Principles and Strategy of Teaching in Medical Laboratory Science PDF

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LESSON 1INTRODUCTION TO TEACHINGTEACHING & LEARNING PROCESSTEACHING defined...▪ Refers to the process of imparting knowledge and skills from a teacher to a learner. It encompasses the activities of educating or instructing. It is an act or experience that has a formative effect on the mind, char...

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LESSON 1

was originally evoked by another stimulus

I NTRODUCTI ONTOTEACHI NG TEACHING & LEARNING PROCESS TEACHING defined… ▪ Refers to the process of imparting knowledge and skills from a teacher to a learner. It encompasses the activities of educating or instructing. It is an act or experience that has a formative effect on the mind, character or physical ability of an individual. ▪ A working defnition of teaching is undertaking certain ethical tasks or activities the intention of which is to induce learning. ▪ it is a deliberate intervention that involves planning and implementation of instructional activities and experiences to meet learner outcomes according to a teaching plan Some thoughts on teaching and learning... ▪ Clearly, not all learning is dependent on teaching...However, all teaching regardless of quality is predicated on learning..- Brown,1993 ▪ Teaching makes learning possible..-Ramsden,1992 LEARNING defined… ▪ Process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something. (Merriam-Webster Dictionary) ▪ “a persisting change in human performance or performance potential . . . (brought) about as a result of the learner’s interaction with the environment” (Driscoll, 1994) ▪ “the relatively permanent change in a person’s knowledge or behavior due to experience ▪ an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience” (Shuell, 1986)

LEARNING THEORIES ▪Classical Conditioning (Pavlovian conditioning or respondent conditioning) ▪ is a refexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that

▪Operant Conditioning (Instrumental conditioning) ▪ Described as a process that atempts to modify behavior through the use of positive and negative reinforcement. Through operant conditioning, an individual makes an association between a particular behavior and a consequence. ▪Social Conditioning (Observational conditioning) ▪ In this theory, people can learn new information and behaviors by watching other people.

THE “HOWs” OF TEACHING A. Strategies B. Approach C. Technique D. Method A. Strategies ▪Is the art and science of directing and controlling the movements and activities of the army. If strategy is good, we can get victory over our enemies. In teaching this term is meant those procedures by which objectives of teaching are realized in the class. ▪Teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies

Strategy can be summarized as ▪ Teaching is the generalized plan of the whole lesson plan. ▪In strategy of teaching, realization of objectives is given more importance than presentation of lesson. ▪A strategy does not follow a single track all the time, but it changes according to the demands of the

situations such as age, level, needs, interests and abilities of the students. Thus strategy is more comprehensive than method. ▪It is directional in nature. It refers to goal directed activities of the teachers. Thus, it is more close to science than arts.

TEACHING STRATEGIES ➢Brainstorming- is a large or small group activity that encourages students to focus on a topic and contribute to the free fow of ideas. ➢ Case studies- are effective ways to get students to practically apply their skills, and their understanding of learned facts, to a real-world situation. They are particularly useful where situations are complex and solutions are uncertain. ➢ Debates- structured way of exploring the range of views on an issue. It consists of a structured contest of argumentation, in which two opposing individuals or teams defend and atack a given proposition.

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.

APPROACH, METHOD & TECHNIQUE Approach is the broadest of the three, making technique the most specifc, and the method found in between approach and technique.

Technique encompasses the personal style of the teacher in carrying out specifc steps of the teaching process A Method, on the other hand, is an organized, orderly, systematic, and wellplanned procedure aimed at facilitating and enhancing students’ learning.

B. Approach ▪Ways in which you try to engage students with the subject mater (provide students with basic facts, relate new knowledge to what students already know, build in interaction, be passionate, be enthusiastic)

➢ Discussion- Discussion lets class members work actively with the ideas and the concepts being pursued, and discussion sessions can be an extremely effective in changing behaviour or attitudes. Consequently, teachers use them frequently in instructional situations

▪ The ways in which you support your students (encourage questions, set formative assessments, provide constructive feedback).

➢The flipped classroom-students complete learning normally covered in the classroom in their own time (by watching videos and/or accessing resources), and classroom time is dedicated to hands-on activities and interactive, personalized learning, leading to deeper understanding. Students use class time to apply the theory and concepts discussed in the videos, and to utilize techniques including group problem-solving and team building games, simulations, case study reviews, and group discussions.

▪The mode or manner of teaching (lecture, tutorial, bedside teaching, laboratory work);

➢ Groupwork- is a method of instruction that gets students to work together in groups. ➢ Questioning- The art of asking questions is at the heart of effective communication and information exchange, which underpins good teaching. If you use questioning well, you can improve the student learning experience in a whole range of Teaching Settings. ➢ Simulations- are instructional scenarios where the learner is placed in a "world" defned by the teacher.

A description of your approach to teaching includes:

▪ Some understanding of how people learn (learning theory); ▪ Some understanding of how to facilitate learning (qualities of the teacher such as passion, principles for good teaching practice such as providing timely and constructive feedback, putting educational theory into practice).

