PRINCIPLES & STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE
Distance Learning
INTRODUCTION TO DISTANCE LEARNING
❖ one of the instructional methods that is use in
teaching
❖ uses a telecommunication approach by means
of using video technology or through live
approach or taped messages from the
instructor to the viewer
❖ instructional technique has now become
popular as instructional technique that is used
for academic settings
❖ Because of demographic structural changes
and globalisation, it is now necessary to make
education available for all and to motivate
people to join wherein distance learning can
help for education to spread out
ADVANTAGES OF DISTANCE LEARNING
❖ Increased accessibility in learning and training
opportunity
❖ Increased opportunities for updating,
retraining and personal enrichment
❖ Cost effective in educational resources
❖ Supports quality of current educational
structures
❖ Convenience by means of time and space
❖ Introverted students will often speak up when
given an opportunity to interact
DISADVANTAGES OF DISTANCE LEARNING
❖ Does not offer an immediate feedback to
assess student’s performance
❖ Not acknowledge by the community due to
lack of resources
❖ It affects the students negatively in their
verbal communication skills
❖ It affects mental health that the student may
feel isolate or missed out the social-physical
interactions found in traditional classroom
setup
THINGS TO CONSIDER IN DISTANCE LEARNING
❖ Instructor and student’s preparedness
❖ Attitude needed for distance learning
❖ Knowledge in handling network technology
CLINICAL EDUCATION IN DISTANCE LEARNING
CLASS MANAGEMENT
❖ It is desirable to practise by using mail course
materials to students before the class or to
make the materials readily available on a
course web site.
❖ Logistics planning is required for examinations
❖ Written examinations must be prepared in
advance so they can be mailed to the remote
sites, stored in a safe place and distributed
during the class
❖ Proctor must be present at all time at all sites
❖ Problems with technology are inevitable,
technicians can usually quickly handle minor
problems
INTERACTIVE TELEVISION CLASSES
❖ Typical interactive television classroom
contains a teaching podium with a control
panel for the camera and monitors,
microphone for teacher and computed
hook-up, document camera and fax machine
❖ Teacher usually wears a tracking device so the
camera follow him or her around the front of
the room
INTERACTIVE TELEVISION
❖ Used to deliver information to college
students, nurse, medtechs and patient
❖ ITV classrooms can be used in staff
development
INTERNET CLASSES
❖ Classes are delivered via internet by means of
a course network
SYNCHRONOUS CLASSES
❖ people interact in real time electronically via
internet
ASYNCHRONOUS CLASSES
❖ materials are located on a web page that can
be accessed at any time at the learner’s
convenience
PRINCIPLES & STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE

Teaching Psychomotor Skills

PSYCHOMOTOR SKILLS
NATURALISATION
❖ used to provide patient care and also to
ensure the safety of the members of the team ❖ Mastery level skill performance without
❖ there are many ways to perform medically cognition
acceptable skills behaviours ❖ Also called "muscle memory"
❖ Ability to multitask effectively
❖ Need to know steps of skills performance in ❖ Can perform skill perfectly during scenario,
order to effectively apply critical thinking skills simulation, or actual patient situation
in situations they will face in the field setting
❖ Instructors plan their approach to teaching A. PHASES OF SKILL LEARNING
students how to perform skills in order to
maximise the student’s abilities.
STAGE ONE: Getting the Idea of the Movement

❖ The initial step in getting the idea of the

5 LEVELS OF PSYCHOMOTOR SKILLS
IMITATION
❖ Student repeats what is done by the instructor
❖ “See one, do one”
❖ Avoid modelling wrong behaviour because the
student will do as you do
❖ Some skills are learned entirely by
observation, with no need for formal
instruction
movement is having a goal; that is, the learner
is confronted with a clear-cut need or problem.
REGULATORY STIMULI
❖ external conditions that influence or regulate
skill performance and to which the learner
must pay attention
NON REGULATORY STIMULI
❖ External conditions that do not influence skill
performance

MANIPULATION CLOSED SKILL

❖ Using guidelines as a basis or foundation for ❖ a skill performed under stable environmental
the skill (skill sheets) conditions and stimuli.
❖ Making mistakes and thinking through
corrective actions is a significant way to learn OPEN SKILL
❖ Practice of a skill is not enough, students must
❖ a skill performed under changing
perform the skill correctly
environmental conditions and stimuli
❖ The student begins to develop his or her own
style and techniques. Ensure students are MOTOR SKILL
performing medically acceptable behaviours
❖ a general mental preconception of what
movements will be required to perform a skill
PRECISION

