INTRODUCTION TO TEACHING AND LEARNING

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*learn what the educational process entails III. Classroom
a. what should be inside a classroom?
I. Educational Process a teacher and a student/s
o process of learning
o step-by-step procedure wherein you can effectively impart STUDENT LEARNER
information and knowledge to students W analyse, think, do learning
o purpose of teaching: giving information and knowledge H learns inside a classroom anywhere and anytime
o success/outcome of teaching: it is on how the students A (needs it to learn) does not need a classroom to
learn T learn
P studies/comes to school
Steps never graduates because he
U to:
1. set goals and objectives does not stop being
R graduate  get a diploma
▪ destination CURIOUS
P.  have a degree/career
▪ serves as a guide for yourselves and the students on E (in lab exercises)
what to impart to your students in consideration of the (in lab exercises)
X don’t rely on materials given
current lesson they utilize the materials
A to them, instead, they look for
2. provide ONLY relevant information being handed to them to
M other materials to achieve
▪ Why?  if not, the students will be mislead have the desired outcome
P. their goal
▪ How?  what would be the sources? does not like to be bounded
o publications are bounded by the rules
by the school’s rules
o books [acceptable and more probably, updated;
reliable] A student can be a learner but a learner can’t be a student.
o lectures
o materials  instructions/demo/briefing on the IV. Teaching
usage - a process or an action where you impart knowledge (you
o manuals teach because you want to satisfy the students’ needs)
o examples - a process in attending to the needs, feelings, experiences and
3. reinforce what was taught or learned with exercises intervening so that students learn and go beyond the learning
▪ quiz, exams, return demo (repetition), homework,
asking questions, SGD, review (how?  read Forms of Intervention
books/read further) 1. Questioning
4. review information 2. Listening
▪ giving answers to exercises with explanations 3. Giving information
▪ clarifying information 4. Explaining some phenomena
▪ review the materials 5. Demonstrating a skill or a process
5. verify knowledge 6. Testing and understanding the student’s capacity
▪ give tests or exams to test the student 7. Facilitating learning by encouraging students to take
6. evaluate the outcome down notes
▪ mostly the instructor’s work to see if the students really 8. Discuss
learned 9. Assignment
▪ evaluate the materials used are truly effective 10. Assimilation
▪ see if the outcome of the students are being reached 11. Practice

II. Teacher 3 Elements of Engaging People

Definition: a person who imparts knowledge and information
Characteristics:
▪ knowledgeable in what she is teaching (how can you
convince your students if you can’t even convince
yourself?)
▪ understanding – that there is diversity (uniqueness) in each
student and acknowledge the multi-intelligence inside the
classroom; different learning styles, processes
▪ should have instructional planning (organized) – should be
systematic
▪ instructional delivery – avoid a monotone voice and sitting
on a chair; should have variations when you deliver a
lecture
▪ practice professionalism
▪ administers assessments – tests if the students are
learning or not
▪ look up the learning environment
1. Focus
2. Knowledge
3. Ability to demand attention from people
V. Learning
- acquisition of knowledge or skills through experience or by
being taught
- an active process and deals with knowledge
- occurs in a complex social environment
- requires learner’s motivation and cognitive engagement
For a learner to learn new skills, it has to have a capacity and speed
to learn, and these are dependent on:
1. willingness to learn
2. willingness to accept criticism
3. affected by hereditary factors
4. confidence
5. prior experience
6. ability
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Good learners are:
1. curious
2. pursue and understanding diligently
3. realize that learnings are not always fun
4. never run out of questions
5. share what they have learned

Nature of Learners
1. are embodied spirits
2. are equipped with cognitive (mind, intelligence) and
appetitive (feelings, emotions) faculties
3. they differ in abilities, aptitudes, interests, values,
attitudes and home backgrounds

VI. Conducive Environment/Instructional Setting

a. most and foremost concern is:
- convenience and comfort of the learner
b. examples:
1. lighting
2. cleanliness
3. chairs sitting on
4. writing desks
5. air conditioner systems
6. sound (e.g. microphones)
7. arrangements of chairs
THEORIES OF LEARNING
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Theories of Learning
- an introduction to some of the theoretical
background to teaching and education
- teaching and learning is everywhere!

Four Pillars of Learning

✓ learning to know (learn), that is acquiring the
instrument of understanding;
o solid academic base – reading and numeracy
o comprehension
o ability to research and analyze
✓ learning to do, so as to be able to act creatively in one’s
environment;
o skills
o capacity to act
o ability to apply knowledge
o materials, research paper, application of
things, experiences
✓ learning to live together, so as to participate in and knowing that knowing how
cooperate with other people in all human activities; and (the what, the facts, the who) (the how)
o communications facts performance
o conflict resolution technical practical
o cultural sensitivity formal theories theories in use
o multi-lingualism formal or codified knowledge tacit knowledge
✓ learning to be, so as to better one’s personality and to
act with ever greater autonomy, judgment and How do people learn?
personal responsibility
o self-esteem 1. Behaviourism (stimulus/response)
o emotional intelligence o people learn through repetition
o critical thinking o learner is passive blank slate shaped by
o cultural awareness environmental stimuli, both positive and negative
reinforcement
Adult Learning Principles (still a part of the pillar) o Pavlov’s dogs
1. the need to know – why do I need to learn it?
2. learner self-concept – responsible for own
decisions/treated as capable of self-direction
3. role of learner’s experience – own experiences the
richest resource of learning
4. readiness to learn – ready to learn those things they
need to know in order to cope effectively with life
situations
5. orientation to learning – motivated to learn to the
extent that they perceive that it will help them
perform tasks they confront in their life situations
6. motivation – internal rather than external

2. Cognitivism (the mind as active processor)

o this is a learning theory that was in response to
behaviourism, psychologist who promoted this
idea claimed that behaviourism failed to explain
cognition
o in this theory, mind is an information processor
o emphasizes understanding the concept as a
whole, instead of just the pieces
o blooms taxonomy
o examples of cognitivist strategies for learning
higher-level thinking are starting a lesson with a
THEORIES OF LEARNING
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hook to create interest, a review quiz to promote Workplace Learning
prior learning, using learning outcomes, chunking
content into organized bite sized pieces, using
graphic organizers and the student takes on an
active role on learning
o the teacher gives lots of encouragement and
positive feedback

What is cognitive learning?

- Cognitive learning is a way of learning that helps
students use their brains more effectively. This
method of learning is active, constructive and long-
lasting. It encourages students to fully engage in
the learning process so learning, thinking and
remembering get easier.
- Cognitive learning isn’t about memorization or What motivates learning?
repetition. It’s about developing true o “Learners are motivated within a context of
understanding; it’s about learning how to learn. interlocking rewards and relationships, incentives
and barriers” (Mann, 1999)
3. Constructivism (the mind actively creating knowledge o one of the most powerful motivators is assessment
through experience) o the “hidden curriculum”
o students learn new things through experience o intrinsic and extrinsic motivation
o they build knowledge through experiences and
interactions The Environment
o in cognitive learning, the students are taught to
do something in constructivism
o the students are encouraged to discover
something on their own
o this is known as self-directed learning
o the major difference is that cognitive learning is
about building on prior knowledge and
constructivism is about building new ideas and
concepts based on your own discoveries

4. Connectivism
o is a learning theory developed by George
Siemens and Steven Downs
o stresses the connections and combinatorial
creativity
o a learning theory for the 21st century
o George Siemens’ theory takes into account
trends in learning, the use of technology and
networks, and the diminishing half-life of
knowledge
o Siemens (2004) states “A community is the
clustering of similar areas of interest that allows
for interaction, sharing, dialoguing, and thinking
together”
o a learning community is described as a node and
a learning network are the nodes coming together
to form a mass intelligence
Learning from experience
5. Humanism (being all you can be) “Learning is the process whereby knowledge is created
through the transformation of experience” (Kolb, 1984)
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Experiential Learning Cycle

1. Do (practice)
2. Review (reflect) Socratic Questioning
3. Theorize (interpret) “I cannot teach anybody anything. I can only make them
4. Apply (plan) think.” (Socrates)

Social Learning Situated Learning Theory

o apprenticeship
o communities of practice
o legitimate peripheral participation
o e.g. internship program – sending to other other
laboratories than Vele
o e.g. less patient on Velez, more on Sotto

Situated Learning
Learning naturally occurs in a real-life context.
o learners become involved in a community of
practice
o experience within the context, and see the beliefs
in a tangible way
o naturally require intended skills and behaviors

Types of Learning
- formal learning experience (e.g. school) 1. practice
- then how do you apply it outside the school? 2. experience
- tribal wisdom (learn from group then create another 3. discussion
group to teach) 4. communication
- e.g. you comment on social media then someone 5. self-learning
followed or replied to your comment
LEARNING STYLES
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Learning Styles Visual Learners
What are learning styles? ▪ Prefer to see information such as pictures, diagrams,
▪ Information enters your brain through three cartoons, demonstrations
methods: sight, hearing and touch. The one which ▪ Picture words and concepts they hear as images
you use the most is called your learning style. ▪ Easily distracted in lecture with no visual aids
▪ Visual Learners learn by sight ▪ Overwhelmed with intense visuals accompanied by
▪ Auditory Learners learn by hearing lecture
▪ Tactile Learners (kinesthetics) learn by touch ▪ Benefit from using charts, maps, notes, and flash cards
when studying
Why it is important to understand your learning style?
1. Better major selection. Examples:
▪ You want to choose a major that caters to your Draw pictures to represent Describe in detail
dominant learning style. ideas, paint Color, lines, and shapes
▪ If you are a kinesthetic learner, a Construction Games: matching, puzzles Creative designs
Management major is a good fit. Visual cues to remember Sculptures
▪ On the other hand, if you are an auditory learner Have a “being there” Graphic organizers
you will want to purse a major that contains a experience Art media
majority of lecture courses. Field trip Displays
2. Better strategy in choosing courses that are aligned Visualization and imagine Posters
with how you learn. Graphics Charts
▪ If you are undecided about your major, knowing Flowcharts Brochures
your learning style can help you avoid courses in Videos Pictures and illustrations
which you know you will struggle. Create Cartoons and caricatures
▪ Lecture course versus a Lab course? Models Color-coding
3. Strategize ways to do better in your courses.
▪ Once you identify your learning preference, you Auditory Learners
can focus better on required program courses that ▪ Prefer to hear information spoken
you know are going to be difficult. ▪ Can absorb a lecture with little effort
▪ Your choice of study group partners or tutoring ▪ May not need careful notes to learn.
formats can be informed by your learning style ▪ Often avoid eye contact in order to concentrate
preference. ▪ May read aloud to themselves
▪ Like background music when they study
Types of Learning Styles
▪ Auditory Learners Examples:
▪ Visual Learners Play word games for Label
▪ Tactile Learners vocabulary Give and follow directions
Explain ideas Retell
Tell jokes, riddles, and Essays
limericks Audio recordings
Trivia games Speeches
Write Debates
Report - oral and written Research Projects
Explain Quizzes and tests
Describe and discuss Logs, journals, diaries
Interviews Questions and answers
Teaching Strategies
Tactile or Kinesthetic Learners
▪ Prefer touch as their primary mode for taking in
information
▪ In traditional lecture situations, they should write out
important facts
▪ Create study sheets connected to vivid examples
▪ Role-playing can help them learn and
remember important ideas
▪ May benefit by using manipulatives
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Examples: ▪ Like to consider all sides to a problem and may be
Opportunities to move and Perform at some risk for not completing their work.
handle materials Create, construct, or ▪ Prefer spontaneity and flexibility.
Trace and highlight develop
Act out concepts and Gestures or actions to Discovering Your Own Learning Style
stories role playing support learning 1. Take a Learning Styles test.
Models Manipulatives 2. Think about your favorite classes so far. What do they
Experiments Inventions have in common? Did you like…
Write or draw while Sports participation ▪ mastering facts?
listening Demonstrating using ▪ discussion? or working on your own?
Walk while thinking physical movement ▪ lecture? or pairing or grouping?
Use hands and arms for Exercises ▪ hands-on activities?
expression Hands-on experiences 3. How do you think you learn?
Imagine themselves in a Simulations / Role-playing
situation Field trips Using Knowledge of Your Learning Style
Simulate Movement routines Knowing your learning style, both your strengths and your
Dance or mime weaknesses, can help you study more effectively.

Your Intelligence Profile (created by Howard Gardner)

A theory of “multiple intelligences,” suggesting abilities
seem to cluster in eight different areas:
▪ Verbal-Linguistic Skills
▪ Logical-Mathematical Skills
▪ Bodily-Kinesthetic Skills
▪ Visual-Spatial Skills
▪ Interpersonal Abilities
▪ Intrapersonal Abilities
▪ Musical Abilities
▪ Naturalistic Abilities

Extraversion/Introversion (Social Orientation)

1. Extroverts
▪ Like talking with others and taking action.
▪ Prefer active learning and group projects.

2. Introverts
▪ Prefer to have others do the talking.
▪ Prefer lectures and structured tasks.

Thinking/Feeling (Decision Making)