TYPES OF TEACHING APPROACH ACCDRD TO THE ROLE OF TEACHER ➢The executive approach- views the teacher as manager of complex classroom processes, a person charged with bringing about certain outcomes with students through using the best skills and techniques available.

➢ The facilitator approach- it places a high value on what students bring to the classroom setting, it places considerable emphasis on making use of students’ prior experience. ➢ The liberationist approach - is rooted in notions of liberal education, wherein the goal is to liberate the mind to wonder, to know and understand, to imagine and create, using the full intellectual inheritance of civilized life APPROACH ACCDRD TO NATURE OF LEARNING

❑ Discovery Learning ➢ takes place in problem solving situations where the learner draws on his own experience and prior knowledge and is a method of instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments.

❑ Conceptual teaching ➢ Involves the learning of specifc concepts, the nature of concepts, and the development of logical reasoning & critical thinking.

❑ Process writing ➢ treats all writing as a creative act which requires time and positive feedback to be done well. In process writing, the teacher moves away from being someone who sets students a writing topic and receives the fnished product for correction without any intervention in the writing process itself.

❑ Unified Teaching ➢ This approach lends itself smoothly to a unifed teaching-learning concept of education. The information handler, being a teacher, a student, or another educational environment, is at the center of this educational model. The main inherent characteristics of this model are extreme fexibility, integration, ease of interaction, and being evolutional

A. DISCOVERY ▪ refers to various instructional design models that engages students in learning through discovery. Usually the pedagogical aims are threefold: (1) Promote "deep" learning, (2) Promote meta-cognitive skills (develop problemsolving skills, creativity, etc.), (3) Promote student engagement.

▪ An approach, which capitalizes on the child’s natural curiosity and urge to explore the environment. ▪ The child learns by personal experience and experiment and this is thought to make memory more vivid and help in the transfer of knowledge to new situations.

CONCEPTUAL ▪ Choosing and defning the content of a certain discipline to be taught through the use of or pervasive ideas as against the traditional practice of determining content by isolated topics. ▪ not a particular teaching method with specifc steps to follow; it is more of a viewpoint of how facts and topics under a discipline should be dealt with. ▪ involves more data collection usually through research while the discovery approach actively involves students to undertake experimental and investigative work.

B. CONCEPTUAL - choosing and defning the content of a certain discipline to be taught through the use of or pervasive ideas as against the traditional practice of determining content by isolated topics

PROCESS ▪ An approach which provides students with an abundance of projects, activities, and instructional designs that allow them to make decisions and solve problems. ▪Through this approach students get a sense that learning is much more than the commission of facts to memory. Rather, it is what children do with that knowledge that determines its impact on their attitudes and aptitudes.

UNIFIED ▪ It is based on a breakdown of knowledge to integrated modules of information. The basic level of breakdown is to be used in education to buildup concepts, while the higher ones are to be used to buildup complex concepts of knowledge, including those of experts. Key to the success of this breakdown is the relational integration of the information leading to the concept under consideration. ▪ This approach lends itself smoothly to a unifed teaching-learning concept of education. The information handler, being a teacher, a student, or another educational environment, is at the center of this educational model. ▪The main inherent characteristics of

this model are extreme fexibility, integration, ease of interaction, and being evolutional.

- “Think-Pair-Share

APPROACH ACCORDING TO TEACHER-LEARNER INTERACTION

C. Technique

TEACHER-CENTERED APPROACH - It is the primary role of teachers to pass knowledge and information onto their students. 1. Direct Instruction - relies on explicit teaching through lectures and teacher-led demonstrations.

▪ It is a procedure by which new knowledge fxed in the minds of students permanently. For this purpose, a teacher does extra activities in the class. ▪These activities help the teacher to take shift from one strategy to another. Thus, teaching tactics are that behavior of the teacher which he manifests in the class i.e., the developments of the teaching strategies , giving proper stimulus for timely responses, drilling the learn responses , increasing the responses by extra activities and so on.

D. Method ▪Method of teaching is directly related to the presentation of the lesson. Which a teacher should use, depends on the nature of the subject, and the tact of the teacher .

FOUR METHODS OF PRESENTING THE SUBJECT MATTER. 1. TELLING METHOD; Lecture method, Discussion method, Story telling method and so on.

STUDENT-CENTERED APPROACH - Student learning is continuously measured during teacher instruction.

1. Inquiry Based Learning - focuses on student investigation and hands-on learning. - teacher’s primary role is that of a facilitator, providing guidance and support for students through the learning process

2. Cooperative Learning - emphasizes group work and a strong sense of community.

2 .DOING METHOD; Project method, Problem solving method, Textbook method and so on. 3 .VISUAL METHOD; Demonstration method, Supervised study method and so on. 4 .MENTAL MEHOD; Inductive, Deductive, Analysis, Synthesis method etc

INSTRUCTIONAL MEDIA...