❖ The student has practised sufficiently to STAGE TWO: Fixation/Diversification

perform skill without mistakes
❖ Student generally can only perform the skill in
FIXATION
a limited setting
❖ Practising the skill in the same way each time
to fix a reproducible pattern in memory
ARTICULATION
DIVERSIFICATION
❖ The student is able to integrate cognitive and
affective components with skill performance. ❖ Practising the skill in a variety of ways so that
❖ Understands why the skill is done a certain it can be reproduced in a modified way to
way. Knows when the skill is indicated meet changing environments at any time.
❖ Performs skill proficiently with style
❖ Can perform skill in context
PRINCIPLES & STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE

B. ATTENTION

❖ The BOTTLENECK THEORY OF ATTENTION

proposes that our information processing
system can handle a limited number of stimuli
at one time.
❖ People learn to focus their attention on
necessary stimuli through coaching and
practice.

C. FEEDBACK

❖ Every learner needs feedback during practice

sessions.
❖ Feedback may be intrinsic or extrinsic.

INTRINSIC FEEDBACK

❖ awareness of performance that arises from

within the individual
❖ originates within the learner

EXTRINSIC FEEDBACK

❖ awareness of performance that is supplied by

an external source.
❖ supplied by the teacher or another objective
source

KNOWLEDGE OF RESULTS (KR)

❖ refers to external verbal feedback about

performance outcomes

KNOWLEDGE OF PERFORMANCE (KP)

❖ is external information about the action

process involved in the performance

D. PRACTICE

MASSED PRACTICE

❖ continuously repeated practice sessions with

very short or no rest periods between trials

DISTRIBUTED PRACTICE

❖ practice sessions interspersed with rest

periods that are equal to or greater than the
practice time

MENTAL PRACTICE

❖ a technique that has been widely studied in

movement science and applied in physical
education

E. WHOLE VERSUS PART LEARNING

❖ The PART METHOD should be used for skills

that are extremely complex with many parts;
❖ the WHOLE METHOD should be used with
skills of low complexity or where the parts are
extremely interrelated or organised
 PRINCIPLES & STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE

Promoting & Assessing Critical Thinking

I. CRITICAL THINKING

❖ ability to discern judgement based on

standards.
❖ is the art of thinking about thinking while
thinking in order to make thinking better.

3 INTERWOVEN PHASES

1. It analyses thinking: By focusing on the parts III. ELEMENTS OF THOUGHT IN CRITICAL

of thinking in any situation
2. It evaluates thinking: By figuring out its
strengths and weaknesses
3. It improves thinking: By building on its
strengths while reducing its weaknesses
THINKING
❖ Also called the PARTS OF THINKING or the
FUNDAMENTAL STRUCTURES OF THOUGHT
❖ provide a general framework of thought

❖ Critical thinking, then, has three dimensions:

➢ an analytic,
➢ an evaluative, and
➢ a creative component
❖ As critical thinkers,
➢ we analyse thinking in order to
evaluate it.
➢ We evaluate it in order to improve it 1. Point of View
2. Purpose
3. Question at Issue
To analyse thinking To assess thinking: 4. Information
5. Interpretation and Inference
Identify its: Check it for:
1. Purpose 1. Clarity
6. Concepts
2. Question 2. Accuracy 7. Assumptions
3. Information 3. Precision 8. Implications and Consequences
4. Conclusion(s) 4. Relevance
5. Assumptions 5. Depth
6. Implications 6. Breadth
7. Main concept(s) 7. Significance IV. UNIVERSAL INTELLECTUAL STANDARDS IN
8. Point of view 8. Logic and fairness CRITICAL THINKING