1. Thinkers
▪ Like to take an objective approach and emphasize
Build Strengths across the Learning Styles
logic and analysis in their decisions.
▪ Make the best use of your learning style.
▪ Prefer objective feedback and thrive when there is
▪ Work harder in skills that don’t come easily to you.
pressure to succeed.
▪ Be flexible and adaptable, try new things and new
2. Feelers
ways.
▪ Prefer emotion to logic.
▪ Keep growing! Don’t be easily satisfied!
▪ Give greater weight to the impact of relationships in
their decisions.
Remember! No matter what your Learning Style is it’s very
▪ Prefer positive feedback and individual recognition.
important to-
Judging/Perceiving (Achieving Goals)
▪ Be involved in class – participate!
1. Judgers
▪ Link classroom experience to the outside world
▪ Prefer clearly defined strategies to achieve goals.
▪ Relate class concepts to your own life.
▪ May jump to closure too quickly.
▪ Ask questions and offer criticism.
▪ Prefer orderliness, structure, and deadlines.
▪ Stimulate further relevant discussion.
2. Perceivers
▪ Don’t get distracted – stay “on-task”
LEARNING STYLES
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▪ Keep an open mind: there are many ideas beyond your Learning Preferences/Multiple Intelligences
own. ▪ Verbal-Linguistic
▪ Logical-Mathematical
Learning Styles/Preferences ▪ Visual-Spatial
▪ Bodily-Kinesthetic
Auditory Learners ▪ Musical
▪ Auditory learning is a learning style in which a person ▪ Interpersonal
learns through listening. ▪ Intrapersonal
▪ An auditory learner depends on hearing and speaking ▪ Naturalist
as a main way of learning.
Learning Strengths: Teaching Strategies: Verbal-Linguistic
▪ Remember what they hear ▪ Structure classroom to ▪ Verbal-Linguistic: This intelligence relates to language,
and say minimize noise/distractions spoken and written.
▪ Enjoy class discussions ▪ Repeat key points and
▪ Can remember oral summarize lessons
Suitable Careers: Behaviors:
instructions ▪ Write down keywords to
▪ Author ▪ Writes/tells stories
avoid confusion due to
▪ Journalist ▪ Enjoys word games
pronunciation
▪ Lawyer ▪ Effective speaker
Teaching with Technology: ▪ Public speaker
▪ Incorporate multimedia applications utilizing sounds,
Famous Linguists: Ways to improve this
music, or speech.
▪ Abraham Lincoln, 5th US intelligence:
▪ Have students use sound or voice recorders on the
President ▪ Read… a lot!
computer.
▪ Tom Clancy, novelist ▪ Practice speaking in public
▪ Write a poem or story
Visual Learners
▪ Visual learning is a teaching and learning style in which Logical-Mathematical
ideas, concepts, data, and other information are ▪ Logical-Mathematical: This intelligence relates to
associated with images and techniques. numbers, patterns, and inductive and deductive
Learning Strengths: Teaching Strategies: thinking.
▪ Remember what they see ▪ Provide interesting visuals
▪ Enjoy visual projects and to look at
Suitable Careers: Behaviors:
presentations ▪ Make sure visual
▪ Accountant ▪ Often asks questions
▪ Can remember diagrams, presentations (notes, etc.)
▪ Computer programmer ▪ Enjoys number/logic games
charts, maps are organized
▪ Engineer ▪ organizes
▪ Make sure handouts are
▪ Scientist
clearly readable
Famous Logicians: Ways to improve this
Teaching with Technology:
▪ Albert Einstein, physicist intelligence:
▪ Incorporate multimedia applications utilizing videos,
and mathematician ▪ Predict the ending to
images, or diagrams.
▪ John Maynard Keynes, movies/stories
▪ Have students take digital images or videos for use on the
economist ▪ Play games involving
computer.
patterns
▪ Practice math word
Tactile Learners problems
▪ Kinesthetic Learning (also known as Tactile Learning)
is a learning style in which learning takes place by the Visual-Spatial
student carrying out a physical activity, rather than ▪ Visual-Spatial: This intelligence relates to sight and
listening to a lecture or watching a demonstration. visualization, and internal mental images.

Learning Strengths: Teaching Strategies: Suitable Careers: Behaviors:

▪ Remember what they ▪ Incorporate creative or out- ▪ Illustrator ▪ draws or builds models
experience with their hands of-seat activities into ▪ Artist ▪ enjoys picture puzzles
or bodies (movement) lessons ▪ Architect ▪ is able to visualize things
▪ Enjoy using tools or active ▪ Encourage students to take ▪ craftsman easily
lessons their own notes Famous Visualists: Ways to improve this
▪ Can remember procedures ▪ Incorporate computers into ▪ Frank Lloyd Wright, intelligence:
after having done them student’s lessons architect ▪ Draw a picture of something
Teaching with Technology: ▪ Gary Larson, cartoonist from memory
▪ Incorporate interactive multimedia applications, such as ▪ Illustrate a story
stimulations ▪ Build a model of someplace
▪ Have students create their own multimedia presentations
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Bodily-Kinesthetic ▪ Martin Luther King, Jr., ▪ Start a diary
▪ Bodily-Kinesthetic: This intelligence relates to minister and human rights ▪ Concentrate on your
knowledge and awareness of the body and its activist feelings during the day
movement and abilities.
Naturalist
Suitable Careers: Behaviors: ▪ Naturalist: This intelligence relates to recognition of
▪ Dancer ▪ Plays sports order and patterns in nature, such as in plants and
▪ Actor ▪ Enjoys physical games animals.
▪ Sculptor ▪ Uses hands or body while
▪ Athlete/coach talking Suitable Careers: Behaviors:
Famous Kinesthetists: Ways to improve this ▪ Zoologist ▪ Likes animals
▪ Michael Jordan, intelligence: ▪ Conservationist ▪ Enjoys outdoor games
professional basketball ▪ Take a dance class ▪ Park Ranger ▪ Likes being outside
player ▪ Play a sport Famous Naturalists: Ways to improve this
▪ Alvin Ailey, choreographer ▪ exercise ▪ Charles Darwin, biologist intelligence:
▪ Diane Fossey, primate ▪ Starts a collection of bugs
Musical researcher or leaves
▪ Musical: This intelligence relates to recognizing sound ▪ Go camping or hiking for a
and rhythm patterns. weekend
▪ Get a pet
Suitable Careers: Behaviors:
▪ Composer ▪ Can sing or play an
▪ Orchestral performer instrument
▪ Singer ▪ Enjoys musical or rhythmic
▪ Music critic games
▪ Appreciates classical music
and music of other cultures
Famous Musicians: Ways to improve this
▪ Eric Clapton, guitarist intelligence:
▪ John Williams, orchestral ▪ Listen for the rhythm of
composer and director natural sounds
▪ Practice playing an
instrument
▪ sing along with the radio

Interpersonal
▪ Interpersonal: This intelligence relates to
communication and relation to other people.

Suitable Careers: Behaviors:

▪ Politician ▪ Makes friends easily
▪ Teacher ▪ Enjoys interaction games
▪ Psychologist ▪ Shows leadership
▪ Evangelist
Famous Interpersonalists: Ways to improve this
▪ Sigmund Freud, intelligence:
psychologist ▪ Concentrate on people’s
▪ John F. Kennedy, US body language
President ▪ Play role-playing games

Intrapersonal
▪ Intrapersonal: This intelligence relates to inner
reflection and awareness, and metacognition.

Suitable Careers: Behaviors:

▪ Counsellor ▪ Follows hunches or instincts
▪ Social worker ▪ Enjoys individual games
▪ Religious leader ▪ Expresses confidence in
self
Famous Intrapersonalists: Ways to improve this
▪ Mother Teresa, missionary intelligence:
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PRINCIPLES OF LEARNING and TEACHING
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Principles of Learning
Learning is an essential part of the teaching-learning
process. As a process, each situation is governed by
principles that must be considered and put into use.
These principles can be:
1. Students must have a clear idea of the goal
 clear communication between the teacher and
learner about the objectives and goals of
instructions
 learners should have a clear understanding of the
concepts, ideas, and theories that can satisfy their
needs an answer the problems they encounter on
the process
2. Student must be prepared and ready
psychologically and physiologically to respond to
their mew experience
Law of Readiness
postulated by Edward Thorndike which implies that the
mental age and readiness of the students include the
classroom to learn differs.
Law of Effect
characterized by responses followed by the satisfying
after-effects. If response is rewarded, and the reward is
pleasant and satisfying, the learning connection is
strengthened; if the effect of the reward is unpleasant
and annoying, the connection is weakened
3. Students must be motivated. This will arouse
the interest of the students to learn.
4. Teaching-Learning is a process; students must
have active involvement in the process .
 learning by doing
 learning is more effective when the teacher
facilitates that students are allowed to explore the
environment around them
5. Students must always repeat and practice
what they learned. Constant correct repetition of
correct responses is important in acquiring skills.
Thorndike’s Law of Exercise - “Practice Makes Perfect”
 Drills
 Review
 Examination
 re-examination
6. To ensure continuity and effectiveness of
learning - students need to see the meaning,
significance, implications, and applications of
what is being taught to real -life situations of a
given experience
7. Good teaching recognizes individual
differences of students
intellectual aesthetic
emotional spiritual
social physical
moral development
8. Students should be made aware of their
responsibility to the group and the society
9. Students should be made aware to put upon
the concept, theory that learning is a process of
discovering and understanding their
relationships (Gestalt Psychology)
10. Gradual increase in the independence of
students from adults should measure up with the
maturity of the student. This is a clear indication
of good teaching.
11. Learning is easier when teaching starts from
what they already know (using past experiences)
12. Students can be stimulated to think and to
reason when teacher shows confidence in the
student’s aptitude and skills by provoking
curiosity encouraging creative endeavours
13. A good teacher who plans his/her lessons will
get optimum teaching results (selection of
subject matter, activities, experiences included
in the learning plan, time frame, and attainable
objectives)
14. A curriculum should be planned and directed
for the purpose of promoting intellectual, social,
and emotional growth and developmen t of the
student
There is no single correct way of teaching, there are many
methods an effective teacher can utilize. A method that
fails on one student may be very helpful to another.
A daily assistance to the student in judging their progress
can be seen in the teaching method employed.
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TYPES OF MOTIVATION
comes in the form of rewards and
punishment
Extrinsic rewards can be in the form of high
grades, honors, recognition, esteem,
self-confidence, and self-worth
comes in the form of desire
the desire and aspiration of an individual
to become what one is capable of
Intrinsic
becoming to maximize his potential and
to accomplish something worth
recognizing
Principles of Motivation:
1. Students are made to work in an EFFECTIVE
environment and working at purpose that are real to
them
2. Motivate students with GOALS intrinsic to the learning
activity to make learning more effective
3. Make GOALS worthwhile so students can overcome
obstacles, difficulties and frustrations
4. Successful experiences are important motivations
5. REWARDS rather than punishments are better
learning motivations
6. In classroom learning, student’s INTEREST plays an
important role
7. Meaningful instructional device, materials, as well as
wholesome tasks will serve as good motivators
8. SUCCESS increases the level of aspirations and
achievement of students
9. FEEDBACK on student progress can be an effective
motivation
10. Students made to recognize the NEED to acquire new
skill and experience can be an effective motivation
11. A PLEASANT environment can be an effective
motivator
12. Learning is more effective when the situation has
MEANING to the student
13. Intrinsic motivation is BETTER than extrinsic
motivation
The Five Areas of Teaching Principles
1. Respect for the individual
 emphasis on the initiative and responsibility of the
learner
 importance of experiencing success rather than
failure as fundamental aspect of mental hygiene
 respect for the self-confidence and intellectual
and emotional integrity of the individual
 “learning by doing” / “all learning through sense
impression” / “understanding before
memorizing”
 a more friendly, cooperative, sympathetic learner-
teacher relationship
2. Democracy as way of life
 respect for potentialities of each individual
 obligation of each individual to contribute to the
welfare of the group which he is a member of
 participation in experience which will foster social,
intellectual, and physical growth
 the right of each individual to make a choice
commensurate with his intellectual capacity and
maturity
3. Providing suitable conditions for the
development and maintenance of a sound
personality
 school life is important in the determination of the
learner’s strength of personality and mental
health
 objectives of education
 learning materials
 methods utilized
4. Improving group living in the classroom
 teacher has the responsibility for creating a
classroom environment to ensure effective
learning
 teacher has the responsibility to improve group
living in the classroom
 teacher has to know and understand what group
dynamics is all about
 teachers must find and utilize the most appropriate
technique for group leadership
5. Improve the classroom environment
 to promote cooperative group experiences of
learners
 promote learners’ development of skills and
understanding of values for living in a democratic
society
 classroom physical environment provides best
conditions conducive to learning
How?
1. Helping the learner to solve problems meaningful to
them
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2. Solution of these problems implies the development
of varied interest and appreciation for effective and
wholesome living, ability to think clearly and to make
choices that are socially constructive

Principles
1. Learner’s attention is essential for introducing a lesson
2. Information on appropriate behaviors will lead to
better performance
3. Rewards directs and sustains attention of learners to
reach the desired behaviour
4. Low performance can be associated to stress anxiety
that may lead to personality disorders
5. Achieving and experiencing success are essentials to
realistic goal setting activities
OBSTACLES OR B ARRIERS TO LEARNING / FACTORS
INTERFERING TO P ROCESS INFORMATION
Fleur Elaine Dayondon-Sumalpong, LPT, MAED-BIO

What are the barriers experienced by adult

learners when they choose to return to school or
participate in workplace training?
 The most common barriers to learning: any factor that
prevents an individual from learning to his full
potential may be considered to be a barrier to learning.

Example Case
 Lyssa is over 50
 She has been for 25 years
 She cannot afford to retire
 She needs to develop new skills
 She needs to have an advanced studies

The Barriers
 “Many adults have experienced so much critism,
failure, and discouragement in their youth that their
self-confidence and sense of worth are damaged. In a
new learning environment, adults often are anxious,
fear failure, and dread rejection by their peer group
(kennedy, 2003).”

