Principles of Learning and

Teaching Course
 
Module One
 
Unit (2) Principle of Learning and
Teaching
 Teaching & Learning

 Learning takes place when the behavior of an individual

changes as a result of an experience or a sequence of
experience within specific environment.

‫ التعلم يحدث عندما يكون هناك تغيرات في سلوك الفرد نتيجة لخبره أو تسلسل‬
.‫من الخبرة في بيئة معينة‬
 Teaching & Learning
• Teaching facilitates this change process by
controlling these experiences and choosing
or manipulating the surrounding
environment.

‫• التعليم يسهل عملية التغير في السلوك من خالل التحكم في‬

‫هذه التجارب أو الخبرات واختيار أو التالعب في البيئة‬
‫المحيطة لتسهيل عملية التعلم‬
 What is the difference between
teaching & learning?
teaching learning
• Formal • Informal
• Expected changes in • Permanent change
student behaviors
• Controlled by teacher • Controlled by learner
• Facilitation • Guidance
• Cooperative and • Interaction
collaborative
 Principle of effective learning & teaching

• Content

• Interaction

• Thinking skills‫مهاراتا لتفكير‬

 Principle of effective learning & teaching

Helps the learner to able to:

1. Acquire, retain, and to use knowledge
2. Understand, analyze, synthesize and evaluate
information
3. Achieve technical skills
4. Develop attitudes and habits
 Application of Learning Principles
‫ت طبيقاتمبادئا لتعلم‬

List four applications of learning

principles?

1. Create a comfortable, non threatening

learning climate
2. Involve participants\students in
planning their training
3. Allow them to engage in self-diagnosis
4. Give them an opportunity to evaluate
their own learning
5. Give them an opportunity to set their
own objectives
 Application of Learning Principles

(5). Help participants\students to see how the

training will help them
(6). Make the learning \ students relevant to
participants
(7). Use their experiences by asking them to share
examples
(8). Use learner-centered activities and structured
experiences and by providing them with many
opportunities to master the content.
 Teaching & Learning Process

Class activity

Mind Map Exercise to identify factor affecting

the teaching/ learning process (15 minutes)
 Teaching & Learning Process

• Think about your previous best or worst

learning achievement (Final Semester Grade ;
A,B, C, or H) in your life (elementary school,
high school, college ) For each experience.
Then briefly Mind Map what factors that affect
your achievement.
 Teaching & Learning Process
factor affecting the teaching/ learning process Yes No
Community (size ,region)
Context ‫ حا لة‬the case of
Family (mother education,
All factors outside the classroom income, academic expectation)
that might influence teaching &
learning)
Input‫خصائصا لمدرسوا لطا لب‬ Teacher characteristics
Qualities or characteristics of
teacher and student bring with Student characteristics
them to the classroom)

Process Teacher behaviors

teacher and student behaviors in Student behaviors

the classroom as well as some
other variables such as Classroom Classroom climate
climate and teacher & student
relationship
Teacher & Student relationship
 Teaching & Learning Process

Figure 2.2.variables associated to Context Input

Classroom Processes Output
 Adult learning
Classical versus active learning‫ا لكالسيكية مقابل‬
‫ا لتعلم ا لنشط‬
• In classical teaching the teacher being the
center of attention in the classroom . ‫ا لمعلم هو‬
‫مركز ا الهتمام ف يق اعة ا لتدريس‬
• In contrast, active teaching represents a
fundamental shift from the teacher being the
center of attention to the student being the
center of attention .
• Active teaching follows seven principles
(Weimer, 2002):
 Seven principles of active teaching
(Weimer, 2002):
 Principle 1: Teachers Do Learning Tasks Less ‫ا لمهام ا لتعلميه ل لمدرساقل‬.
 Principle 2: Teachers Do Less Telling; Students
Do More Discovering‫ا الكتشافمنق بلا لطلبه اكثر منا الخبار من‬
‫ق بلا لمعلم‬
 Principle 3: Teachers Do More Design Work‫ت صميم ا لعمل‬
 Principle 4: Faculty Do More Modeling‫ا لتصميم دور رئيسيل لمعلم‬
 Principle 5: Faculty Do More to Get Students
Learning from and with Each Other
 Principle 6: Faculty Work to Create Climates for
Learning
 Principle 7: Faculty Do More with Feedback
Application
of these Seven principles of active teaching
Seven (Weimer, 2002):
principles:  Principle 1: Teachers Do Learning Tasks Less.
 Principle 2: Teachers Do Less Telling; Students Do
Can support
a shift in the More Discovering
classroom  Principle 3: Teachers Do More Design Work
from
superficial  Principle 4: Faculty Do More Modeling
surface  Principle 5: Faculty Do More to Get Student
learning
Learning from and with Each Other
to  Principle 6: Faculty Work to Create Climates for
transformative
deep learning Learning
 Principle 7: Faculty Do More with Feedback

 transformative deep learning depend on

Understanding(why& how)

‫قسم‬ ‫محمد المطيري‬

‫التمريض‬ ‫عبد المطلب الزيني‬
‫فارس الحربي‬
Application of these Seven principles:

 Can support a shift in the classroom from

superficial surface learning to transformative
deep learning.‫ت علم س طحيا لىت حويليعميق‬
 Superficial surface learning depend on
 Identification, memorization and recall
 transformative deep learning depend on
 Understanding(why how)
 Bloom’s Taxonomy

• Figure 2.3. Bloom’s Taxonomy (Schultz,2005)

 Clinical learning‫ا لتعلم ا لسريري‬

Effective clinical education should reflect the realities of

professional practice through:

 Promote thinking and problem solving abilities

 Enhance specialized psychomotor and

technological skills
 High ground practice problems can be solved by
applying research-based theory and technique
 Clinical learning
• Professional practice occurs within the context of
society must respond to social and scientific
demands and expectations

• Knowledge and skill repertoire of a professional

nurse cannot be static but go beyond current
knowledge and skills. ‫ال ي مكنأني كونمرجع ا لمع رفة‬
‫وا لمهارة ل ممرضة مهنية ث ابتة ل كنا لذهابأبع د منا لمع رفة ا لحا لية‬
‫وا لمهارات‬.
Any Questions ?