1. CLARITY

❖ understandable, the meaning can be grasped

II. A WELL-CULTIVATED CRITICAL THINKER
1. Raises vital questions and problems,
formulating them clearly and precisely
2. Gathers and assesses relevant information,
using abstract ideas to interpret it effectively
3. Comes to well-reasoned conclusions and
solutions, testing them against relevant
criteria and standards
4. Thinks open-mindedly within alternative
systems of thought, recognizing and assessing,
as need be, their assumptions, implications,
and practical consequences
5. Communicates effectively with others in
figuring out solutions to complex problems
❖ The reader or listener can understand what is
being said
❖ “Gateway” standard to critical thinking
❖ If a statement is unclear, we cannot determine
whether it is accurate or relevant
➢ This is essential for both educator
and student
2. ACCURACY
❖ free from errors
❖ Remember that a statement may be clear but
inaccurate
➢ Validate Sources of information
always
3. PRECISION
❖ exact to the necessary level of detail
❖ Exactness and Specificity
❖ Giving exact amount of detail that is required
for a given situation
PRINCIPLES & STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE
4. RELEVANCE
❖ relating to the matter at hand
❖ How is this idea connected to the topic at hand
❖ How to presented facts bare to the topic
❖ How do ideas presented by students relate to
the ideas discussed
5. DEPTH
❖ contains complexities and interrelationships
❖ How do ideas/ presentations address the
complexities of topic at hand
❖ How do deal with significant factors that must
be addressed (i.e. lectures)
6. BREADTH
❖ encompasses multiple viewpoints
❖ The idea of using multiple points of view
❖ Using other ways to look at and solve
problems
7. LOGIC
❖ no contradictions
❖ If the topic/ problem makes sense
❖ If answers to question sets follow from given
data/information
8. SIGNIFICANCE
❖ focuses on the most important
❖ What the most significant information is
needed to be gathered (for students) or
conveyed (for educators)
❖ How important are the facts being presented
with regards to the context of discussion
9. FAIRNESS
❖ justifiable; not self serving
❖ If the thinking, assumptions and behaviours
are justified
❖ If the concepts discussed are being justifiably
used or discussed
V. USE STUDENT PROFILE TO ASSESS YOUR
PERFORMANCE
❖ In a class, there is thinking and learning in
different levels of quality:
➢ A very high level, absorbing the
material very effectively
➢ Studying ineffectively (or not at all)
➢ Somewhere in between
Criteria of an “EXEMPLARY” student
1. Often raises important questions and issues
2. Analyses key questions and problems clearly
and precisely
3. Recognizes key questionable assumptions,
clarifies key concepts effectively
4. Uses language in keeping with educated
usage
5. Frequently identifies relevant competing
points of view
6. Demonstrates a commitment to reasoning
carefully from clearly stated premises in the
subject,
7. Has a marked sensitivity to important
implications and consequences.
a learner may ask himself/herself the following as
a form of SELF ASSESSMENT:
To what extent do I:
❖ raise important questions and issues in the
class?
❖ analyse key questions and problems clearly
and precisely?
❖ distinguish relevant from irrelevant, accurate
from inaccurate information?
❖ recognize key assumptions?
❖ clarify key concepts?
❖ use language in keeping with educated usage?
❖ identify competing points of view?
❖ reason carefully from clearly stated premises?
❖ note important implications and
consequences?
ADDENDUM: STUDENT PROFILES
one can distinguish which “type” of student he/she is:
❖ As you assess yourself using these profiles,
figure out how you can use the performance
criteria to improve your learning:
➢ Exemplary Students
➢ High-Performing Students
➢ Mixed-Quality Students
➢ Low-Performing Students
LOW-PERFORMING STUDENTS
❖ They frequently try to get through courses by
memorising things rather than by
understanding them.
❖ Often produce work that is unclear, imprecise,
and poorly reasoned.
❖ May achieve competence in reciting
information and naming concepts, but they
often use terms and concepts incorrectly
because their understanding is superficial or
mistaken
MIXED-QUALITY STUDENTS
❖ Perform inconsistently in a subject, and
therefore develop a limited body of
knowledge.
❖ Often use memorization as a substitute for
understanding
❖ Learning at this level demonstrates incomplete
comprehension of basic concepts and
principles
❖ Internalised a few of the intellectual standards
appropriate to the assessment of their own
work in a subject, but demonstrate
inconsistency in self evaluation.
PRINCIPLES & STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE

HIGH-PERFORMING STUDENTS

❖ Sound thinking within a subject

❖ Development of a range of knowledge
acquired through the exercise of thinking skills
and abilities
❖ Thinking is clear, precise, and well-reasoned,
but sometimes lacks depth of insight
(especially into opposing points of view)
❖ Internalise the intellectual standards relevant
to the subject and demonstrate competence in
self evaluation

