1. DR. OLFAT SALEM L. MONA AL-ASEERI NURSING ADMINISTRATION & EDUCATION DEPT.

2.  Learning takes place when the behavior of an individual changes as a result of an experience or a sequence of experience within specific environment. Teaching facilitates this change process by controlling these experiences and choosing or manipulating the surrounding environment.

3.  Informal X Formal  Permanent change X Expected changes in student behaviors  Controlled by learner X Controlled by teacher  Guidance X Facilitation  Interaction X Cooperative and collaborative

4.  Content  Interaction  Thinking skills

5. Helps the learner to able to:  Acquire, retain, and to use knowledge  Understand, analyze, synthesize and evaluate information  Achieve technical skills  Develop attitudes and habits

6.  Create a comfortable, non threatening learning climate  Involve participants\students in planning their training  Allow them to engage in self-diagnosis  Give them an opportunity to evaluate their own learning  Give them an opportunity to set their own objectives

7.  Help participants\students to see how the training will help them  Make the learning relevant to participants \ students  Use their experiences by asking them to share examples  Use learner-centered activities and structured experiences and by providing them with many opportunities to master the content.

8. Class activity Mind Map Exercise to identify factor affecting the teaching/ learning process (15 minutes)

9.  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.  Thin briefly Mind Map what factors that affect your achievement.

10. Factors YesNo Context All factors outside the classroom that might influence teaching & learning) Community (size,region) Family( mother education, income, academic expectation) Input Qualities or characteristics of teacher and student bring with them to the classroom ) Teacher characteristics Student characteristics Process teacher and student behaviors in the classroom as well as some other variables such as Classroom climate and teacher & student relationship Teacher behaviors Student behaviors Classroom climate Teacher & Student relationship

13. 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):

14.  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: Faculty Do More Modeling  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

15.  Can support a shift in the classroom from superficial surface learning to transformative deep learning.  Superficial surface learning depend on  Identification, memorization and recall  transformative deep learning depend on  Understanding(why how)

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

17. 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

18.  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.