Barriers to Learning
When training others, there are a number of factors that
affect learning, beyond basic intelligence and the quality
of the training given. Individual differences such as those
below can make a huge difference to a training session,
especially in group settings where different barriers may
apply to different members of the group. If a training
session is not going to plan, a trainer should consider
whether any of the issues below are coming into play.
By gaining a basic understanding of common barriers to
learning, a trainer will be easily able to identify the
warning signs and adapt their practice accordingly.
Physical/Mental Condition
Physical discomfort is a major barrier to learning, both by
the power of distraction and by biological factors. Factors
that are easy to avoid include:
 Low blood sugar - can reduce concentration
 Humidity - can cause sluggishness
 Cold – can be distracting
 Pain – if a delegate is in pain or ill then it might
be worth considering whether the training would
be more effective at another time
Environment
Other factors than temperature are important for the
learning environment. Of course, distractions should be
minimised, so the training should take place in a quiet
area. If it has to take place at the trainee’s desk then they
should be made aware that they will not be expected to
perform any of their normal duties (i.e. picking up the
phone, answering help queries from other staff) at the
same time as training.
Visual distractions should be kept to a minimum. If the
environment is dedicated to training then walls should be
kept clear and the room free of interruption.
An atmosphere of support and encouragement should be
maintained throughout the training. We find that hands-
on learning works best, no matter what the subject matter
– and this has the added benefit of allowing the trainer to
answer individual questions and to observe how people
are getting on.
Lack of Confidence
Lack of confidence can be caused by many of the other
factors below, but can also occur independently, and falls
into two groups:
 Lack of confidence in performing within the training
 Lack of confidence in their existing skills
When someone feels unconfident in the training
environment, it may be that they are naturally shy or
worried about not learning as quickly as others. The
training course should be responsive and designed to fit
the needs of a diverse group, to avoid anyone feeling
singled out as a slow learning or frustrated if they pick it
up more quickly.
Someone may feel that their existing skills don’t qualify
them for the training. It’s down to the manager to ensure
the right people undergo training at an appropriate time
and level, and for trainers to be clear about pre-requisites
before the course and as it begins.
Previous Bad Experience
People may think negatively about an upcoming training
session or the prospect of being taught something new in
the workplace because they’ve had bad experiences in the
past. The more introvert types may have been
embarrassed due to being singled out for answers in
group sessions in the past, which makes them afraid of
this again.
It’s difficult for an external trainer to manage or prevent
this occurrence, but it needs to be considered if they get
a vibe of “I don’t want to learn” from a trainee.
Fear of Failure
Fear of failure is not the same as a lack of confidence as
it’s much more specific and is very often a self-fulfilling
prophecy. Fear makes it much harder to retain information
and recall it later on. A good trainer will know how to
identify different learning styles and adapt the training to
suit these where possible – thus making the learner more
comfortable and confident.
Old Dog New Tricks
More established members of a team, or those who have
been working in the same role for a long time, may feel
blasé about learning new skills. They may feel that they
don’t need to bother with these, and this apathy can be
difficult to overcome.
It’s mostly up to this person’s manager or HR to make sure
they get the right feedback and reasoning for the training,
but a trainer should try and motivate the delegate by
emphasising what value these new skills will add.
Lack of Motivation
Motivation is an incredibly complex subject and is referred
back to throughout our Train the Trainer course. The
motivation for training is a little different and can be both
a cause and effect of many of the other barriers to
learning we’ve mentioned here.
A trainer can make a difference to the levels of motivation
within the group or individual, but only to a certain extent.
Some people’s feeling of not wanting or needing the
training, or that they already know the content, is too
much to overcome. In these situations, the trainer simply
has to make the training as accessible or appealing as
possible to these people; and manage the situation so no-
one else’s learning is affected.
Fear of Change
The whole purpose of training is to change a situation.
Some people may have a fear about fulfilling a new job
role, or that too much will be expected of them once the
training is complete. A trainer should outline exactly what
the training will cover and how it will help each individual.
If the training is internal, the trainer should work with the
relevant manager(s) to make sure each individual is aware
of what will be expected of them following the training
and that they have their buy-in.
Resistance to Unlearning
This is perhaps one of the most powerful barriers to
learning – but one that trainers have a good degree of
control in overcoming. This applies when someone has to
learn a new way of approaching a task they’ve been
performing for a long time, e.g. a new method of project
management that means forgetting about old processes
and procedures. It may mean learning a new software that
initially will take longer to navigate than the old one –
people tend to only see the short-term difficulties in this
kind of situation. Again, it’s within the trainer’s control to
minimise this kind of resistance – and proper training in
how to train is necessary to learn the techniques to do
this. After all, if you’re now thinking you don’t need to be
trained in training, perhaps you fall into one of the
categories above…?
How will you alleviate the fears?
 Provide a safe and welcoming environment
 Have students interact and discuss prior experiences
 Have students explain their goals
 Provide students with detailed course outline and
expectations
Overcoming Barriers
1. Learn to say no!
 if you can’t set realistic expectations
2. Reduce interruptions
 limit social time to breaks
 set up a separate working space
 check email at intervals throughout the day
 if an email is urgent, flag it for when your done
with your current task
3. Don’t get overwhelmed
 take breaks
  practice some stress relieving activities
 create a priority list
 create a list over a course of a few days, not just
one master

Set smart goals!

 Specific or significant: being specific allows you to
know that for sure you have met your goal.
 Measurable or meaningful: including a clear aspect of
the goal that can be measured in some way allows you
to know that you have met your goal.
 Attainable or action-oriented: it is important to
consider your strengths and weaknesses when you
create your goals. Make goals that allow you to be
successful and yet also challenge you to go beyond the
norm.
 Relevant or rewarding: goals are meant to help you
work towards something. Make sure that you choose
an item or area that makes sense for you and allows
you to feel good about the progress you have made.
 Time-bound or trackable: setting time-parameters on
your goal will help you to stay focused and work
towards completing it. Be sure to include a starting and
end-point.

Goals give us something to aim for, a target to keep us on

track. Writing goals takes time and practice. Is okay

To have to make several drafts. It is normal to have to talk

through them with your learning coach, a parent or a
friend. We encourage you to practice and talk about your
goals as you construct them. The most important part
about goals…… Is to have them!

The Educator
 “Part of being an effective educator involves
understanding how adults learn best (lieb, 1991)” Resources and People = 20%
Training and Education = 10%
Development Practices and Learning by Doing = 70%
Applying Knowles Final Thoughts (Beagley, 2011)
Knowles’ Principles Educator’s Role  For the effective teaching and learning, the health
Be a facilitator: professional must be aware of the barriers
 Understand how adults learn and
Adults are internally
allow students to participate in the
 Knowing the barriers will help the health professional
1 motivated and self- determine what tools he or she may need to assist in
direction of the class
directed
 Recognize and accommodate delivering information
different learning styles  Using more than one way of delivering the message
Adults bring life
experiences and Acknowledge value of previous
will promote the client’s learning
2
knowledge to learning experience
experiences Study Guides
show direct link between course  Environmental conditions
Adults are goal
3 material and student’s goal
oriented.  Person factors
use real case studies to examine theory
provide assignment options that reflect  Different barriers to learning (conditions, environment,
Adults are relevancy student interests factors)
4
oriented. provide students with reflective  Smart goals
questions to assess connection to goals  Barriers to teaching
encourage active participation allowing
students to experiment and develop
 Universal design for learning
5 Adults are practical  Components of learning environment
self-efficacy
provide feedback on a regular basis
acknowledge past experience
Adult learners like to treat adult learner as an equal
6
be respected promote an environment for expression
of ideas

Roles of Health Professionals in Teaching and

Learning
 Teaching: an interactive process that promotes
learning
 Providing information in collaboration with client and
healthcare team is necessary to facilitate desired
change
 Effective teaching occurs when the health
professionals recognizes the client’s learning needs,
learning style, and capacity to learn. (hall &
edgecomble, 2010)

Barriers to Teaching (Bastable & alt, 2014)

 Lack of time
 Low priority status of client education
 Lack of confidence and competence
 Questionable effectiveness of client education
documentation difficulties
 Absence of third-party reimbursement
 Negative influence of environment
 Lack of motivation and skill

Common Barriers (Bastable & Alt, 2014 and Beagley, 2011)

 Low literacy
 Language
 Culture
 Physiological factors
 Environmental factors
 Poor assessment of learning styles
The Teachers/Health Professional
Miss Lim’s Lecture
The Health Professional as a TEACHER credible source of information and experiences
responsible for empowering students with knowledge serves as motivation to students being an example of fulfilled
1
based on objective evidence goals and success
helps students acquire competence and virtue through DISADVANTAGES
2
different teaching strategies and styles might have difficulty in teaching topics that are not related to
helps refine or develop significant skills both personal and the medical field
3
practical might not have the skill or qualities to teach
4 informally, the role may be taken on by anyone are used to heavy terminologies and therefore are prone to
5 knowledgeable in field being taught using them more frequently
may operate within all branches of health care including time restrictions and priorities due to other responsibilities
6 medicine, surgery, dentistry, pharmacy, psychology,
nursing, or allied health professions EDUCATIONAL PROCESS FOR TEACHING
7 knowledgeable in the field of medicine as a health professional
8 advocates and promoters of overall health EDUCATIONAL PROCESS EXAMPLES
9 takes part in this dynamic process community visit during health
1 set goals and objectives
has a responsibility to prepare future health providers for care subject last semester
10
roles provide relevant Marieb, Guyton, CDC, DOH,
2
enables skill mixing, sharing of good practice, and capacity information Strasinger, Experience
11
to learn from errors reinforce what was
3 Return demos, lab quiz
driven by the need to provide and maintain overall health taught/learned
12
for all 4 reviewing information SGD, Lab exercises
Their role is not primarily to teach, but to promote learning and Long exams (case studies,
5 verify knowledge
provide an environment conducive to learning – to create the application, analysis, processes)
teachable moment rather than waiting for it. Rubrics of return demos and
6 evaluate the outcome
(Lawson and Flocke, 2009) final project

A Health Professional in Health Education CONDUCIVE ENVIRONMENT FOR TEACHING

PURPOSE as a health professional
1 to shape the next generation of health professionals 1 facilities sufficient for number of students
2 work towards preventing, treating, and curing disease 2 facilities sufficient for needs of students
promote mental, emotional, and physical health at the 3 use of multimedia during lectures
3 sounds, lighting, writing desks, comfortable chairs,
individual and societal levels 4
take part in a core professional activity that cannot be left cleanliness
4
to chance, aptitude, or inclination
AS A STUDENT OF HEALTH PROFESSIONAL
ensure the continual provision of high-quality health
5 1 ensured that source of information is credible and relevant
services
encourage extrinsic and more importantly intrinsic 2 access to information that can only come from experience
6 3 challenged
motivation onto students
GOALS motivated; can see the product of hard work and
4
to be able to assess the needs of the students and the determination
1 feels a sense of responsibility from passing the torch of
communities they will soon serve 5
provide reliable health-related educational materials and health care
2
evaluating its effectiveness
COMPETENCIES OF HEALTH PROFESSIONALS
3 aid in developing both clinical and theoretical performance
as an instructor
enhance decision-making, problem-solving, goal setting,
1 personal ethic of social responsibility and service
4 communication, negotiation and refusal, assertiveness, and
2 evidence-based, clinically competent
advocacy skills
introduce and apply the continuing changes and 3 incorporate multiple determinants of health
5 4 provide culturally sensitive care to a diverse society
modernization of health care
5 communicate effectively and appropriately
TEACHING as a health professional 6 continue to learn and help others learn
ADVANTAGES Disease-oriented patient education (DOPE)
→
able to teach the concepts related to health science correctly
Prevention-oriented patient education (POPE)
and logically
→
able to simplify heavy medical terminologies Health-oriented patient education (HOPE)
can relate easily medical topics to real-life situations Grueninger (1995)
The Teachers/Health Professional
Miss Lim’s Lecture
ABOUT THE HEALTH PROFESSIONAL EDUCATOR
1 serve as clinical instructors in the classroom setting
need to develop teaching expertise; demands of patient and
2 opportunity to learn through their
staff education
3 make significant changes
EFFECTIVE TEACHING
1 increase patient and student satisfaction and understanding
2 improve quality of life
3 ensure continuity of care
4 decrease client anxiety
5 reduce complications and incidence of disease
6 promote adherence to treatment plans
HEALTH PROFESSIONAL’S ROLE IN EDUCATION
Assessing Learning Needs
learning needs are defined as gaps in
knowledge that exist between a desired
level of performance and the actual level of
performance
identify the
Steps in the assessment of learning
1 needs of
needs:
the learner
1. identify the learner
2. choose the right setting
3. collect data about the learner
4. collect data from the learner
5. involve members of the healthcare team
6. prioritize needs
Readiness to Learn
is defined as the time when the learner
demonstrates an interest in learning the
information necessary to maintain optimal
health or to become more skilful in a job
consider
 prime time for learning is when the
the
student asks questions
2 learner’s
 timing – to the point at which teaching
readiness to
should take place – is very important
learn
 adults are eager to learn when the
subject of teaching is relevant and
applicable to their everyday concerns
 Physical Readiness, Emotional
Readiness, Experiential Readiness,
Knowledge Readiness
Learning Style Principles
1. both the style by which the educator
prefers to teach and the style by which
the learner prefers to learn can be
consider identified
3 their styles 2. educators need to guard against relying
of learning on teaching methods and tools that
match their own preferred learning
styles
3. educators are most helpful when they
assist learners in identifying and
learning according to the learners’ own
style preference
4. learners should initially have the
preferred style
5. learners should be encouraged to
diversify their style preference
6. educators can develop specific learning
activities that reinforce each modality or
style
INSTRUCTIONAL STRATEGY
 is the overall plan for a teaching-learning experience that
involves the use of one or more several methods of
instruction to achieve the desired learning outcomes
(Rothwell & Kazanas, 2004)
INSTRUCTIONAL METHOD
 is the way information is taught that brings the learner into
contact with what is to be learned (Cook et al., 2008)
INSTRUCTIONAL MATERIALS
Appropriate Choice of Instructional Material
characteristic of learner
characteristic of the media
characteristic of the task
Major Components of Instructional Material
involves the software or the hardware of
the presentation of the information
1 Delivery
choice of delivery as well as pacing is
dependent on the size of audience
independent of the delivery system
actual information being communicated to
learner
factors affecting content:
2 Content a. accuracy (up to date)
b. appropriateness of the medium to
convey particular information
c. readability level for audience
intended
most important component for selecting or
developing instructional material
A. REALIA
most concrete form of stimuli that can be
used to deliver information
ex. demonstration of BLS
B. Illusionary Representation
3 Presentation less concrete, more abstract
ex. audio tapes and photographs
C. Symbolic Representation
most abstract of messages
most commonly used form of stimuli for
instruction
ex. use of number or letters, handouts,
posters
The Teachers/Health Professional
Miss Lim’s Lecture
EVALUATION IN HEALTHCARE EDUCATION good at doing a lot of different things
versatility and
gathering, summarizing, interpreting, and using 5 and able to learn new things quickly
variety
data to determine the extent to which an action and easily
was successful standard measure and computation of
Definition evaluations are not intended to be generalizable, distributing equivalent grades
6 grading system
but are conducted to determine effectiveness of corresponding to the performance
a specific intervention in a specific setting with an given by the students
identified individual or group attempts to guide and motivate
focus of evaluation individuals to change their actions or
behaviour
designing evaluation 7 interactions in certain settings
management
Steps conducting evaluation e.g. classroom level (introduce rules
analyse and interpret data against interrupting other students)
reporting and using result of data describe the process of ensuring that
classroom lessons run smoothly
without students’ disruptive behaviour
PROFESSIONAL AND PERSONAL ATTRIBUTES 8
classroom
comprising the delivery of instruction
management
OF A HEALTH PROFESSIONAL/TEACHER a. seat plan
b. rules and regulations
PROFESSIONAL TEACHER c. time management
 licensed professional who possesses dignity and reputation acknowledging and respecting
with: individual differences
a. high moral values perspective
9
b. technical and professional competence and respect for practicing mutual respect for qualities
diversity and experiences that are different from
 he/she adheres to observe and practice a set of ethical and
own
moral principles, standards, and values
make efficient use of time and move in
PROFESSIONAL ATTRIBUTES a planned and systematic direction
 a professional teacher perceives himself/herself as someone organized and
10
who can effect change (sense of efficacy), because he/she is flexible alter, adjust, and change their
an expert in: instruction depending on the extent to
✓ subject matter knowledge: what which students are achieving
✓ pedagogical knowledge: how Importance
students have different levels of
PROFESSIONAL ATTRIBUTES strengths and weaknesses; different
a professional teacher must possess the following attributes: learning styles
S.A.K.E. communication
11
skills How can we IMPROVE?
Skills
teaching  positive motivation
1 Attitudes
competence  effective body language
Knowledge
 understanding the students
Experiences
 team formation
Curriculum
Teachers should:
 outline of concepts
✓ participate in community
 include teacher’s knowledge on:
movements
understanding ✓ subject matter
2 ✓ merit honor of the institution
of curriculum ✓ teaching-learning approaches 12 community link
✓ activities ✓ help the school to keep the
✓ instructional materials people informed about the
school’s achievements as well as
✓ learning resources
its needs and problems
effective at creating digital
presentations to disseminate control
effective and use of this knowledge to guide the
knowledge
3 information 13 science and art of one’s teaching
D.L.P.’s base of
e.g. powerpoint presentations, practice
teaching
spreadsheets, videos, etc.
repertoire of and can use this to instruct in
the ability to find quick and clever ways
4 resourcefulness 14 best teaching classrooms and to work with adults in
to overcome difficulties
practice the school setting
The Teachers/Health Professional
Miss Lim’s Lecture
to approach all aspects of his/her work he or she works cooperatively with
dispositions
15 in reflective, collegial, and problem- peers, site teachers and faculty
and skills
solving manner contributes constructively to group
to teach as a lifelong process and objectives
view of dispositions and skills for working 7 cooperative disagrees courteously, avoids sarcasm,
16
learning towards improving his/her own makes constructive suggestions;
teaching schools accepts suggestions and constructive
A good teacher can inspire hope, ignite the imagination, and criticism; and modifies behaviors
instill a love of learning. appropriately
Brad Henry identify with and understand another
person’s feelings, situations and
PERSONALITY motives
 sum of one’s personal characteristics, one’s identity empathy and should care about others and be able
8
 particular combination of emotional, attitudinal, and compassion to communicate and work with them
behavioural response pattern of an individual understand needs and learning
effective communications is one way to
develop empathy
ATTRIBUTE
a quality, character, or characteristic ascribed to someone or
something