EXEMPLARY STUDENTS

❖ Implies excellence in thinking within the

subject
❖ Use their intellectual skills to develop a broad
range of knowledge.
❖ Exemplary work is clear, precise, and well
reasoned, but also insightful and
well-informed
❖ Student has internalised the basic intellectual
standards appropriate to assessing his or her
own work in a subject and is highly skilled at
self evaluation

VI. THE INTERRELATIONSHIP BETWEEN READING

& WRITING: PROMOTING & ASSESSING CRITICAL
THINKING

❖ Close reading and substantive writing are

symbiotic skills of disciplined thought they
support and reinforce one another
❖ Both require that people think from multiple
perspectives, and both require that we use the
elements of reasoning well.
 PRINCIPLES & STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE
Clinical Teaching
INSTRUCTIONAL SETTINGS
❖ an environment in which health education
takes place to provide individuals with the
opportunity to engage in learning
experiences for the purpose of improving
their health or reducing their risk for illness
❖ conceptualised on the basis of what
relationship health education has to the
primary function of the organisation within
which it occurs
❖ an entity whose fundamental mission is to
provide health care, to engage in activities
related to health care, or to be involved
primarily in activities unrelated to health care
(education)
REMEMBER!
❖ Health teaching can occur during any
encounter between a healthcare professional—
in this case, the medical laboratory scientist in
the role of educator—and another person or
group seeking health-related information,
regardless of the setting in which the
information is shared.
TYPES OF INSTRUCTIONAL SETTINGS
HEALTH CARE SETTING
❖ One in which the delivery of healthcare is the
primary or sole function of the institution,
organisation, or agency.
HEALTH CARE RELATED SETTING
❖ One in which healthcare-related services are
offered as a complementary function of a
quasi health agency
NON HEALTHCARE RELATED SETTING
❖ One in which health care is an incidental or
supportive function of an organisation.
FACTORS RELATED TO INSTRUCTIONAL SETTING
1. ORGANISATIONAL FACTORS
❖ What is the administrative perspective
regarding health education?
❖ How much time is allocated to the teaching of
health information?
❖ To what extent are resources available to carry
out educational endeavours?
❖ Is the staff within the organisation expert in
the teaching role?
❖ What is the level of support from physicians
and other colleagues?
a. ADMINISTRATIVE PERSPECTIVE
❖ attitude of the administration about the
teaching of health information is of utmost
importance to the success of educational
endeavours
b. TIME ALLOCATED TO TEACHING
❖ Time for educational activities is often a
scarce in healthcare agencies, where contact
time with patients is being further limited by
organisational responses to external
healthcare reforms
c. AVAILABILITY OF RESOURCES
❖ Adequate resources make possible the
implementation of efficient and effective
educational interventions
➢ Teaching time can be decreased by
combining more standardised
teaching materials with the sharing
of resources among healthcare
settings.
d. EXPERTISE OF STAFF IN TEACHING ROLE
❖ In a healthcare environment, the informal
reward system often recognizes physical care
as more important than the teaching of
self-care
e. LEVEL OF SUPPORT FROM OTHER COLLEAGUES
❖ Good communication and positive
relationships among colleagues are necessary
to provide continuity of care, which includes
patient education as one very important
aspect of overall treatment.
PRINCIPLES & STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE

2. ENVIRONMENTAL FACTORS e. SIGNIFICANCE OF EDUCATIONAL CONTENT TO

CLIENT
❖ What external resources are available within
the environment to support and promote the ❖ If what is being taught is viewed as important
educational process? information that can be used to help attain or
❖ What structural characteristics may stimulate maintain optimal health then the clients’
or impede the development and use of attention will be oriented to learning
educational programs?

f. AVAILABLE RESOURCES TO ASSIST CLIENTS IN

a. AVAILABILITY OF EXTERNAL RESOURCES ACHIEVING EDUCATIONAL OUTCOMES

❖ services of other healthcare disciplines must

be available to complement the efforts by MLS
educators in helping clients to acquire skills
needed to attain or maintain optimal wellness.

b. STRUCTURAL CHARACTERISTICS THAT

STIMULATE EDUCATION PROGRAMS

❖ Location, travel time, space availability, costs,

scheduling, and accessibility when designing a
new program or continuing an existing one.
STANDARD LAB WORK

