The document outlines principles and approaches in education, focusing on the importance of educational technology, teaching methodologies, and educational objectives. It discusses various educational philosophies, the cognitive, affective, and psychomotor domains, and Bloom's taxonomy as tools to enhance learning outcomes. Additionally, it emphasizes the significance of lesson planning and setting clear educational objectives to improve teaching effectiveness.

1. PRINCIPLES OF EDUCATION &
TEACHING LEARNING PROCESS
PRESENTED BY
Mrs.MADHURIMA.D
Assistant Professor
Shri Sathya Sai College of Nursing
SBV University

2. EDUCATION
• In literary sense, education owes its origin to the two
Latin words: ‘Educare’ and ‘Educere’.
• ‘Educare’- means ‘to nourish’, ‘to bring up’, ‘to raise’;
‘Educere’- means ‘to bring forth’, ‘to draw out’, ‘to
lead out’.
• ‘Educatum’- means- ‘the act of teaching and
training’.

3. EDUCATION TECHNOLOGY
• Educational technology refers to the systematic
application of technology in education, combining
hardware, software, and educational theory to
enhance learning

4. AIMS OF EDUCATION

5. AIMS OF EDUCATIONAL
TECHNOLOGY
Improve learning outcomes
Facilitate effective teaching methods
 Integrate technology in the educational
process

6. 12/16/24 6
GOAL OF EDUCATION
Student/Learner
Competent Health
Professional
Intended
Outcomes/Objectives
CURRICULUM
Achieved
Outcomes/Objectives

7. APPROACHES OF EDUCATIONAL
TECHNOLOGY
– Behavioral Approach: Focuses on observable
changes in behavior
– Constructivist Approach: Encourages active
learning and knowledge construction.

8. APPROACHES OF EDUCATIONAL
TECHNOLOGY
• Transformational Education:
Emphasizes changing the learner's perspective and
fostering critical thinking.
• Relationship-Based Education:
Focuses on building strong teacher-student
relationships to enhance learning.
• Competency-Based Education:
Allows students to progress based on their mastery
of skills rather than time spent in class

9. Philosophy of education - some of my
general views
Education should:
Make oneself independent
Bring Confidence
Able to lead his/her life
Sustain inspite of difficulties
Get along with the people & society
Make to think and act appropriately
But where have all these come
from???

10. PHILOSOPHY OF EDUCATION

11. TRADITIONAL PHILOSOPHIES OF
EDUCATION
Educating the human generation
about & in the nature rather than
artificial environment by keeping in
mind the individuality of each child
It believes that the act of
knowing takes place within
the mind for three values, i.e.
intellectual, aesthetic &
moral values
Realism makes the human
being understand & enjoy
society in the true sense by
getting the
multidimensional real joy of
life in reality.

12. MODERN PHILOSOPHIES OF
EDUCATION

13. AIMS OF EDUCATION

14. AIMS OF EDUCATION
Development of democratic citizenship
Improvement of vocational efficiency
Development of personality
Development of qualities leadership
………… Secondary Education Commission

15. FUNCTIONS OF EDUCATION

16. PRINCIPLES OF EDUCATION

17. TEACHING
• Teaching refers to activities that are designed
and performed to produce change in student's
(pupil) behaviour (Clark, 1970).
• Teaching is an intimate contact between a
more mature personality and less mature one
which is designed to further the education of
the latter.

18. CONCEPTUAL ASPECTS OF
TEACHING
The teacher must question and clarify oneself

19. CHARACTERISTICS OF TEACHING

20. EFFECTIVE TEACHING

21. PRINCIPLES OF TEACHING

22. PRINCIPLES OF GOOD TEACHING
• Setting definite goals
and objectives
• Student centeredness
• Individual differences
• Motivation
• Activity or learning by
doing
• Connecting with life
• Active involvement/
participation by students
• Correlation
• Feedback, reinforcement,
remedial
• Conducive environment
• Effective teaching
strategies
• Change and rest

23. MAXIMS OF TEACHING

24. FUNDAMENTALS OF LEARNING

25. PRINCIPLES OF LEARNING

26. LEARNING PYRAMID

27. 27
LEVELS OF OBJECTIVES

28. EDUCATIONAL OBJECTIVES
from teacher’s perspective
driven by learning
objectives
what the student is
expected to learn at the end
of the course
The two can be merged -
“Educational Objectives

29. USES OF LEARNING OBJECTIVES
• Guides the learner through the process
of learning
• He/She knows exactly what is expected
from the acquired knowledge and skill
• He/She is also aware of the criteria by
which their performance will be judged

30. USES OF TEACHING OBJECTIVES
By having measurable and observable objectives
•Help in planning the curriculum
•Implementing the program
•Formulating evaluation systems

31. KNOWLEDGE AND EDUCATION
• Knowledge – all of the information
about any topic
• Education – all the knowledge plus the
process of teaching and learning it.
• Education is more “holistic” word

32. TAXONOMY
Etymology - From the Greek word –
arrangement
• Taxonomy means: a system of grouping or
categorizing things
• Taxonomy and classification are synonymous

33. EDUCATIONAL OBJECTIVES
• To achieve that ultimate status of complete
Learning
- first step is to understand what all
aspects or components have to be covered
• Systematic categorization or classification
of all the components is called as
Taxonomy of Educational Objectives

34. 34
BLOOM’S TAXONOMY
•A committee of colleagues, led by
Benjamin Bloom (1956), identified three
domains of educational activities
•Is an instructional theory that categorizes
levels of learning.
•A tool for instructors to assist with writing
learning outcomes, curriculum planning,
content delivery as well as assessment of
learning levels.