PERSONAL ATTRIBUTE
traits that make up one’s personality, which define who you are as
a person

PERSONAL ATTRIBUTES OF A HEALTH

PROFESSIONAL/TEACHER
Objectives
 to determine the different personal attributes of a health
professional or a teacher
 define different desirable characteristics of individuals
What are personal attributes?
 defines who you are as a person
 traits that make up your personality
the ability to engage and inspires students to learn
develop more
1 relationships approachable and open-minded
with their good communication skills for learners
students to have clear understanding
patient, caring, a commitment to helping others
2 kind and understanding the needs of others
passionate loving what you are doing
knows his or her students’ learning
knowledge of ability
3
learners information on appropriate behaviors
dealing with different learners
utilizes the given task in a given time
ability to
4 work adaptability
multitask
knows how to manage the time wisely
in good condition to impart knowledge
5 fit and healthy
both physically and mentally healthy
shows enthusiasm through speech,
has a gestures, and facial expressions
6 motivating engage with the students
personality has the ability to energize students
encourages and supports the students
The Role of Health Professionals in Career and in Education
Ma’am Fleur Elaine
Health professionals play a central and critical role in improving effective and appropriate
access and quality health care for the community. communication with patients/clients,
careers, other health professionals and
They provide essential services that promote health, prevent other members of the community is a
diseases and deliver health care services to individuals, families fundamental requirement in the
and communities based on the primary health care approach. provision of health care services
a health professional must provide the
A mandate to develop a framework to improve allied health patient/client with sufficient information
training, education and regulation in the country to ensure that the patient/client is able
to participate as actively as possible and
Effective delivery of healthcare services depends largely on the respond appropriately to the
nature of education, training and appropriate orientation information
effective
towards community health of all categories of medical and a health professional must explain the
health personnel, and their capacity to function as a health care communication
nature of the health care being
provider. proposed, what its purpose is, its
possible positive adverse consequences,
Clients, patients, students have the right to expect that health its limitations and responsible
professionals providing professional services do so in a alternatives
competent and contemporary manner that meets best practice a health professional must communicate
standards. appropriately with, and provide relevant
information to
IMPORTANT ROLE a health professional must utilise
Allied medical professionals play a wide range of roles from effective and flexible communication in
health promotions, health improvement and early intervention a manner appropriate for the reader and
to the support of those with long-term conditions, listener
disability. a health professional shall behave
responsibly at all times and maintain
GUIDING PRINCIPLES professional boundaries with
Allied professionals have responsibilities and obligations to their patients/clients
clients and to the broader community, to provide safe, beneficial, a health professional must avoid dual
responsible and competent health care which is responsive to relationships that may exploit
individual, group, and community needs, and the professional professional
patients/clients or other parties
situation, within a context of justice and respect for people’s boundaries
where a health professional identifies
right and dignity. the potential for a violation of
professional boundaries, the health
ROLE TO OTHERS IN THE WORKPLACE professional should immediately refer to
Allied health professionals have responsibilities and obligations the patient/client to a suitably qualified
to their colleagues and to their profession, but these will always health professional
be secondary to their responsibilities and obligations to the
public.
STANDARDS PERTAINING TO
THE HEALTH PROFESSIONAL
AS A HEALTH PROFESSIONAL
CPD is an interactive process by which
Practice is based on a body of knowledge and defined skills.
health professionals maintain, enhance
A commitment to maintaining competence and continuing and extend their knowledge, expertise
professional development. and competence throughout their
Reflective practice careers
Decision-making based on available information and likely CPD covers both structures and
consequences. unstructured learning activities which
continuing
contribute directly to the competence of
STANDARDS PERTAINING TO professional
the health professional to practice in
INTERACTION WITH THE CLIENT development
their chosen field of work within their
a health professional must ensure they profession
provide services that are appropriate for the level of participation in CPD should
duration and the assessed needs of the patient/client enable a health professional to maintain
frequency to care and do not provide services of a kind currently accepted standards of
that are excessive, unnecessary or not technical competency in their chosen
reasonably required field of work with their profession
The Role of Health Professionals in Career and in Education
Ma’am Fleur Elaine
all health professional should document
all CPD undertaken, including informal
learning gained through experiences
and interaction with colleagues, as well
as attendance or participation in formal
learning activities such as courses or
conference

RESPONSIBILITIES OF THE HEALTH PROFESSIONAL

display respect, integrity and responsibility with
colleagues, supervisors, students, research participants,
1
community members, employers and all other parties they
encounter in the line of duty
work towards achieving justice in the provision of health
2
care of all the people
ensure they maintain relevant knowledge and
3
competence to provide safe and effective services
ensure they practice in accordance with, and maintain
4
current knowledge of their obligations
contribute to their profession through activities such as
5 training and mentoring, serving on health profession
boards, and providing expert advice upon request

TEACHING/SUPERVISION
health professionals who are educators practice accordance with
accepted professional standards as they relate to the context of
education, including clinical teaching and supervision

ACTING PROFESSIONALLY
a health professional shall not criticize a colleague’s opinion,
treatment or fees in a manner that is of a personal nature
COOPERATIVE LEARNING teacher ignores or assumes
teacher observes and intervenes
group functioning
OVERVIEW no group processing group process their effectiveness
 Research Review: Cooperative Learning
GROUP AND INDIVIDUAL RESPONSIBILITIES
 Differences between Traditional and Cooperative Learning Groups
In a cooperative learning situation, every team member has both individual
 The 5 Underlying Principles of CL
responsibilities. If a team member doesn’t take care of his or her share of
 Social Skills Acquisition
the responsibilities, it will cause problems for the entire group.
 Cooperative Learning Activity
 Inclusion Strategies
 Reflections EACH INDIVIDUAL IS RESPONSIBLE FOR:
trying helping
asking being courteous
WHAT IS COOPERATIVE LEARNING?
sometimes called small-group learning, is an instructional strategy
1 AS A TEAM, STUDENTS ARE RESPONSIBLE FOR:
in which small group of students work together in common
2 is the ability to work with others 1 solving problems
regardless of what profession you have, you will be required to 2 consulting other groups, if necessary, to clear up confusion
3 3 helping group members and members of other groups (if asked)
work as part of the team
work teams have replaced the independent worker in virtually 4 working together to achieve task and goals
4
profession
successful employees and even successful entrepreneurs need to EXPECTED BEHAVIORS
5
have the ability to work cooperatively with others 1 contributing and helping
is a strategy deigned to help you maximize your own and other 2 listening to others with care
6
classmates’ learning 3 encouraging everyone in the group to participate
this strategy makes use of the small groups and students working 4 praising
7
together as a team
the team approach is not just for learning college inside the THE FIVE UNDERLYING PRINCIPLES
8
classroom but also in the workplace cooperative learning is based on the belief that all
students are capable of understanding and
GOAL SETTING AND PLANNING learning and performing the tasks
to make group work effective and successful, group need to have evidence and research show that when all group
1 distributive
well-defined goals and a plan for meeting those goals members are expected to be involved and are
leadership
another important element of success is for each team member to given leader responsibilities, we increase the
2
have an assigned role likelihood that each member will be an active
groups tend to function better if member roles are defined and participant who is able to initiate leadership when
3 appropriate
assigned during the first meeting
these roles help all members to actively participate in the group CL is based on the belief that the most effective
4 student groups are those which are heterogeneous
process
each member should not be stuck in a role, consider rotating roles, groups which include students who have different
heterogeneous
5 depending on the goals and activities given, so all members can social backgrounds, skill levels, physical
grouping
experience different roles capabilities, and/or gender mirror the real word of
encountering, accepting, appreciating and
RESEARCH REVIEW celebrating differences
1 higher achievement CL is based on the belief that students need to
learn and recognize and value their dependence
2 increased intention
upon one another
3 greater use of higher level of reasoning
students who have lots of practice individually to
4 greater intrinsic motivation
complete their assignments or competitively to do
5 more positive heterogeneous relationships
better than their peers are often not eager to work
6 better attitudes toward school
with others
7 better attitudes toward teachers
incorporating positive interdependence increases
8 higher self-esteem
positive the likelihood that student will work cooperatively
9 greater social support
interdependence is created when a teacher employs one or more of
10 more on-task behavior
these strategies:
11 greater collaborative skills
1. group accountability
2. individual accountability
LEARNING GROUPS 3. materials must be shared
TRADITIONAL COOPERATIVE 4. group members create one group product
no interdependence positive interdependence 5. the is a group “reward’ which each group can
homogeneous heterogeneous earn and which is the same for all group
no individual accountability individual accountability members
one appointed leader shared leadership CL is based on the belief that the ability to work
responsibility only for self shared responsibility for each other effectively in a group is determined by the
social skills
only task emphasized task and maintenance emphasized acquisition of specific social skills
acquisition
social skills assumed and these social skills can be taught and can be learned
social skills directly taught
ignored (Task and Maintenance)
 cooperative learning is based on the belief that LISTENING
student groups are more likely to attempt looks like sounds like feels like
resolution of their problems if they are not
group
“rescued” from these problems by their teacher SOCIAL SKILLS ACQUISITION
autonomy
when students resolve their problems with 1 explicitly teach the specific social skill
minimum teacher input, they become more 2 create a class rubric further defining skill
autonomous and self-sufficient 3 practice the skill
4 observe the skill
Characteristics of an effective group and expected behaviors and 5 debrief
responsibilities for group members (NO CONTENT) 6 student self-evaluation
7 group evaluation
Group and Individual Responsibilities (NO CONTENT) 8 monitor and graph progress

*for the next two tables: IDK why but these are the actual content from the COOP LEARNING ACTIVITY: GOING CAMPING
ppt; I’m confused myself, I think Miss wants to compare two things?? 1 rank 1-10 Most important to least
Maybe the group vs invidual? So, to be sure, I just inputted what was inside 2 discuss with group members
the ppt* 3 rank again
4 group must reach consensus
TASK SKILLS: TO ACHIEVE THE TASK 5 check rankings with expert rankings
check others’ understanding of check others’ understanding of the
the work work CHALLENGING CHILDREN
give ideas contribute ideas explosive compulsive
talk about the work stay on task ADD or ADHD deaf
get group back to work get group back to work blind autistic
follow directions follow directions dyslexic
ask questions ask thoughtful questions
stay in seat stay in seat INCLUSION STRATEGIES
repeat what was said paraphrase value student choice, control and interaction and building
1
community in the classroom
MAINTENANCE SKILLS: ASSIST IN MAINTAINING POSITIVE social interactions and problem solving within the group is critical
2
WORKING RELATIONSHIPS WITHIN THE GROUP for social skills acquisition
encourage encourage 3 ally with the student(s)
use names use names 4 identify strengths and weaknesses
invite others to talk encourage others to talk 5 identify positive and negative behaviors
respond to idea respond to ideas 6 observe and document over time
look at each other use eye contact 7 identify patterns that may emerge
say “thank you” show appreciation categorize the behaviors for explosive children:
share feelings share feelings  Basket A (ALERT--safety issues; likelihood of meltdown for
disagree in a nice way disagree in an agreeable way explosive; authority figure recognized)
8
keep things calm keep things calm  Basket B (Behaviors that are important, but will not induce
meltdown; child learns to think and work out problems)
HOW TO WORK COOPERATIVELY IN GROUPS  Basket C (Can wait)
1 smile, be friendly and introduce yourself set clearly defined expectations, be consistent, follow through and
9
2 sit properly be fair (individual & group)
3 look at the person talking discuss feelings and provide strategies of how to resolve problems
10
4 listen (individual & group)
5 take turns be a positive model of language and communication--Use the “I”
11
message rather “you” (I don’t like when…)
6 be helpful and nice
12 social conference with individual child
7 work out problems on your own
children need to recognize own behavior and accept “logical”
8 follow directions and stay on task 13
consequences
offer ways of supporting the child through difficult moments
HOW TO WORK COOPERATIVELY IN GROUPS
14 (What can I do to help you to remember…) (physical cue, facial
upper elementary
expression, auditory cue)
1 smile, be friendly and introduce yourself
15 guide student choices and decisions; avoid power struggles
2 arrange desks properly
often behaviors are exhibited by other children, not just the
3 use positive body language
16 “special education” child; conduct group meetings (Morning
4 use eye contact
Meeting)
5 listen to others
community of learners need to recognize individuals have
6 take turns giving ideas 17
different needs and can resolve conflicts together
7 use positive comments work “with” rather than “act on” children (empower and provide a
8 be helpful 18
voice)
9 disagree in an agreeable way 19 involve other professionals when possible
10 follow directions and stay on task 20 labels tend to follow a child throughout the school years
 establish a positive rapport with the family--report the positive,
21
not always the negative
22 involve families whenever possible

