LEARNERS Creating positive classroom environment Teaching emotional awareness Encouraging self- reflection Providing opportunities for social emotional learning
  • 39. BARRIERS FOR EI IN LEARNERS Lack of self awareness Negative self talk Limited self exposure to emotional intelligence concept Cultural and social expectations Lack of support Trauma
  • 40. Motivational factors  Motivation is a process of interaction between the learner and the environment, which is marked by the selection, initiation, increase, or persistence of goal-directed behavior.  Motivation helps the learner to focus their attention on a key goal or outcome. Learners who are motivated display goal-orientated behaviors.  They take initiative, show resilience, harness their curiosity, and care for and respect their work. They are equipped to orchestrate their own learning journey.
  • 41. Importance of motivation for learners A learner who is motivated is committed, energetic, and innovative: They see the value in what they are learning, and are determined to achieve their goals. There are innumerable benefits of motivation in learning. These include  Increased persistence  Increased wellbeing  Improved performance and outcomes  Enhanced cognitive processing.  Increased effort in lessons.  Higher levels of attendance.  Increased creativity and innovation.
  • 42. Factors affecting motivation Personal factors • a. Intellectual ability • b. Physical health • c. Mental status • d. Interest and readiness • e. Personality Environmental factors • a. Settings • b. Timings • c. Medium of instructions: • d. Language Support system • a. Family • b. Peer group • c. Socio economical status
  • 43. REFERNCES Lakshmi Prasanna. Educational technology /Nursing education. frontline publication. 2024.Pg no.69-81  Sankaranarayanan B. teachers manual of effective teaching in the digital age . worthreads Publications;2023 Pg no: 313-380