35. BLOOM’S TAXONOMY
THREE DOMAINS OF EDUCATION
HEAD
Intellectual
skill
Cognitive
Domain
HEART
Behavioural
skill;
Attitude
Affective
Domain
HAND
Practical Skill
Psychomotor
Domain

36. GOALS OF LEARNING
At the end of the learning session the
learner should have acquired
New Knowledge
New Skills
New Attitudes
KSA

37. THE DOMAINS - SUBCLASSES
The three domains are divided into
subdivisions,
starting from the simplest
behavior to the most complex.

38. THE COGNITIVE DOMAIN
• involves knowledge and the development of
intellectual skills.
• includes the recall or recognition of
specific facts,
procedural patterns
concepts
• serve in the development of intellectual
abilities and skills.

39. CATEGORIES IN THE COGNITIVE
DOMAIN
• There are six major categories
• The categories can be thought of as degrees of
difficulties.
• That is, the first ones must normally be
mastered before the next ones can take place

40. COGNITIVE DOMAIN - SUBCLASS

41. COGNITIVE DOMAIN - SUBCLASS

42. 1. Knowledge
• Recall data or information
• Remembering of previously learned
Information
• Knowledge of terminology, specific facts,
principles, theories

43. 1. Knowledge
• Key words to be
used in framing
Objectives
Eg. Define
hypertension?
• Define
• Describe
• Enumerate
• Identify
• Label
• List
• Match
• Reproduce

44. 2. Comprehension
Understand the meaning,
Interpretation of instructions and
problem and stating it in one's
own words.
• Grasping the meaning
of informational material
Eg., Given a set of readings-
can categorize mild,
moderate and severe.
Key words to be used in framing
objectives
• Classify
• Categorize
• Convert
• Describe
• Discuss
• Estimate
• Explain
• Illustrate
• Outline
• Summarize

45. 3. Application
• Carry’s out or use
a procedure in a
given situation.
Use of previously
learned information
in new and concrete
situations to solve
problems that have
single or best
answer

46. 3. Application
• Key words to be
used in framing objectives
• Compute
• Construct
• Calculate
• Determine
• Develop
• Prepare
• Use
• Utilize
• Inform
• Predict
can use facts –
e.g., predicts how
anti-hypertensive
treatment can be
modified in angina
or CCF

47. 4. Analysis
Distinguishes between facts
and inferences. :
Breakdown of material into
component parts trying to
understand the
organizational structure of
such information to
develop divergent
conclusions and
identifying motives
Action words to be
used in framing objectives
• Compare
• Contrast
• Correlate
• Differentiate
• Distinguish
• Illustrate
• Infer
• Outline
e.g., cognisance of socioeconomic,
cultural, personal factors while
selecting therapy

48. • Make judgments about
the value of
ideas or materials
• Judging the value of the
knowledge material
based on personal values
and opinions resulting in
an end product with a
given purpose without
real right or wrong
answers
• Appraise
• Contrast
• Conclude
• Criticize
• Justify
• Defend
• Judge
• Reframe
• E.g., can outline
prognosis of hypertensive
patient
5. EVALUATION

49. • Put elements
together to form
a coherent or
functional whole;
reorganize
elements into a
new pattern or
structure
• Compile
• Compose
• Create
• Develop
• Devise
• Integrate
• Hypothesize
Eg,.Write a rational
individualized prescription
of patient with
hypertension
6. SYNTHESIS

50. 50
COGNITIVE DOMAIN
Applying
Understanding
Remembering
3.Application-can use facts –
e.g.,predicts how anti-hpy tt
be modified in angina or CCF
2.Comprehension- -given a
set of readings- can
categorize mild,mod,sev.
1.Knowledge- define
hypertension
Taxonomic levels assessment

51. COGNITIVE DOMAIN
Creating
Evaluating
Analysing
6.Synthesis- ability to assemble,
innovate
Write a rational individualized
prescription with hypertension
5. Evaluation- judge the reliability,
utility, procedure, method. E.g.,
can outline prognosis of
hypertensive pt.
4. Analysis- break the problem to
components and interpret
findings-
e.g., cognisance of socioeconomic,
cultural, personal factors while
selecting therapy
Taxonomic levels
assessment