REFLECTION

how we structure our language helps children to

understand the reality of their feelings
we can help them become proficient
communicators, understand their feelings, engage
language them in cooperation, and help them to understand
the level of their skills and what they need to
advance without wounding
we can also be models for respectful conflict
resolution through communication
it is impossible to expect the students in a
classroom to become independent learners when
the curriculum we are expecting them to master
lacks challenge, interest or relevance
engaging
students who are bored, frustrated or see no point
curriculum
in what they are doing will quickly act out
it is often the brightest students who are the most
challenging to their teachers, as they seem driven
to keep their active minds engaged
students need to know that all the integral parts of
a supportive learning community with clearly
defined rules of conduct and attitude
a large part of this sense of community is the
development of development of empathy--having an
a strong understanding that others have the same sorts of
supportive feelings that you do and that an individual’s
community actions have impacts, either positive or negative on
other members of the community
students must be part of the decision making
about what the expectations for conduct and
attitude are
the teacher plays a critical role in the development
of attitudes through modeling and guiding
students by using the same skills and behaviors
teacher’s role as they expect of the children
model consistency and clearly communicated
expectations are vital in that they give students
clearly defined boundaries that guide their
decisions and choices
ASSESSMENT AND EVALUATION + CASA GORORDO | MISS POI
ASSESSMENT VS EVALUATION ORIENTATION: focus process-oriented: product-oriented:
of measurement how learning is going what’s been learnt
standards metrics measures indicators diagnostic: identify judgmental: arrive at
FINDINGS: uses areas for an overall grade or
THE DIFFERENCE BETWEEN ASSESSMENT AND EVALUATION improvement score
assessment evaluation PURPOSE to increase quality to judge quality
check and coach to excellence check and grade on time educate certificate
expected skills are stated explicitly promote validate
involves rating the effectiveness BOTH
prior to instruction give value include
and general performance of discriminate exclude
ability of students to demonstrate
services, programs, courses or
these skills or knowledge is then
instructors, in order to identify HOW DO WE USE THEM?
measured following the
strengths, weaknesses, and areas
instruction session to assess assessment evaluation
for improvement
effectiveness monitoring learning assigning grades
when we assess, we gather when we evaluate, we decide improvement analyzing success
information about student whether or not students have accountability making decisions
learning that informs our teaching learned what they need to learn
and helps our students learn more and how well they have learned it by: Sarah J.
ASSESSMENT EVALUATION/GRADING
Donovan, PhD
estimate the nature, quality or to form an idea about the amount, to give feedback about
ability number or value how approaches, skills, to judge quality
to find a numerical expression or PURPOSE lines of thinking, risks are (summative, specific point of
to form an opinion of…
equivalent for…. working time)
e.g. the committee must assess e.g. it is important to evaluate the (formative-ongoing)
the relative importance of the result of surgery [measure heart a process - cyclical and a product - final and
issues [study and form an pressure, analyse blood, get reflective including the prescriptive, conflates
impression] numbers and values] FOCUS
how and why of multiple skills, steps on
the gathering of information choices/outcomes outcome
the act of setting a value on the
about something, such as student observational passing judgement
assessment information
performance TONE (artifacts, experiences, (specific products or a
information judgement performances) collection)
qualitative quantitative evaluator determines the
pinpoints specific strengths and ranks and sorts individual within teacher, student, peers
AGENTS extent to which the
weaknesses groups assess/reflect/adjust
objectives are achieved
diagnostic and formative, as well written/verbal questions,
only summative a letter or number that
as summative comments, observations,
symbolizes the conclusion
evaluation test what has been FORM compliments, suggestions
tests how learning is going (level, quality - A, B, 100%
learned in conversation or
mastery)
diagnostic: it identifies areas for judgmental: it arrives at an overall dialogue among agents
improvements score comparative: making a
absolute: viewed or
identify weaknesses and improve distinction between better
judge the quality SCOPE existing independently:
the learning and worse based on a
PERSONAL
conducted during the learning held at the end of the learning standard
process process
help students to learn from each make students compete with each PERSPECTIVE ON ASSESSMENT AND EVALUATION
other other sorting function of schools
importance of assessment and
provides closure, judgmental, grade-for-work exchange
ongoing, positive, individualized, evaluation
applied against standards, shows importance of grades to parents
provides feedback
shortfalls assessment
determines how learning is going key assessment and evaluation
evaluation
assesses the learner is able to concepts
tests what has been learned at the information quality
grasp the concept taught in class
end of the course
can be diagnostic ASSESSMENT
finds areas of improvements audit analysis goal measure result
helps in investigating weaknesses quality evaluation plan process quantity
and assists in improving the can be judgmental as it
learning determines a final score is held at EVALUATION
is conducted during and the ends of the learning process criteria analysis performance approach
throughout the learning process
improvement results feedback assessment
BOTH: requires criteria, use measures, are evidence-driven
WHAT IS ASSESSMENT?
DIMENSION OF
ASSESSMENT EVALUATION involves the interpretation of measurement data
DIFFERENCE According to
it makes sense of the data collected on student
formative: ongoing, Murry Print (1993)
CONTENT: timing, summative: final, to performance
to improving
primary purpose gauge quality
learning
ASSESSMENT AND EVALUATION + CASA GORORDO | MISS POI
According to is the process whereby one attempts to measure the criteria are set both by parties
the criteria are set by the evaluator
Dictionary of the quality and quantity of learning and teaching jointly
Education (1989) using various assessment techniques the standards of measurement are
the measurement standards are
comparative, that makes a
absolute, which seeks to achieve
IMPORTANCE OF ASSESSMENT distinction between the better and
the substantial outcome
1 evaluation plays and enormous role in teaching-learning process worse
it implies a systematic process which omits the casual uncontrolled
2
observation of pupils CASA GORORDO DETAILS
to find out how students go about the task of doing their work
3
(process) LEON KILAT (Revolutionary Period)
4 to find out how students feel about their work (motivation, effort) Arcadio Maxilom
Name two other famous Cebuano
Kandido Padilla
Katipuneros who participated in
WHAT IS EVALUATION? Juan Climaco
the Philippine Revolution in Cebu
a systematic process of determining what the F. Llamas
According to actual outcomes are but it also involves GLOBE (World War II)
Travers (1955) judgement of desirability of whatever outcomes Mancluria
Name a country in the glove that
are demonstrated Nazi Germany
no longer exist today
According to the process of delineating, obtaining and USSR
Stufflebeam et al. providing useful information for judging decision BINTANA (Colonial Period)
(1971) alternatives WORD ORIGIN ROOT WORD MEANING
bintana spanish venta ventilation
CONCEPT OF ASSESSMENT tamboan Bisaya tambo looking out
1 to find what the students know (knowledge) window English wind air; breeze
to find out what the students can do, and how well they can do it ANTING ANTING
2
(skill; performance) What is interesting about these
3 it is a continuous process gives power and protection
objects?
it includes not only subject-matter achievement but also attitudes, ALTAR (Spanish Period)
4 interests and ideals, ways of thinking, work habits, personal and What does the object signify? Roman Catholicism in PH
social adaptability owner of the house
Who was Juan Bautista Gorordo?
1st Filipino Bishop of Cebu
IMPORTANCE OF EVALUATION ceiling murals
helps substantiate the positive influence of training programs and Name one other Spanish
1 music
learning activities influence you see in the house
romantic courtship
2 provides meaningful information from trainees SHOWER (American Period)
3 helps determine if training/learning objectives have been achieved symbolizes? modernity
helps to identify gaps or areas that may require revision for future Name one other lasting legacy in
4
trainings/learning activities the American period in the English Language
5 helps to justify budget costs for needed training/learning activities Philippines
KARAANG TARUGO (Pre-Colonial Period)
Elevate the house
THE KEY DIFFERENCES BETWEEN ASSESSMENT & EVALUATION What was it used for? Protect house from floods,
The significant differences between assessment and evaluation are diseases and snakes
discussed in these points: the huts of the native Cebuanos Payag
ASSESSMENT EVALUATION OBJECTS SIGNIFYING MUSIC
the process of collecting, Vinyl Disc (1940-1970) stationary music
a process of passing judgment, on
reviewing, and using data, for the Walkman (2000) mobile music
the basis of defined criteria and
purpose of improvement in the Smartphones (2000) watch on the go
evidence
current performance Selfie Stick (2010) make own music videos/vlogs
is diagnostic in nature as it tends is judgmental, because it aims at CROSSWORD
to identify areas of improvement providing an overall grade Estiro the old Chinese ghetto in Cebu
provides feedback on
Mestizo Spanish word for mixed
performance and ways to ascertains whether the standards
Payag a native house of Cebu
enhance performance in the are met or not
Casa Gorordo house of the Gorordo Family
future
the Portuguese explorer who
its purpose is all about judging Ferdinand Magellan
its purpose is formative, i.e. to discovered the PH for Spain
quality, therefore the purpose is
increase quality Jose Rizal the national hero
summative
the man who led the revolution in
concerned with process focuses on product Leon Kilat
Cebu on 1989
the feedback is based on
the feedback relies on the level of Segio Osmena grand old man of Cebu
observation and positive and
quality as per set standard Balay ni Tisa a Spanish colonial house in Cebu
negative points
Juan Gorordo first Filipino bishop in Cebu
the relationship between the evaluator and evaluatee share a
assessor and assessee is prescriptive relationship, wherein
reflective, i.e. the criteria are the standards are imposed
defined internally externally
WINDOWS OF WISDOM e.g. audio tapes, mp3, radio
 can either represent a medium or an individual which/who audio-visual media which will be heard in addition as seen
shares or imparts his knowledge to a certain group of people media e.g. silent films, videos, tv, sound slides
 is basically where an individual is willing to share his knowledge the media will present a whole-media parts
multimedia is usually synonymous with
about a certain topic without asking something for return: in
multimedia computers, internet and computer-based
short, he is doing it for the sake of knowledge/learning
learning
e.g. animation
SOURCES OF KNOWLEDGE FOR STUDENTS
the real media that exist within the whole
1 friends (schoolmates or classmates)
natural environment, whether or not applied to
2 teacher multi-reality
a state of living or preserved
3 parents (family in general) e.g. animals, specimens, herbariums
4 experience
5 books (published books or any other educational references) PREDICTORS IN SHARING KNOWLEDGE
6 internet

COMMON MATERIALS USED TO SHARE KNOWLEDGE

1 class notes/hand outs
2 video presentations
3 surveys/questionnaires
4 essay reflection papers
5 class presentation slides
6 roleplays
7 research studies or investigatory projects
8 oral presentations

TEACHING STUDENTS HOW TO BE THE WINDOWS OF WISDOM

ATTITUDES TOWARDS KNOWLEDGE SHARING most hands-on phase for you as a teacher
1 gained social trust 1 model this is when you model, instruct & scaffold the
2 shared goals and ambitions most
3 eagerness students should eventually begin to perform and
4 willingness use skills independently
5 kind and humble independent
2 encourage them to be reflective on their practice
6 share relevant information practice
and evaluate whether or not certain strategies
7 no biases are effective
8 quick thinking guided this is when students begin to implement the
9 right intention 3
practice strategies and skills that you have taught
10 motivated in order to prove that learning has taken place,
students must extend knowledge to completely
FACTORS MOTIVATING KNOWLEDGE SHARING 4 application new contexts
improve understanding of concepts learnt in the class through and this is the most challenging part: they must
1
sharing ideas with other students do it autonomously
2 feel belonged to and fit into a group
3 self-satisfaction WAYS TO IMPROVE TRANSFER OF LEARNING
4 develop relationships with other students when learning is relevant, students can connect
gain respect from others by portraying image of a focus on the what they’re learning to what they already know
5
knowledgeable person relevance and build new neural connections and long-
6 out of altruism: to help others term memory storage
take time to self-explanation can help you to identify any
FACTORS INHIBITING KNOWLEDGE SHARING reflect and self- incorrect assumptions, lead to a deeper
1 lack of time explain understanding of the material, and ultimately
2 lack of knowledge sharing culture media promote knowledge transfer
3 lack of initiatives using pictures, narration, and text can help
4 lack of depth in relationships use a variety of prevent your cognitive resources from
5 fear or providing wrong information learning media becoming overloaded and improve learning
6 share with those who only share with them transfer
7 fear or being portrayed as “show-off” organising your learning in a more random way
change things up
improves retention and transfer after (but not
8 fear that a clash of opinions may spoil relationships as often as
during) the training
9 lack of appreciation for knowledge sharing possible
this concept is known as desirable difficulties
10 do not know what to share
it’s important to identify any gaps in your
identify any gaps knowledge and then work on strengthening
TYPES OF MEDIUM IN IMPARTING KNOWLEDGE
in your your weaker areas
media will simply be seen
visual media knowledge one excellent way to do this is through practice
e.g. photos, pictures, posters, cartoons, graphs testing
audio media media which will simply be heard alone
 when setting learning goals, it’s better to be
establish clear specific rather than general so you’ll be able to
learning goals measure your progress as you go along, but
make sure your goals are realistic too
generalising is the ability to transfer the
knowledge or skills you gain in one setting to a
practice new one
generalizing so when studying a new topic or concept, think
about your past lessons and look for patterns
and relationships
if much of your learning happens when you’re
alone, it can help to have a chance to discuss it
make your
with others
learning social
collaborative learning promotes engagement
and benefits long-term retention
analogies and metaphors are great for drawing
use analogies and on your prior knowledge or experience and
metaphors making associations between seemingly
unrelated ideas
applying what you’ve learned at school to real-
apply what world problems takes a lot of practice, so it’s
you’ve learned important to look for opportunities to apply
what you’re learning in your everyday life
QUESTION AND ANSWER DISCUSSION
Questioning
 is the key means by which teachers find out what pupils already
know, identify gaps in knowledge and understanding and
scaffold the development of their understanding to enable them
to close the gap between what they currently know and the
learning goals
OBJECTIVES
identify gaps in knowledge and understanding and scaffold the
1 interpretive 
development of their understanding
2 stimulate interaction between pupils and teachers
3 develop the HOTS of the student
4 prompt pupils to inspect their existing knowledge and experience
5 focus pupils on the key issues
6 models for pupils how experienced learners seek meaning
CONSIDERATIONS IN ASKING QUESTIONS
1 establish expectations early
2 let students know who will be called on and why
prepare meaningful questions in advance
 high-level questions
3  divergent questions
 structured questions
 single questions
CONCLUSION
4 be cautious of asking “Are there any questions?”
clarify with students the importance of everyone doing the
5 thinking, learning and reflecting throughout each stage of every
lesson
model how a variety of questioning strategies will be used in the
classroom, reminding students that they can say “Please come
back to me” if they need more think time or are unsure and want
6
to build on the ideas of their peers
however, be sure to let them know you will always come back to
them
7 plan to use questions that encourage thinking and reasoning
8 ask questions in ways that include everyone
9 give students time to think
10 avoid judging students’ responses
ADVANTAGES
1 encourages students to engage with their work & each other
2 help students to think out loud
3 facilitates learning through active discussion
4 empowers students to feel confident about their ideas
5 improves speaking and listening skills
6 builds critical thinking skills
7 helps students to clarify their understanding
8 motivates students and develops an interest of a topic
9 allows teachers to check students’ understanding
DISADVANTAGES
1 the whole content-matter may not be taught by this strategy
time consuming (may take more time and effort to respond to
2
questions)
it requires a lot of skill on the part of teacher to make a proper
3
use of this method
this method generally is quite challenging for shy and timid
4
students
EXAMPLES
provides students with a problem or situation,
moral or ethical
and ask them to explore one or more of the
dilemmas
moral and ethical concerns
assessment: what is the issue or problem at
hand?
assess 
diagnosis: what is the root cause of this issue or
diagnose  act
problem?
action: how can we solve the issue?
ask your students to make connections and
compare and identify differences between ideas that can be
contrast found in class texts, articles, images, videos and
more
begins with questions about the intentions or
goals of the author, creator, character, etc., then
ask students to evaluate the veracity of these
evaluative
intentions, and finally the effectives of the
methods used
introduce students to a new concept or idea,
conceptual then ask them to search online to find a
changes common misconception about this topic and
explain it in their response
let students explore a new idea on their own
terms
exploring what it means to them as individuals
personal
this creative freedom helps them find their
exploration
authentic voice
e.g. “What does _____ mean to you?” or “Find an
example of…”
 questioning is a form of teaching that centers around inquiring
what the students already know, which allows the teacher to
identify gaps in their knowledge and ultimately fill them in
 it’s a great method to engage and encourage the students,
establish clarifications, and develop a better student-teacher
relationship, though it can be time consuming and shouldn’t be
used to cover then entirety of the content being taught
 there are also different ways to question students to approach
different problems appropriately and think at different angles
 the questioning method of teaching is an effective technique that
encourages learners to think more critically and dynamically
QUESTION AND ANSWER TYPES OF QUESTIONS
 a period of time when people can have their questions answered common questions that can be answered with a
 is a situation in which a person or a group of people asks questions simple “yes” or “no” are logically called yes/no
questions
and another person or group of people answers them general YES
the appropriate rising intonation should be used
 an exchange of questions and answers 1 or NO
at the end of the sentence
questions
how to answer: answer the question the way it
a sentence worded or expressed so as to
question was asked
elicit information
e.g. Do you like this country?
a thing said, written, or done to deal with or
who, what, where, when, why, how, how many,
answer as a reaction to a question, statement, or
special etc. are used to begin the question
situation
questions how to answer: we replace the subject with the
2
using wh- question word
WHY DO WE ASK QUESTIONS? words e.g. We go to the cinema. – Who goes to the
curiosity clarify cinema?
urge to learn why things are the way they are are questions that offer a choice of several
options as an answer
IMPORTANCE OF ASKING QUESTIONS choice are made up of two parts, which are connected
1 we learn through answers 3
questions by the conjunction or
2 more questions, better answers e.g. Does she like ice cream or sweets? – She likes
3 questioning makes us open ice cream.
4 questioning makes us wiser made up of two parts, where the first part is a
5 obtain knowledge and be an expert positive statement, and the second part is
6 helps us discover things at a different level negative, or vice versa
how to answer: first part of the sentence defines
IMPORTANCE OF THE RIGHT QUESTIONS the expected answer. If the statement is positive,
disjunctive
1 to save us more time a positive answer is expected; if the statement is
4 or tag/tail
2 to get the answers we need negative a negative answer is expected
questions
3 to assess our understanding e.g. She sent him an invitation, didn’t she? – Yes,
4 to understand the problem she did.
exceptions: I am going with you, aren’t I? – Yes,
WHO DO WE ASK QUESTIONS TO? you are. When the pronoun “I” is used, the tag is
self others internet are/aren’t

