Post on 31-Dec-2015
Principles of Learning and Teaching Course
Module One
Unit (1) Principle of Learning
and
Teaching
Learning Needs & Adult Learning
D-Implement Educational Program
G-Improvement the Educational Program
A-learning Needs Assessment
F-Feedback to 1- Learner 2- Teacher 3-Organization
E-Evaluate the EducationalProgram
B-Educational objectives1- Cognitive 2- Psychomotor 3-Attitude
C-Plan and Design Educational Program 1-Content 2-Method 3- Material4-Evaluation methodology 5-Environment
what is the First Step of Educational Spiral
Learning Needs (WHAT the learner needs to learn)
Readiness to Learn (WHEN the learner is receptive to learning)
Can be defined as the time when the learner
demonstrates an interest in learning the
information necessary to become more skillful
in a job.
Learning Style (HOW the learner best learns)
Defined as the way the learners learn)
• WHAT is Needs Assessment? It is the process of −Identifying both the desired performance and the
current performance. −Establishing the training need which is defined by
the gap between the actual and the desired level of performance (the gap between desired and actual knowledge, skills, and attitude)
−Determining the cause, extent, and appropriate handling for performance problems.
−Providing the basis for the training design which is determined by the training need.
• WHY Needs Assessment: (purpose) 1- Gives the justification (reason) for program
development 2- Prevents a quick-fix, approach to performance
problems.3- Determines whether training is needed because
poor performance is not always a training issue.4- Determines causes of poor performance 5- Ensures that the solutions(s) to performance
problems address the real issue(s) and effectively focuses the appropriate resources, time, and effort toward a targeted solution.
6- Provides a basis of measurement .It is a baseline
against which to measure results or changes..
7- Establishes the criteria for measuring the success
of the program after its completion.
8- Determines desired training outcomes by identifying
The knowledge, skills, and attitudes that must be
addressed during the training.
The “ need to know”(desired needs) from “nice to
know”(felt needs) through focusing on what the
trainees actually need to know in order to do their
jobs better,
9- Determines content and scope of training by identifying: What type of training necessary to achieve
results (workshop, self-study, or on- the-job?)
What should be included in the programHow long the training program should beWhen the training program should beWho the target audience should beWhere the training program should beThe depth of content and experience required
in the programThe degree of urgency for the program.
• Needs Assessment Process
• Whom to assess? The people assessed depend on the goal and
the required depth of the assessment.
• Senior Management:
• Target Population’s
• Human Resource Personnel: provides documents related to
performance evaluation of target population
• Customers (patients): provides data that can help pinpoint
specific deficiencies, gaps between desired and actual behavior.
• There are five steps to conduct needs assessment
• Step One: Identify Problem or Need
• Step Two: Determine Needs-Assessment Design
• Step Three: Collect Data
• Step Four: Analyze the Data
• Step Five: Provide Feedback
•
How to Conduct the Needs Assessment
How to Conduct the Needs Assessment
Step One: Identify Problem or Need
−Define the AIM (major goal) the training program
should meet. It must state the desired
performance or behavior and be measurable,
observable, realistic, and “flexible and
attainable.”
−Ex: Safety training to reduce the staff accidents
Step Two: Determine Needs-Assessment Design
• To determine the true causes, not just the
symptoms of the problem or need, employ several
investigative tools and techniques.
• Choose investigative or data-collection methods on
the basis of their appropriateness to the problem.
• Assess advantages and disadvantages of methods
• Step Three: Collect Data −Many methods are available for conducting a
needs assessment. −Many factors will determine which methods to
select (time, cost, and #of people involved…).
Common Data-Collection Methods and Tools are;
• Interviews • To get to the heart of the matter right
away, ask a question that begins with “how” or “what” such as, “what would help you do your job better?” الذي السؤال وطرح ، الفور على المسألة لب الى للوصول
" " " " أفضل؟ " بشكل بعملك القيام على يساعدك الذي ما مثل ما أو كيف ب "يبدأ
• Questionnaires and Survey Instruments.
− save time, but will yield(give up) more accurate information because they have been tested for validity and reliability.
Observation−It involves a trained person observing
others on the job. −Observations are often used to validate
information gathered by other methods such as interviews or questionnaires.
•
Needs assessment techniques
• Discussion. Ask learners what they need
to learn
• Brainstorming. Ask learners to identify all
the specific situations in their life where
they still have difficulty in a given tasks .
• Checklists. Have learners fill out a
checklist as to what they can do well and
what they feel they need to learn more
about.
• Step Four: Analyze the Data
−Sort information into categories
−Do a statistical analysis. Look at the data in
terms of mean , mode , median and percentages.
−Clarify and define the real problems.
−Identify priorities, make your
recommendations for specific major solvable
problems with suggested interventions.
• Needs are prioritized based on the following criteria
Mandatory (Needs that must be learned for survival
when the learner’s life or safety is threatened)
Desirable (Needs that are not life-dependent but
are related to well-being)
• Possible (nice to know but not essential or
required)
Cont. How to Conduct the Needs Assessment
• Step Five: Provide Feedback
−Design an action plan or strategies, and
−communicate your conclusions and recommendations to key personnel
• Developing an action plan
• 1- After your proposal has been
approved, map out a plan for the
design, development, and delivery of
the program(s) including learning
outcomes or objectives. Include
specific action items with a time line
and appropriate task assignments.
Adult learning
Classical versus active learning
• In classical teaching the teacher being the center of
attention in the classroom .
• 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 . Principle 2: Teachers Do Less Telling; Students
Do More Discovering Principle 3: Teachers Do More Design Work Principle 4: Teachers Do More Modeling Principle 5: Teachers Do More to Get Students
Learning from and with Each Other Principle 6: Teachers Work to Create Climates for
Learning Principle 7: Teachers Do More with Feedback
Seven principles of active teaching (Weimer, 2002):
• Principle 1: Teachers Do Learning Tasks Less−Organizing the content−Generating the examples−Asking the questions−Answering the questions−Summarizing the discussion−Solving problems−Constructing diagrams
Cont. Seven principles of active teaching (Weimer, 2002):
• Principle 2: Teachers Do Less Telling; Students Do More
Discovering
• Stop telling students everything and hold them
accountable for knowing or asking.
• Principle 3: Teachers Do More Design Work
• Effective assignments and activities:
• Principle 4: teachers Do More Modeling
• Demonstrate for students how an expert
approaches a learning task.
Cont. Seven principles of active teaching (Weimer, 2002):
• Principle 5: Faculty Do More to Get
Students Learning from and with Each
Other
• Use collaborative and cooperative groups for
learning.
• Principle 6: Faculty Work to Create Climates
for Learning
• Create an environment of student accountability.
• Principle 7: Faculty Do More with Feedback