53. PSYCHOMOTOR DOMAIN
• How to do
something
• Physical methods
• Motor skills
• coordination

54. 54
• Psychomotor Domain
• Development of these
skills requires
– Practice
– Measured in terms of
speed,
– precision, distance,
procedures, or
– techniques in execution.
• Three major categories
- from the
• simplest behavior to
the complex
PSYCHOMOTOR DOMAIN

55. PSYCHOMOTOR DOMAIN – SUB CLASS

56. VERBS CAN BE USED
• Complete
• Perform
• Distinguish
• Hear
• Identify
• Locate
• Manipulate
• Move
• Pickup
• Point to
• Practice
• Practice
• Press
• Pull
• Push
• See
• Select
• Setup
• Show
• Sort
• Specify
• Touch
• Transport

57. AFFECTIVE DOMAIN

58. AFFECTIVE DOMAIN
Receiving
Being aware of or attending to
something in the environment
Responding
Showing some new behaviors as a
result of experience
Valuing
Showing some definite
involvement or commitment
Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives.
Handbook II: Affective domain. New York: David McKay.

59. Organization
Integrating a new value into
one's general set of values,
giving it some ranking among
one's general priorities.
Characterization by
Value
Acting consistently with the new
value; person is known by the
value.
THE AFFECTIVE DOMAIN

60. AFFECTIVE DOMAIN-TAXONOMIC LEVELS
ASSESSMENT
Applying - Valuing
Comprehension -Responding
Knowledge - Receiving
3. Able to realize that it is worth
spending time reassuring pt when
anxious
2.Able to reassure an anxious pt………
1.Able to show awareness of anxiety of
pt- waiting for invasive proc.

61. characterisatioin by a value complex
Justifying a decision or course of action
Checking, hypothesising, critiquing,
experimenting, judging
Organisation
Conceptulizing a value , casting to value
in cohernt and personally
acceptableand acting even under
difficult conditions
5.Able to determine the
health for all has a bearing
on political will and
commitment towards
emotional well being
4.Able to form judgement as
to responsibility of
healthcare team for
commitment towards
emotional well being of pt.
AFFECTIVE DOMAIN-TAXONOMIC LEVELS
ASSESSMENT

62. LESSON PLAN
The clearer the structure of a lesson and
the more precise the directions on what is
to be accomplished, the higher the
achievement rate.

63. LESSON PLAN
Increases the chances that
•all of your students will learn what you
want them to learn
•To make purposeful decisions
•be prepared to support your students
through the learning process

64. Importance of Lesson planning
1. It gives a bird’s eye of view of things to be taught and
learned everyday.
2. It makes you organized whilst teaching.
3. It provides the teacher many ways to keep the
teaching process not monotonous and redundant.
4. It gives teacher a reality check of his everyday
performance.
5. It definitely improves teaching skills.

65. PURPOSE OF A LESSON PLAN:
• structure the lesson
• organize its contents/materials
• determine method of its delivery
• assess students’ learning
• evaluate is application/effectiveness

66. MAJOR ELEMENTS
• Educational Objectives
• Content and Appropriate Teaching Activities
• Preparation of all the Material
• Monitoring & Assessing Learning

67. CHARACTERISTICS OF GOOD LESSON PLAN
A Good Lesson Plan
a. based upon previous knowledge.
b. caters to the level of students.
c. uses motivational techniques
d. includes necessary materials
e. is student centered, flexible, complete,
interesting & activity based.
f. has proportionate time allocation.
g. includes evaluation process.
h. includes all the essential elements of a lesson
plan.

68. ADVANTAGES OF A LESSON PLAN
• a key to the target.
• saves time.
• makes the work regular & organized.
• induces confidence.
• promotes learning.
• improves results.

69. FIVE LEVELS OF PLANNING
1. Daily planning … (Teacher)
2. Weekly planning… (Teachers-individually
as well as in groups)
3. Unit planning … (Teachers’ Group
/Co – ordination)
4. Term planning …
5. Yearly planning …

70. Components of a lesson plan:
• Topic
• Resources
• Objectives
• Methodology
• Activity
• Homework
WRITING LESSON PLANS

71. EDUCATIONAL OBJECTIVES
• Specify the new skills that the students will
gain as a result of the lesson
• Focus on student’s (not teacher’s)
attainment
• Determine the degree or criterion for
satisfactory attainment of the objectives.

72. EDUCATIONAL OBJECTIVES
Setting Objectives
What will the learner be able to:
• Know (concept…cognitive)
• Do (skill… psychomotor)
• Feel (behavior, attitude, appreciation or ideas…
affective)
Each defined objective is matched with:
• Teaching Method
• Learning Activities
• Type of Assessment
Note: Relevance is the essential quality of the
educational objectives

73. EDUCATIONAL OBJECTIVES
• Specific
• Measurable
• Attainable
• Realistic
• Time bound

74. WRITING LESSON PLANS
Methodology - Specify Timings of each of these steps:
(40/80 minutes)
• Settling time
• Introduction
• Previous Knowledge
• Presentation – Brainstorming / Discussion / teacher’s
Input
• Practice (Students output) – CW. Oral / Written
• Home Work
• Assessment – Test / worksheets