STRATEGIES FOR EFFECTIVE QUESTIONING

WAYS TO EFFECTIVE QUESTIONING
ask learners in twos or threes what they would like to know
Plan to use questions that encourage thinking and reasoning
1 about the topic or subject first to stimulate interest and assess
1 it is helpful to plan sequences of questions that build on and
how much the pupils already know about it
extend students’ thinking
ask pupils to discuss their answers first; this enables shy pupils
Ask questions in ways that include everyone
2 to contribute more and for many pupils it is much more
2 it is very important that everyone is included in thinking about
comfortable to say ‘we thought’ than ‘I think’
the questions asked
ask a thought-provoking question at the start of the lesson to
Give students time to think
3 crystallize a key concept and engage learners – this might be
the time interval between a teacher asking a question and
asked again at the end of the lesson or topic
3 supplying the answer herself, or following up with an
ask the rest of the class to evaluate a response – what does
additional question or comment, is commonly called ‘wait
everyone else think?
4 time’
this helps enrich the answer, allowing the initial responder to
Avoid judging students’ responses
reconsider their answer in light of other ideas
it was found that if a teacher made judgmental comments,
allows thinking time and then allow people to change their
4 even positive ones such as “Well done!”, then this negatively
minds or have another go
affected students’ verbal performance even with the
5 this helps keep pupils thinking and puzzling about what they lengthened wait times
really think or believe, especially where new information is
Follow up students’ responses in ways that encourage deeper
revealed
thinking
ensure a balance between closed and open questions as well as
content and process-related questions
6
a simple first question, if well prepared, can lead into a journey
of true discovery
develop a stock of good follow-up questions which might be
5
7 quite simple, but, as far as possible, be clear where the question
is leading
show appreciation for any answer and give appropriate praise
8
for high quality responses
wrong answers should not be left uncorrected, but followed up
9 with additional related questions, or allow “wait time” to provide
students with an opportunity to rethink answers
10 rephrase questions to simplify them or ask them in another way

Planning for effective questioning
 plan how you will arrange the room and the resources
needed
 plan how you will introduce the questioning session
6 determines the success of a simulation
 plan how you will establish the ground rules
 plan the first question that you will use
 plan how you will give thinking time
 plan how and when you will intervene
CORRECT MANNER OF ANSWERING QUESTIONS
the following steps will help you respond more effectively to
questions from the questioner/audience:
it is important to listen to all parts of a question
1 listen before drawing premature conclusions about
your ‘best’ response
if you are worried that you haven’t understood
a question, clarify the area of inquiry before
2 understand going any further
check for direct confirmation by paraphrasing
the question back to the questioner
it is important to remember that even though
communicate
you are taking a question from one member of
and involve
3 the audience, as a presenter, you are still
(for audience
responsible for the interest and engagement of
based)
the other audience members
it was found that if a teacher made judgmental
avoid
comments, even positive ones such as “Well
judging
4 done!”, then this negatively affected students’
students’
verbal performance even with the lengthened
responses
wait times
WAYS OF EFFECTIVE ANSWERING
1 understand the question
2 listen carefully to the entire question
3 pause and think carefully
4 answer the question and stop
5 relax and be confident
6 master the general nature of questions
7 you may not know the answers to every question
8 avoid always answering a question with a question
9 if you are the expert, then show it
10 avoid judging the person asking
“Asking questions to induce an answer can lead to determining the truth.”
(Socratic Method)
SIMULATION
- a generic term that refers to an artificial representation of a real-
world process to achieve educational goals through experiential
learning
SIMULATION IN EDUCATION
 instructional scenarios where the learner is placed in a "world"
defined by the teacher. They represent a reality within which
students interact. The teacher controls the parameters of this
"world" and uses it to achieve the desired instructional results.
Students experience the reality of the scenario and gather
meaning from it.
 simulation tools serve as an alternative to real patients: a trainee
can make mistakes and learn from them without the fear of
harming the patient
 a form of experiential learning: it is a strategy that fits well with the
principles of student-centered and constructivist learning and
teaching.
 take a number of forms: they may contain elements of a game,
role-play, or an activity that acts as a metaphor
 characterized by their non-linear nature and by then controlled
ambiguity within which students must make decisions: the
inventiveness and commitment of the participants usually
 found to have many advantages that can improve patient safety
and reduce health care costs through the improvement of the
medical provider's competencies
TYPES OF SIMULATOR
a simulated object, piece of equipment or machine
physical
it works and functions like the actual physical device
procedures
knowledge taught: procedural, operation of
simulator
equipment of machinery
simulated software that works and function in a
fashion similar to the software that it is teaching or
software
emulating
emulation
knowledge taught: procedural, software features
and functionality
simulates common procedures used within an
organization that are to software or object based or
operation
that contains some elements of both
simulator
knowledge taught: procedural, proper steps for
completing a desired task
situation in which the learner is placed into an
principle-
based environment in which he or she must interact
simulator environment changes based on learners actions
(social
knowledge taught: principles, soft skills, skills used
simulator)
when interacting with people
learner is presented with new problem he or she
must solve
problem- there is not a single method or process for solving
solving the problem, confronting the learner, multiple
simulator avenues are available for solving the problem
knowledge taught: problem-solving, confronted
with a new problem you must solve
TYPES OF SIMULATION
individual uses either paper and pencil latent image
format
written
the purpose includes problem solving, decision
simulation
makings to evaluate the student’s ability to apply
the skill
an entire simulation can be placed on video tape
management vignettes can be dramatized and
audio visual filmed
simulation questions can be posed for the screen, and the
alternative outcomes, dependents on which
approaches to be a solution are chosen
Lincoln, Layton, Holdmen(1978) describes their
experiences with simulated patients
the patients were healthy people, usually students,
who were trained in the role they were to play
live simulated patient used their history as much as
stimulated possible and added the elements of the history that
simulation had been created for simulation
the nursing students found the experience to be
beneficial
they would be much more relax and confident when
meeting their first real patient
 EXAMPLES OF SIMULATION Ensure that students understand the
automobiles marine procedures before beginning. Frustration can
biomechanics military arise when too many uncertainties exist.
city and urban project management Develop a student guide and put the rules in
classroom of the future robotics writing.
digital life cycle production prepare in Try to anticipate questions before they are
disaster preparedness sales process advance as asked. Some simulations are fast-paced, and the
1
economics sports much as sense of reality is best maintained with ready
engineering, technology, and payment and securities possible responses.
processes settlement system Know what you want to accomplish. Many
ergonomics space shuttle countdown simulations have more than one instructional
goal. Developing evaluation criteria, and ensure
finance satellite navigation
that students are aware of the specific
flight weather
outcomes expected of them in advance.
communication satellites
Teachers must monitor the simulation process
to ensure that students both understand the
ROLE OF THE TEACHER IN SIMULATION
process and benefit from it. Ask yourself:
begins with choosing or developing an appropriate
 Does this simulation offer an appropriate
simulation that meet course objectives
measure of realism for my group of
assign some reading and point out text book or
students?
library resources to students so that they can
planning  Are the desired instructional outcomes well
prepare for the simulations defined?
teacher is responsible for preparing environment  Is the level of ambiguity manageable for
(e.g. arrangements of chairs and tables, ventilations, this group?
lightning) monitor the  Does the student demonstrate an
teacher should function as a facilitator during the 2 process understanding of his/her role?
actual process of the simulation closely  Are problem-solving techniques in
teacher must coach students, encourage creative evidence?
facilitating thinking and act as an information resource  Does the research being generated match
teacher can take down notes during the class so the nature of the problem?
that in later discussion you can refer back to specific  Is cooperation between participants in
strengths and weakness of the process evidence?
your role is the final discussion or debriefing session  Has the student been able to resolve the
immediately follow the simulation when the issue satisfactorily?
debriefing
information is fresh in every one’s mind  Does the student provide meaningful
you should briefly summarize what has taken place answers to probing questions?
 Will follow-up activities be necessary?
BENEFITS OF LEARNING SIMULATIONS You might find it best to use simulations as part
1 promote the use of critical and evaluative thinking of the process of learning rather than as a
2 promote concept attainment through experiential practice summative measure of it. Use follow-up
help students appreciate more deeply the management of the consider activities to establish a measure of
3 3 what to comprehension and as a de-briefing
environment, politics, community and culture
4 true to life assess mechanism when students return to reality (e.g.
5 branching out use reflection on the process as the assessable
6 repetition component of the activity, rather than
7 technology participation in the simulation itself).

COMMON ISSUES USING SIMULATIONS

Resources and time are required to develop a quality learning
experience with simulations. Assessment of student learning
1
through simulation is often more complex than with other
methods.
Simulated experiences are more realistic than some other
2 techniques and they can be so engaging and absorbing that
students forget the educational purpose of the exercise.
If your simulation has an element of competition, it is important
3 to remind the students that the goal is not to win, but to acquire
knowledge and understanding.

