Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
Teaching and learning is a process that includes many variables. These variables interact as learners work toward their goals and incorporate new knowledge, behaviours, and skills that add to their range of learning experiences.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
Typically, however, teacher preparation is divided into two (and sometimes three) levels, where Earth science plays very different roles: Elementary education: Programs that prepare future elementary teachers often emphasize literacy and language skills, with less emphasis on math and science
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Lecture method is the most commonly used method of teaching science. It is a teacher- controlled & information centered approach in which the teacher works as a sole-resource in classroom instruction.
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
Chapter 1. General Methods of Teaching HennaAnsari
Concept of teaching
Definitions of teaching
Elements of teaching
Planning of teaching
Phases of teaching
Characteristics of teaching
Principles of teaching
Teaching and learning is a process that includes many variables. These variables interact as learners work toward their goals and incorporate new knowledge, behaviours, and skills that add to their range of learning experiences.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
Typically, however, teacher preparation is divided into two (and sometimes three) levels, where Earth science plays very different roles: Elementary education: Programs that prepare future elementary teachers often emphasize literacy and language skills, with less emphasis on math and science
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Lecture method is the most commonly used method of teaching science. It is a teacher- controlled & information centered approach in which the teacher works as a sole-resource in classroom instruction.
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
Chapter 1. General Methods of Teaching HennaAnsari
Concept of teaching
Definitions of teaching
Elements of teaching
Planning of teaching
Phases of teaching
Characteristics of teaching
Principles of teaching
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. DEFINITIONS
TEACHING:
• Teaching is an active process in which one
person shares information with others to
provide them with the information to make
behavioral changes.
LEARNING:
• Learning is the process of assimilating
information with a resultant change in behavior.
4. ELEMENTS OF TEACHING AND LEARNING
a) TEACHER:
• The teacher is considered as the element that
has the main role in the teaching-learning
process.
• He/she is considered as the so-called prime
mover of the educational processes, thus he /she
directs the flow of the whole process and serve as
main control of the teaching learning process.
• The teacher is the one that facilitates the whole
process of leaning.
5. b) LEARNERS:
The learners are considered as the key participant
in the teaching and learning process. They are
considered as the primary subject or the main
reason why the process is implemented.
The knowledge that acquired by the learners will
decide whether the teaching and learning
objectives are achieved.
6. c) MILIEU:
• The Learning Environment, Since learning is
triggered off by stimuli in the environment, it assumes
primary importance in teaching and learning.
• The classroom is the usual although not the exclusive
environment of learning at school. Teachers need to
make the learning environment as "stimulating" as
possible.
• Every stimulus in the classroom should contribute to
learning.
• Very much part of this environment is the human
stimuli, the most important of whom is the teacher
himself.
• Material stimuli include objects in the room as well as
common routine activities.
7. d)Matter:
• The Content of Learning, This refers to
what is to be learned as specified in the
instructional objective.
• The teacher should make sure that the minimum
standard or level of proficiency is attained by the
class before moving onto the next lesson or unit.
• Curriculum makers are advised to be realistic in
projecting subject matter and avoid giving the
students "too much, too soon," and to teach only
"little matter, but well mastered"
8. e)METHOD:
• The teaching-learning Strategy, This consist
of purposeful, planned activities and tasks that are
undertaken by the teacher and the students in the
classroom to bring about the intended
instructional objectives.
• The learners must also show efficiency in
handling the activity, going through it without
hassle.
• The strategy must also be effective to yield
expected result and must be economical in time,
effort and expense.
9. f) MATERIAL:
• The Resources of Learning, Materials are
resources available to the teacher and learners
which serve as stimuli in the teaching-learning
situation.
• This may be either a "human person" or a "physical
object."
• The whole purpose of materials is to initiate the
students to the "real world" they live in.
• Instructional materials represent elements found in
that world are meant to help students understand
and explain reality. Portraying reality can be by
direct experience, reproduction, representation or
abstraction
10. g)MEDIA:
• Communication in Teaching and
Learning, This pertains to the communication
system in the teaching-learning situation.
• This serves dual purpose: to promote common
understanding in instruction and to set and
maintain a healthy psychological climate in the
classroom conducive to learning.
11. h)MOTIVATION:
• Arousing and Sustaining Interest in
Learning, Motivation is the cardinal principle
in learning.
• A learner will learn only those things he wants
to learn.
12. i) MASTERY:
• The Be-all and End-all of Learning.
• This means internalization of learning resulting
in automatic or habitual change behavior
through meaningful repetition and application.
• Mastery comes through a "fixation" of what is to
be learned, shifting it from short-term to long-
term memory, allowing for ease in use and
transfer to new situations in the future. Some
call it executive control"
13. • Psychological Security:
For learning to take place, participation of
learner is essential. The learner would not
participate freely unless he feels secured. The
teacher can't teach the child by threats. The
learner must be given the stimulating
environment, only in this environment, the
pupils are encouraged to try and therefore more
likely to learn.
14. j) FEEDBACK:
• A student learns more rapidly and more
thoroughly because he is forced to concentrate
on material before him and because he gets
immediate feedback on his progress.
• It is not uncommon that after solving a problem,
the child is interested to know whether his
solution is correct.
15. k)PRACTICE:
"Practice makes a man perfect"- the proverb
implies the importance of repetition in bringing
certain habits up to the point where they come
naturally to him. The factor of practice is
particularly true of skill learning.
16. l) Belonging and Configuration:
• Repetition, practice or drill whatever we may call
it, will not result in learning. Only after
restructuring, the learner can integrate and
organize the experience in certain required
relation.
• Thus, belonging and configuration makes the
teaching learning process more effective.
17. SIGNIFICANCE OF TEACHING LEARNING PROCESS IN
NURSING:
• As a nurse, one of our principal responsibility is
to educate our patients.
• Our teaching reaches across a broad areas:
medication (old and new medicine),procedures
,wound care, sign and symptoms to be aware of
health habits, how to continue caring for
themselves once they are at home. The teaching
can occur as spontaneous answer to a question
from a patient or nurse, formal education and
resource material.
18. Cont………….
• Patients are held in home for increasingly
shorter stays and are going home sicker,
precipitating a greater need for structured
information than ever before. The information
we provide them during their hospital stay will
hopefully help them in gaining full recovery and
decrease the risk of readmission.