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 ?