HOW TO ACHIEVE EFFECTIVE TEACHING WITH SIMULATION

In a simulation, guided by a set of parameters, students undertake
to solve problems, adapt to issues arising from their scenario and gain
an awareness of the unique circumstances that exist within the
confines of the simulation. Some simulations require one hour, while
others may extend over weeks. Scope and content vary greatly.
However, similar principles apply to all simulations.
PST-MLS LAST DISCUSSION
CASE STUDY
narratives that contain information and invite analysis
acquired from the formal, purpose written material
available from school sources or constructed by faculty
members from newspaper articles, cartoons, radio
case stories and even grocery store coupons and fliers
involve situations in which decisions must be made or
problems solved, or they can involve evaluation or
reconsideration of existing policies, practices or
proposals
is a pedagogically constructivist method of teaching,
with emphasis on student engagement for the
challenging and reconstruction of their understandings
(Volpe, 2002)
case study is a method of teaching using a case, or story, with a
hidden message, which students explore to make a
decision or solve a problem, developing specific skills
and knowledge through inquiry (Good & Brophy, 2008;
Killen, 2009)
WHY USE CASES?
many students are more inductive than deductive reasoners
to explore how what they have learned applies to real world situations
require students to answer an open-ended question or develop a
solution to an open-ended problem with multiple potential solutions
COMMON CASE ELEMENTS
most “full-blown” cases have these common elements:
decision-maker
who is grappling with some question or problem that needs to be
solved
a description of the problem’s context
(a law, an industry, a family)
supporting data
which can range from data tables to links to URLs, quoted statements
or testimony, supporting documents, images, video or audio
ADVANTAGES DISADVANTAGES
assist in students’ development of student differentiation requires
analytical skills extensive planning
equipped with the skills to work
more capable of identifying issues
effectively in an “open-ended
or problems as they arise
question”
more capable of determining
time-consuming & frustrating for
perspectives & importance of
both teachers and students
information the effectively using
WHAT IS TEACHING WITH THE CASE METHOD?
a case method combines two elements:
the case itself
the discussion of that case
is a rich narrative in which individuals or groups must
make a decision or solve a problem
teaching
is not a “case study” of the type used in academic
case
research. Teaching cases provide information, but neither
analysis nor conclusions
GUIDELINES FOR USING CASE STUDIES IN CLASS
the presentation of the case study established a framework for
1 logical units is a skill that is treasured by
analysis
it is helpful if the statement of the case provides enough
2 information for the students to figure out solutions and then to
identify how to apply those solutions in other similar situations
instructors may choose to use several cases so that students can
3
identify both the similarities and the differences among the cases
depending on the course objectives, the instructor may encourage
students to follow a systematic approach to their analysis
examples:
a. What is the issue?
4 b. what is the goal of the analysis?
c. What is the context of the problem?
d. What key facts should be considered?
e. What alternatives are available to the decision-maker?
f. What would you recommend – and why?
an innovative approach to have students role play the part of the
people involved in the case this not only actively engages students
but forces them to really understand the perspectives of the case
characters
videos or even field trips showing the venue in which the case is
5
situated can help students to visualize the situation that they need
to analyse
examples:
a. classroom setting: health care setting
b. other professions: engineering, law school, economics
DEBATE AS A TEACHING STRATEGY
WHAT IS A DEBATE?
In a traditional view of debate, it refers to a discussion in which two or
more people advocate opposing positions on a topic or question in an
attempt to persuade the audience towards a clearly identified position.
It is a systematic competition between speakers in which two points of
view are defended with evidence (Barnhart, 1966, p. 311)
The definition of Wikipedia notes that debate is a formal process of
collaborative and representational argument which has rules and
context for participants to address and decide on differences as they
interact (Wikipedia, 2009).
Concepts of a debate
Methods involving students in high-level analytical activities such as
discussions, analysis, synthesis, evaluation, assessment and conclusions
help to improve the mental capacity of students to think out of the box
and explore possibilities for the present and the future.
FEATURES OF A DEBATE
1 the impetus for intense preparation
2 active participation
3 a forum ideally suited to controversial topics
FACTORS OF A DEBATE
the process whereby humans use reason to
communicate claims to one another
useful in activities like negotiation and conflict
resolution
1 Argumentation
in some of these situations, differences cannot
be resolved internally, and an outside
adjudicator must be called, which makes the
situation a debate
the quality of an argument often depends on
the strength of the supporting evidence; thus,
debaters quickly learned to find the best
evidence
2 Evidence
the ability to gather and organize evidence into
business makers, government policymakers,
legal practitioners, scientists and educators
PST-MLS LAST DISCUSSION
BENEFITS OF DEBATING it’s a good idea to memorize the ultimate
provides opportunities for students to analyse an issue or problem speech or just rely on the outline as notes when
1 in depth and to reach an informed, unbiased conclusion or giving it
resolution
encourages participants to identify quickly the essential nature of Write a Speech Outline
2
the issue as substantiated by evidence I. Introduction
3 to establish criteria for judging its successful resolution II. Thesis Argument
to weigh, compare, and contrast the merits of alternative III. Key Points
4
strategies IV. Conclusion
allows students to practice oral communication skills, express
5 professional opinions, and gain experience in speaking to groups
HOW TO CONDUCT A DEBATE
and in working in groups when preparing the debates
it can be a statement, policy or idea
enables students to participate actively in a meaningful
6 it should be current and relevant
communication exercise
this resolution is a proposal often a new course of
action that will be supported by one part and
DEBATE RULES Introduce a rejected by another
1 There are two teams, each consisting of two or three speakers. topic or many of the topics are those currently being
Each team has two or three constructive speeches, and two to 1
resolution or debated by our colleagues in all areas of health
three rebuttal speeches. The affirmative gives the first constructive motion care
2
speech, and the rebuttals alternate: negative, affirmative, negative, patient care delivery systems, healthcare reform,
affirmative. genetic screening, and euthanasia are a few
When worded as a proposition of policy, the topic requires the examples
3 affirmative to support some specified action by some particular
individual or group. Assign the There are two sides composed of three speaks in
The affirmative must advocate everything required by the topic team any debate:
4 itself. No revision of position of a team is permitted during the 2 (Affirmative a. Affirmative team supports the statement
debate. & Negative) b. Negative team opposes the statement
He who asserts must prove. In order to establish an assertion, the
team must support it with enough evidence and logic to convince provide sufficient evidence for each argument
5
an intelligent but previously uninformed person that it is more such as statistical data, interviews with experts,
reasonable to believe the assertion than to disbelieve it. and testimonies
In the questioning period, the questioner may ask any fair, clear Give time for
6 3 cite valid and reliable sources to establish the
question that has a direct bearing on the debate. research
credibility of your arguments
Each speaker is questioned as soon as he concludes his provide counterarguments against the possible
7 constructive speech. The witness must answer the questions weaknesses of the other team’s arguments
without consulting his colleagues. Let both
No new constructive arguments may be introduced in the rebuttal 4 sides defend
8 period. The affirmative must, if possible, reply to the major their views
negative arguments before the last rebuttal.
The judge must base his decision entirely on the material
9 presented, without regard for other material which he may happen Keep track
5
to possess. of time
Any gains made outside of the established procedure are
10
disallowed. Class members who do not engage in the debate
are asked to judge each speaker on the basis of a
BASIC DEBATING SKILLS rating scale.
style tone volume a. Analysis of the issue
speed clarity eye contact Make a b. Evidence presented
6
judgment c. Supporting tools/resources
PREPARING FOR THE DEBATE SPEECH d. Organization of the presentation
you will be given a debate topic, this is called a e. Argument presented
“resolution” f. Interaction with the audience and opponents
Understand how your team must take stance either affirmative or g. Response to questions
debates work negative to the resolution
sometimes, you will be given the stance, and TIPS ON DEBATING
sometimes you will be asked to take a position 1 think before you speak
because you may be asked to work on either 2 your points need to be relevant to the topic
Research the topic
side, in addition to preparing one speech, you 3 a forum ideally suited to controversial topics
very thoroughly
must spend time thoroughly understanding all 4 provide evidence whenever you can, not your personal opinion
with credible
aspects of the resolution in order to write a make comparative claims about why your arguments matter more
information 5
second speech. than the other team.
if you create a basic outline of the speech, your 6 speak clearly and concisely
Write an outline of writing organization will probably be better you need to talk fast enough to have the time to deliver your
7
your speech when you actually sit down to write the speech speech, but slow enough to understand
in full 8 project your voice to the back of the room
PST-MLS LAST DISCUSSION
9 incorporate a short pause every speech.
10 emphasize important words and vary your tone accordingly.
11 have a relaxed pose and posture
12 emphasize using gestures and avoid nervous gestures
13 maintain eye contact with the audience
POTENTIAL PROBLEMS
avoid saying that a speaker “is wrong”, instead say that “your idea
1 the proposition being debated is not given to the
is mistaken”
2 falsifying, making up or modifying evidence
3 attacking a speaker rather than an idea
lack of preparation leads to inadequate presentation of the issue
4 this debate alternates between four constructive
and superficial discussion
students may have to defend a position they are not clearly
5 Parliamentary
committed to
academic honesty
Ex. students who are familiar with the opposing team
6 clarification on an argument, or a point of order, to
members that work together to establish a “planned” debate
in order to maximize the opportunity for a successful outcome
students with strong moral convictions about a topic may have
7 trouble defending a specific position or acknowledging the views
of others
the Faculty may have trouble taking a neutral position in
8 is a relatively informal style of debating, when
moderating the debate and guiding the discussion
The value of a debate is not necessarily in the resolution of a topic or
persuasive results, but the value as a teaching strategy lies more in the
process and presentation of the viewpoints.
TYPES OF DEBATES
derived from the Oxford Union debating society of
Oxford University. “Oxford-Style” debating is a
competitive debate format featuring a sharply
assigned motion that is proposed by one side and
opposed by another
Oxford-Style
a winner is declared in an Oxford-Style debate either
Debating
by the majority or by which team has swayed more
audience members between the two votes
follow a formal structure that begins with audience
members casting a pre-debate vote on the motion
that is either for, against or undecided
is a form of debate competition in which teams of two
advocate for and against a resolution that typically
calls for policy change by the United States federal
government
Policy Debate it is also referred to as cross-examination debate
because of the 3-minute questioning period following
each constructive speech
affirmative teams generally present a plan as a
proposal for implementation of the resolution
this type of debate is known as the “audience friendly
debate”
the topics consist of controversial issues, such as
those found in newspaper articles
Public Forum combines aspects of both policy debate and Lincoln-
Douglas debate, but makes them easily understood
by the general public by having shorter speech
lengths, and long questioning periods, called “cross-
fires”, where the debaters interact
is named after Abraham Lincoln and Stephen
Douglas’ debates on the subject of slavery
Lincoln-
Douglas Debate it is a one-on-one event focused mainly on applying
philosophical theories to real world issues
this is a very popular type of debate, with one person
per team
the focus of Lincoln-Douglas is values
a Lincoln-Douglas debater will develop
argumentation skills such as value analysis, sound and
ethical uses of persuasion, and how to clearly
communicate to an audience
this format stresses improvisation and persuasion
teams until 10 or 15 minutes before the debate
begins, meaning the teams do not have a chance to
perform in-depth research
speeches followed by two shorter rebuttals
no cross-examination is used in parliamentary
Debate debates, but a team may interrupt an opposing team
by calling for either a point of information, asking for
observe that a rule of the debate has been broken
some variants of the parliamentary format includes
four teams – two arguing in favour of the proposition
and two against. In this case, the teams are ranked
from one through four at the end of the debate
compared to other highly structured formats
the topic for the debate is given to the participants
between 15-20 minutes before the debate starts
the debate format is relatively simple, each team
Impromptu
member of each side speaks for five minutes,
Debating
alternating sides.
a ten-minute discussion period, similar to other
formats’ “open-cross examination” time follows, and
then a five-minute break. Following the break, each
team gives a 4-minute rebuttal.
ADVANTAGES DISADVANTAGES
improved critical thinking skills
acquire better poise, speech delivery, debates can be hurtful
and public speaking skills
increased student retention of
information learned
assigning sides sways opinions
improved listening note-taking skills
and increased self-confidence
enhance teamwork skills and
collaboration
more confidence to stand up for the repetition shapes views
truth when a discussion is promoting
falsehoods or inaccuracies
learning better ways to graciously
state one’s point with gentleness
help students identify holes in their confirmation bias can occur
theories and concoct more balanced
arguments
REPORTING
DEFINITION OF REPORTING
communicate information which has been complied as a result of
research and analysis of data and of issues
focus on transmitting information with a clear purpose, to a specific
audience
accurate, objective and complete
written, clearly structured and expressed in a way that holds the reader’s
attention and meets their expectations
depends on three key factors:
PST-MLS LAST DISCUSSION
a. the report’s intended audience
b. the report’s purpose
c. the type of information to be communicate
PURPOSE OF REPORTING
to provide relevant information about a student’s progress to
1
students, parents, support staff and other teachers
to help business managers in running an effective business and
2
making business decisions
3 to communicate the results of your experiments
ESSENTIAL STAGES OF WRITING A REPORT
Stage One: the most important stage
Understanding you need to be confident that you understand the
the Report purpose of your report
information may be reading relevant literature or
issue before you go on to look at other forms of
Stage Two:
information such as questionnaires, surveys, etc.
Gathering and
assess the relevance of the information gathered to
Selecting
the report and select accordingly
Information
keep referring to your report objectives/purpose to
help you decide what is relevant information
once you have gathered information, decide what
will be included and in what sequence it should be
presented
Stage Three: begin by grouping together points that are related
Organizing keep referring to the report objective/purpose and
your material be prepared to cut any information that is not
directly relevant to the report
choose an order for your material that is logical and
easy to follow
take time to consider and make notes on the points
Stage Four: you will make using the facts and evidence you have
Analyzing gathered
your Material it is not enough to simply present the information
you have gathered; you must relate it to the topic
aim for a writing style that is direct and precise
avoid waffle and make points clearly and concisely
chapters, sections, and even individual paragraphs
should be written with a clear structure
the structure described below can be adapted and
applied to chapters, sections and even more
paragraphs
Stage Five:
introduce the main idea of
Writing the
chapter/section/paragraph
report
explain and expand the idea, defining key terms
present relevant evidence to support your point(s)
comment on each piece of evidence showing how it
relates to your point(s)
conclude you chapter/section/paragraph by either
showing its significance to the report as a whole or
making a link to the next chapter/section/paragraph
be prepared to rearrange or rewrite sections in the
light of your review
try to read the draft from the perspective of the
Stage Six: reader
Reviewing and writing on a word processor makes it easier to rewrite
Redrafting and rearrange sections or paragraphs in your first
draft. If you write your first draft by hand, try writing
each section on a separate piece of paper to make
redrafting easier.
check that the wording of each
Stage Seven: chapter/section/subheading is clear and accurate
Presentation check that you have adhered to the instructions in
your report regarding format and presentation
check for consistency in numbering of chapters,
sections and appendices
make sure that all your sources are acknowledged
and correctly referenced
proofread you report for errors and spelling or
grammar. If time allows, proofread more than once
WAYS TO PRESENT A REPORTING
gives you a visual method for presenting the main
points in you report. When using this, you can
organize your ideas into different pages and
subcategories, using your report to help you
develop an organization scheme for your
presentation
you likely will want to include an introduction,
conclusion and a body in your presentation, just as
PowerPoint you did in your actual report. If your report involved
Presentation research, you could use visual representations, such
as data tables or graphs, in your presentation
when putting information into your PowerPoint
presentation, you should use short sentences and
phrases, similar to what you would use in an outline.
You will want to create a presentation that supports
what you are going to talk about but does not draw
attention away from your speech with long
sentences or colourful graphics
a video presentation or a performance, such as a
skit or puppet show, can help you present important
points from your report in a way that captures your
audience’s attention. If you create a newscast, film,
podcast, skit or another type of performance or
video presentation, you will not want to just talk on
camera or just state your facts
you should include props, costumes or visual aids
Video that help to make your presentation entertaining.
Presentations For example, you could create a simulated newscast
and or movie on a social issue on which you reported
Performances you may want to create a film, podcast, puppet
show or another type of performance or video
presentation with an age-appropriate plot and find
ways to bring main ideas from your report out
through your dialogue
you could also talk about important points from
your paper as you or someone else in your video
the
demonstrates something, such as how something is
done
there are a variety of interactive ways that you can
present findings to your audience, including asking
them questions, giving them handouts, putting out
ideas for discussion or playing a game
interacting with your audience and presenting
information in such a way that piques their interest
about the topic of your report can help you to have
a more captivated audience, as long as you do not
Interactive
spend too much time playing a game or asking your
Presentation
audience questions
you will want to tailor your game or questions to
your audience’s age and education level so that
they will not feel confused by your topic or will not
become bored quickly. You likely want to start or
end your presentation with interactive elements
because you will want time to talk to your audience
about the major ideas or findings from your report
PST-MLS LAST DISCUSSION
TYPES OF REPORTING
these kinds of reports are quite clear, as the name
suggests
a two-page report or sometimes referred to as a
long report
memorandum is short, and a thirty-page report is
and short
absolutely long
reports
But what makes a clear division of short reports or
long reports? Well, usually, notice that longer reports
are generally written in a formal manner.
as the name suggests, an internal report stays within
a certain organization or group of people. In the case
of office settings, internal reports are for within the
internal and
organization.
external
we prepare external reports, such as a news report in
reports
the newspaper about an incident or the annual
reports of companies for distribution outside the
organization. We call these as public reports
this is about the hierarchy of the reports’ ultimate
target.
If the report is for your management or for your
mentees, it’s a vertical report. Wherever a direction of
vertical and upwards or downwards comes into motion, we call it
lateral a vertical report
reports Lateral reports, on the other hand, assist in
coordination in the organization. A report traveling
between units of the same organization level (for
example, a report among the administration and
finance departments) is lateral.
periodic reports are sent out on regularly pre-
scheduled dates
in most cases, their direction is upward and serves as
management control
some, like annual reports, is not vertical but is a
periodic
Government mandate to be periodic in nature
reports
that is why we have annual or quarterly or half-yearly
reports. If they are this frequent, it only makes sense
to pre-set the structure of these reports and just fill in
the data every period. That’s exactly what happens in
most cases too.
Formal reports are meticulously structured. They
focus on objectivity and organization, contain deeper
detail, and the writer must write them in a style that
formal and eliminates factors like personal pronouns.
informal Informal reports are usually short messages with
reports free-flowing, casual use of language. We generally
describe the internal report/memorandum as an
informal report. For example, a report among your
peers, or a report for your small group or team, etc.
Informational reports (attendance reports, annual
budget reports, monthly financial reports, and such)
carry objective information from one area of an
informational
organization to maybe a larger system.
and analytical
Analytical reports (scientific research, feasibility
reports
reports, and employee appraisals) show attempts to
solve actual problems. These analytical reports usually
require suggestions at the end.
these kinds of reports are like an extension to the
analytical/problem-solving reports
a proposal is a document one prepares to describe
how one organization can provide a solution to a
proposal
problem they are facing
reports
there’s usually always a need to prepare a report in a
business set-up
The end goal is usually very solution-oriented. We call
such kinds of reports as proposal reports.
these kinds of reports include marketing reports,
financial reports, accounting reports, and a spectrum
functional of other reports that provide a function specifically
reports By and large, we can include almost all reports in most
of these categories. Furthermore, we can include a
single report in several kinds of reports.
STRATEGIES OF REPORTING
choose text that inspire debate
1 texts that inspire questions encourage students to return to the
text and find support for their answers
use your greatest tool: good questions!
2 questions are the greatest tool you have to prompt and encourage
student thinking
get evidence from the get-go
requiring evidence early in the discussion sets an expectation.
3
Reinforcing that expectation turns using textual evidence into a
habit
invite multiple perspectives
establish the expectation that answers can and will diverge. “The
4
more your classroom has an inquiry focus, the more students will
be able to see other perspectives.”
add interpretation
the challenge is getting students to expand and explain. To get
5
students to explain why they choose a piece of evidence, provide
them with a structure that moves from evidence to interpretation.
use sentence starters strategically
6 “the sentence starters help,” she says, “because students know the
direction in which they’re supposed to go.” (Williams)
develop and deepen arguments
during discussion, send students back to the text for more
7
evidence by prompting them to expand on a classmate’s idea or
deepen the discussion
slow down classroom discussions
8 give students enough time to flip through and find just the right
piece of evidence
practice in a pattern
9 to avoid a pileup of one idea, establish a discussion structure that
requires debate
go for the nitty gritty
exploring specific sentences and words can engage students with
10
additional aspects of the text and spin off into an analysis of the
author’s craft
anticipate and correct misunderstandings
11 if a student offers up a misunderstanding or misinterpretation,
prompt him or her to go back to the text, or offer it up to the group
encourage ownership
12 listen for how students personalize the discussion, and encourage
them to develop their own voice
reflect
13 taking time to reflect solidifies the importance of textual evidence
and help students incorporate the lessons learned
COMMON ISSUES ABOUT REPORTING
1 inconsistent objective formatting
2 insufficient context
3 inconsistent styling
4 failure to paint the big picture
5 lack of simple navigation
6 poor organization
7 too many items to cover
8 no standardized template
9 inability to see attachments
PST-MLS LAST DISCUSSION
TALK SHOW METHOD
DEFINITION
method of teaching where the teacher and student participate in an
imaginary television program
the teacher hosts the program in which one of the students is a guest
speaker who is an expert in a specific area
the other students can choose to be members of the studio audience or
home viewers who are allowed to call in or write to the host in order to
ask questions, criticize, or share ideas
ADVANTAGES DISADVANTAGES
excellent format for discussing
can easily go off topic
topics
has the ability to amuse and
entertain viewers in a wide variety lack of confidence
of ways
creates a more responsible hard to enforce in younger
mindset audiences
events can be reverberated
outwards towards the larger the possibility of indifference
culture
efficient in delivering messages to
millions of households
TYPES OF TALK SHOWS
on an interview talk show, the host of the talk show
interviews celebrities and experts about topics of their
choice
often, a celebrity will make an appearance on an
interview talk show to discuss an upcoming project or
movie release, while academic experts will appear to be
interview
interviewed when their subject of expertise comes up in
the media in conjunction with a news event
interviews are often incorporated into a diverse variety
of talk shows, but they also exist as a category of talk
show by themselves
“David Letterman”; “The Tonight Show”
exist to allow pundits and talk show hosts to discuss the
political goings-on in the country
generally receive a spike in popularity during
Political presidential elections and other notable political events,
and they generally run on Sunday mornings and
afternoons
“McLaughlin Group”; “Meet the Press”
guests appear on the show to discuss the issues that are
going on in their lives
In many cases, these talk shows present sensationalized
accounts of intricate relationship intrigue
many of these issue-based talk shows air during
issue-based
daytime hours and often involve lout outbursts from
agitated guests who find themselves growing
increasingly upset while confronting friends or loved
ones who have wronged them in some way
“Jerry Springer”; “Maury Povich”
talk shows with a comedic bent have been gaining in
popularity in recent years
in these comic talk shows, a host provides comedic
commentary on current events, celebrity scandals and
Comedic other notable items of discussion
the focus during these talk shows is on being both
entertaining and informative, with laughs taking
precedence over the delivery of news
“The Daily Show”; “The Colbert Report”
TALK SHOW HOSTS
one of the most important parts of any successful talk show is the appeal
and talent of the host who presides over the talk show
whether the host is working on a sensationalized issue talk show or a
serious political broadcast, the quality of the host directly affects the
quality and entertainment factor of the talk show itself
IMPORTANCE
1 assess current understanding of skills
2 encourage engagements
3 promotes flexibility
4 provides access points for individuals with various learning styles
APPLICATIONS
1 classroom setting: roleplaying a talk show
2 job setting: values
WORKSHOP
What is a workshop?
A single short educational program designed to teach or introduce to
participants practical skills, techniques, or ideas which they can use in
their work or their daily lives.
SEVERAL FEATURES OF A WORKSHOP
generally small (6-15 participants)
designed for people who are working together, or working in the same
field
conducted by people who have real experience in the subject
participatory, informal, time-limited, and self-constrained
WHY WOULD YOU GIVE A WORKSHOP?
provides a way to create an intensive educational experience in a short
amount of time
is a way for someone to pass on to colleagues ideas and methods that
he has developed or finds important
it is a great way to teach hands-on skills because it offers participants a
chance to try out new methods and fall in a safe situation
can help to create a sense of community or common purpose among its
participants
WHEN TO CONDUCT A WORKSHOP
there are cases in which a workshop would be best, the best choice
over other methods
1 the beginning of something new
2 the initial training of staff and volunteers
3 the in-service or ongoing training of staff and volunteers
4 staff development
5 the demonstration of a new concept
6 the explanation of something to the public
7 the availability of knowledgeable presenter
HOW TO CONDUCT A WORKSHOP
two major steps:
1. planning and preparing
2. execution
PLANNING AND PREPARING
define the topic to be discussed and worked with during the
workshop
1 - topic should lead to the objective
- objectives determine the scope and deal with areas relevant to the
achievement of the objective
PST-MLS LAST DISCUSSION
formulate questions c. Initial Contact of Participants include:
- used to enable audience to find their own solutions to the - workshop outline
challenges faced - requirements for eligibility
- no more than 5 questions - deadline for response
- questions should be: Prepare Script
a. short and straight to the point a. agenda
b. unambiguously worded b. welcome speech
c. open-ended c. icebreaker
3 types of focus workshop questions Workshop Method
introduces the connection basic workshop
between the audience and 5 presenting information a debate
the topic prepared media
used to make the audience brainstorming
comfortable with the topic buzz group
engagement questions eliciting audience reactions
discussed structured case/problem
2 EXAMPLE: How often do you and responses
scenario
use an AED when worst case scenario
resuscitating patients having
sudden cardiac arrests bookings and logistics
Room
getting to the point of the
- the type of workshop being presented will influence the room(s)
discussion
that is chosen
exploration questions EXAMPLE: What problems do
- the facilities of the room should be able to comfortably
you face when using an AED
accommodate the participants while taking into consideration
on a patient 6
the needs of the moderator
used to check if there was
- points to consider:
anything that was missed
a. capacity
during the discussion
exit questions b. audio/visual requirements
EXAMPLE: Is there anything
c. computer accessibility
you would like to say about
d. lighting and acoustics
the handling and use of AED
finalize event details
make an agenda and determine:
The Moderator and Notetaker
a. equipment needs (posters, prototype, etc.)
Both are expected to welcome the participants, offer them
b. handouts and other learning material for participants
refreshments, help make name tags and direct them in completing
c. breaks (good for transition to another topic)
pre-group paperwork 7
Moderator vs. Notetaker
the ff should be considered:
facilitates the discussion
a. seating arrangements (preferable circle/round a table)
Moderator runs the workshop b. presentation style
secures agenda c. visual aids
takes notes during the workshop prepare all necessary resources needed
Notetaker responsible for logistics all resources required for the seminar are acquired or sourced at
3 assists moderator this stage
Ideal Moderator vs. Ideal Notetaker
adequate knowledge of the topic the checklist includes:
impartial and not biased a. agenda
8 b. laptop
Ideal Moderator believes everyone in the group has
c. flip charts
something to offer
d. software (Microsoft ppt)
skillful in group discussions
e. stationery (markers, pens, notepads – workshop toolbox
allows moderator to do all the talking
is located at TINAPs desk)
operates recording equipment
Ideal Notetaker f. handouts
help with equipment, refreshment, and
g. name tags
arranging the room
EXECUTION
Identify and Invite Target Participants Arrive early at room to ensure the following
a. Participants a. furniture is arranged as desired
- affects the structure, content, and activities in a b. name tags of participants are laid out
workshop 1 c. participants’ informational packets are laid out
d. equipment and material required by moderator are
b. Key Questions about the Participants ready and working
4
- Size and composition? e. completion of Registration forms (if necessary)
- Working background and experience? Welcome and introduction of the moderator and note taker
- Experiences with the devices to be used? a. the moderator formally welcomes all participants in the
- Dependences among participants? 2 workshop (template in Appendix II)
- Best way to get message across? b. the moderator gives a brief synopsis of the session
c. explanation of their role in the session
PST-MLS LAST DISCUSSION
d. going through the agenda they can present their point of view and their
- the time schedules experiences regarding the theme
- refreshment times and location the panelists answers and in some situations the
- what they are expected to do moderator tries to answer the question
e. answer any questions the participants may have At the end of discussion, moderator summarizes the discussion and
conduct the workshop presents his point of view. He expresses thanks to panelists & audience.
3 a. icebreaker
- the workshop method chosen ADVANTAGES
pay attention to having a panel may even create better discussions with the many
4 1
a. time management insights on a topic as opposed to the one insight of the teacher
panel discussions allow the teachers/experts to bring in expert
PANEL DISCUSSION 2 opinions to the learning situation that normally would not be
available
WHAT IS A PANEL DISCUSSION 3 it facilitates clarification on knotty issues
it is a discussion in which few persons (the panel) carry on conversation 4 it highlights the multi-dimensionality of the issue under discussion
in front of the audience it helps to develop critical thinking in both panelists and the
5
at the end of the discussion, audience also participates audience
the audience put important questions and the experts answers them and it teaches students to think of the issues under consideration and
6
clarify the points ask relevant questions