3. CLIENTELE FACTORS ❖ In teaching medical laboratory science,

instructors build upon students' everyday
❖ What is the health status of the client?
knowledge of the world around them – and
❖ What is the nature of the contact with the
augment this by providing carefully designed
client over time?
activities in which students observe or interact
❖ What are the developmental levels, language
with real objects and materials.
skills, age, literacy levels, disabilities, and
❖ These activities are usually carried out in
cultural beliefs of the client?
teaching laboratories or in the field.
❖ How self-directed is the client in seeking
❖ Lab work tasks are implemented to observe
information?
what the students actually do on the task, and
❖ How critical to the health and well-being of the
to assess what they actually learn.
learner is the educational content being
❖ Both of these will be influenced by the
presented?
students' views of science and of learning, and
❖ What resources are available to assist clients
by the practical and institutional setting
in achieving educational outcomes?

PRODUCING A PROFILE OF A LAB WORK TASK

a. HEALTH STATUS OF CLIENT (STUDENT)
❖ One measure of effectiveness ('effectiveness
❖ client who is well most likely has a low or
1') is the extent to which the students' actions
moderate state of anxiety and is therefore
match those that the teacher intended.
likely to be receptive to teaching and learning

b. NATURE OF THE CONTACT TIME OF CLIENT

❖ Contact with the client is highly variable,

depending on the situation.
❖ The opportunity for frequent contact may be
more concentrated, over a week or just a few
days or even hours.

c. DEVELOPMENTAL LEVELS OF THE CLIENT

❖ A second, and rather stronger, measure of
❖ language skills, age, literacy levels, disabilities, effectiveness ('effectiveness 2') is the extent to
and cultural beliefs of the client. which the students' learning matches the
learning objectives
d. SELF-DIRECTEDNESS OF THE CLIENT

❖ internally oriented individuals prefer to

maintain self-control and are likely to be
health oriented and receptive to health
teaching.
 PRINCIPLES & STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE
OVERALL STRUCTURE OF THE PROFILE
The profile describes the following aspects of a lab
work task:
❖ A: the intended learning outcomes (or learning
objectives);
❖ B: key elements of the task design, including:
➢ B1: the cognitive structure of the
task;
➢ B2: the level and nature of student
involvement;
➢ B3: the practical context of the task
EVALUATION
❖ systematic process by which the worth or
value of something—in this case, teaching and
learning—is judged.
Determining the Focus of Evaluation
❖ Evaluation focuses on five basic components:
➢ Audience
➢ Purpose
➢ Questions
➢ Scope
➢ Resources
To determine these components, ask the following
questions
❖ For whom is the evaluation being conducted?
(Audience)
❖ Why is the evaluation being conducted?
(Purpose)
❖ What questions will be asked in the
evaluation? (Questions)
❖ What is the scope of the evaluation? (Scope)
❖ What resources are available to conduct the
(Resources) evaluation?
EVALUATION MODELS/TYPES OF EVALUATION
PROCESS EVALUATION
❖ intended to adjust in an educational activities
as soon as they are needed
❖ Adjustments may need to be made after one
class or session before the next is taught or
even in the middle of a single learning
experience
➢ “How can teaching be improved to
facilitate learning?”
CONTENT EVALUATION
❖ intended to determine whether learners have
acquired the knowledge or skills taught during
the learning experience.
❖ can be considered as focusing on how the
teaching–learning process affected
immediate, short-term outcomes.
➢ “Were specified objectives met as a
result of teaching?”
➢ “To what degree did the learners
learn what was imparted?
OUTCOME EVALUATION
❖ intended to determine the effects or outcomes
of teaching efforts. Outcome evaluation is also
referred to as summative evaluation because
its intent is to “sum” what happened as a
result of education.
❖ Evaluation occurs after teaching has been
completed or after a program has been
carried out.
➢ “Was teaching appropriate?”
➢ “Did the individual(s) learn?”
➢ “Were behavioural objectives met?”
IMPACT EVALUATION
❖ intended to determine the relative effects of
education on the institution or the community.
❖ purpose of impact evaluation is to obtain
information that will help decide whether
continuing an educational activity is worth its
cost
➢ “What is the effect of the education
program on subsequent medtech
staff turnover?
PROGRAM EVALUATION
❖ designed and conducted to assist an audience
to judge and improve the worth of some
object, in this case the educational program.
➢ “How well did patient education
activities implemented throughout
the year meet annual goals
established for the institution’s
patient education program?”
 PRINCIPLES & STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE

Assessing & Evaluating Learners

ASSESSMENT AND EVALUATION
1. While assessment and evaluation are highly
interrelated and are often used
interchangeably as terms, they are not
synonymous
2. ASSESSMENT is to gather, summarise,
interpret, and use data to decide a direction
for action.
3. PROCESS OF EVALUATION is to gather,
summarise, interpret, and use data to
determine the extent to which an action was
successful.
EXAMPLE
❖ An educational activity is being planned.
❖ To begin, one must assess the needs of the
2. It is important to note that badly designed
learning outcomes can be difficult to assess if
they are:
a. Vague
b. Far from what it is really intended
that students should achieve
c. Multiple, so that the assessor is
confused by partial achievement;
d. Expressed in unnecessary jargon.
e. Inappropriate in terms of level,
scope or extent
3. Effective assessment of practical skills should
be any and all of the following:
a. Valid measures a close as intended
outcomes as possible
b. Reliable any assessor would come to the
same grade if used

students.
c. Consistent ensuring inter- and intra-tutor
❖ Upon implementation of the activity, it is
consistency
periodically being evaluated to know if the
activity is proceeding as planned d. Fair all students must have equivalent
chance of achievement

e. Inclusive ensures diversity in students can

engage in assessment

f. Manageable in terms of work required,

submission dates and turnaround
time

g. Authentic intended outcome is truly

representative of achievement

EVALUATION MODELS (Recall) h. Testing required standards of

achievement are maintained
❖ Process Evaluation
❖ Content Evaluation i. Beyond Dispute transparent as to how the mark
❖ Outcome Evaluation was achieved
❖ Impact Evaluation
❖ Program Evaluation j. Motivating engaging and inspiring to students

k. Efficient time spent in grading should be

DESIGNING A PRACTICAL ASSESSMENT proportionate to importance of
the work within the program
“If you get the assessment right, you are likely to direct
students’ activities appropriately” (Boud 1988) l. Enjoyable for both instructor and student

❖ Essential to all forms of assessment is clarity m. Elegant in Simplicity

about criteria, and this is particularly the case
n. Easy to Calculate to avoid excessive use of manual
when the assessor is considering the extent to
calculation
which practical skills have been satisfactorily
demonstrated o. Uncomplicated avoiding (if possible) excessive
set-ups and actions
1. In designing any practical assessment
instrument, it should be seeking answers to a p. Time Saving enabling multiple individual’s
outputs to be assessed and
series of questions that can help to make the
returned quickly
design of assignments systematic, coherent
and aligned with the instructor's intentions. q. Synoptic bringing various components of a
learning program together in a
single task.
PRINCIPLES & STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE

COMPREHENSIVE PARAMETERS FOR

MOTIVATIONAL ASSESSMENT OF THE LEARNER

❖ educator can pose several questions in terms

of the learner, such as those focusing on
previous attempts, curiosity, goal setting,
self-care ability, stress factors, survival issues,
and life situations
❖ In group skills presentations, students may
find it difficult to hear or understand what one
another is saying: it might be helpful therefore
to encourage them to provide outline notes,
annotated diagrams or handouts to aid
mutual comprehension.
❖ Home students should also be encouraged to
consider the extent to which colloquialisms
and slang should be used
❖ These kinds of expressions can marginalise,
alienate or confuse students from a different
cultural context.

COGNITIVE VARIABLES

CAPACITY TO LEARN

❖ Readiness to learn
➢ Expressed self-determination
➢ Constructive attitude
➢ Expressed desire and curiosity
➢ Willingness to contract for
behavioural outcomes
❖ Facilitating beliefs

AFFECTIVE VARIABLES

❖ Expressions of constructive emotional state

❖ Moderate level of anxiety

PHYSIOLOGICAL VARIABLES

❖ Capacity to perform required behaviour

EXPERIENTIAL VARIABLES

❖ Previous successful experiences

ENVIRONMENTAL VARIABLES

❖ Appropriateness of physical environment

❖ Social support systems
➢ Family
➢ Group
➢ Work
➢ Community resources

EDUCATOR-LEARNER RELATIONSHIP SYSTEM

❖ Prediction of positive relationship