OBJECTIVES LIMITATIONS
1 to provide information and new facts there is possibility to split the group into two subgroups (for and
1
2 to analyze a problem from different angles against)
3 to identify the values 2 different groups may not create appropriate learning situations
4 to organize for mental recreation the discussion may be vague and superficial if the panelists lack
3
mastery
TYPES OF PANEL DISCUSSIONS 4 requires a lot of time for planning, organizing, presentation
these are for common men problems 5 there are chances to deviate from the theme of discussion
objectives: 6 some members may dominate
1. to provide factual information regarding
Public Panel current problems GUIDELINES IN CONDUCTING A PANEL DISCUSSION
Discussion 2. to determine social values leader introduces topic, then the panelists their
3. to recreate the common men opinions for a set amount of time
EXAMPLE: annual budget, educated panelists discuss the topic with each other
unemployment, increase in price of things through questioning and reacting to other
used in educational institutions to provide factual effective opinions
1
and conceptual knowledge and clarification of procedure the leader closes the discussion by providing a
certain theories and principles summary of the panel presentations
Educational to find out solutions of certain problems the leader conducts forum period in which the
Panel objectives: class/audience may participate through further
Discussion 1. to provide factual information and conceptual questioning and expressing their own opinions
knowledge identify the issues or topics about an important
2. to give awareness of theories and principles conflict in values
3. to provide solution of certain problems select panelists who are well informed with
how to specific points of view
2
TYPES OF MEMBERS IN PANEL DISCUSSIONS proceed identify to the panelists what the objectives of
plays most important role in panel discussion the panel are and give them time to prepare
plans how, where, when panel discussion will be decide which format the panel discussion will
instructor organized follow
prepares the schedule for panel discussion
sometimes rehearsal is also planned
keeps the discussion on the theme and encourages
interaction among members
moderator summarizes and highlight the points
should have mastery on the theme or problem of the
discussion
there are 4-10 panelists in the discussion
members sit in a semi-circle shape in front of the
panelists audience
the moderator sits in the middle of the panelists
all panelists must have mastery of the subject matter
audience are allowed to put questions and seek
audience
clarification