1. Teaching-Learning Process
Dr A.M.Kadri Professor Community Medicine Deptt.
P D U Medical College Rajkot

2. Our Teaching system ….

3. Learning Objectives of this presentation: Definition of Teaching -Learning How do we learn? How learning is retained by the learner? What are the learning styles? What are the basic principles of teaching? What are the basic principles of learning?

4. What is difference between
teaching and learning?

5. THANK YOU

6. Teaching is a process which facilitate learning by encouraging learners to think, feel and do.

7. Learning is a process resulting in some change or modification in the learner’s way of thinking, feeling and doing ( head, heart, hands). The change may be temporary or permanent.

8. TEACHING-LEARNING
Purpose of teaching is not merely passing on information or knowledge but the main purpose of teaching is to:
Help the students to acquire knowledge
Develop attitudes
Achieve skills
Establish habits

9. How do People Learn?

10. A: Nobody really knows.

11. THE LEARNING STYLE INVENTORY
Four phases in the learning process.
Experiencing: learning from experiences (Teaching)
Reflecting: judgment, taking different perspectives, looking for meaning.
Thinking: logically analyzing ideas, planning systematically, using concepts.
Acting: showing an ability to get things done, taking risks, influencing.
Based on experiential learning theory, developRed by David Kolb Ph.D.

12. Experiential learning cycle Kolb
Experience
Application Reflection
(Action)
Thinking(Generalization)
A resident has a clinical experience. He reflects on what happened and then considering past experiences he generalizes the new information learned to other situations. He then applies the new learning through a new approach to the same type of clinical experience. The circle actually becomes a spiral as new questions are generated leading to further learning.

13. Learning is not Straight …………………
…………………………………….It has curves

14. Learning is not Straight road.…..

15. Types of Learners Visual learners Auditory learners
Kinesthetic learners
Individual students may differ significantly in their preferred learning styles. Some students are highly visual and learn best from written or graphic presentations. Others are auditory learners who absorb information most easily when they hear it. A third group, called kinesthetic learners, prefers active learning with their hands and bodies. Many students are good at learning in multiple styles and may benefit most from a combination of several teaching approaches.
Identifying learning characteristics serves as a relatively stable indicator of how learners perceive, interact with, and respond to the learning environment. When a student first arrives at your practice, you may find it helpful to give them a quick one-page learning styles inventory to identify individual students’ learning characteristics. Click on the link to download, save, and print the learning styles inventory.

16. There are five primary learning styles: 1 visual(picture), 2 visual (text) 3 auditory verbal 5 kinesthetic

17. Learning Styles
Learning styles are simply different approaches or ways of learning, in which each individual learner begins to concentrate on, process, absorb, and retain new and difficult information.

18. Basic Principles of learning
Multi-sense learning
Relevance
Sequential learning
Active learning
Primacy and recency
Practice and Repetition
People Learn to Do Well Only What They Practice Doing.
Rebound effects of evaluation
What Students Learn Is Influenced by Their Existing Ideas

19. BASIC PRINCIPLES OF GOOD TEACHING PRACTICES
1. Encourages student-faculty contact. 2. Develop reciprocity and cooperation among students. 3. Encourages active learning. 4. Gives prompt feedback. 5. Emphasizes time on task. 6. Communicates high expectations. 7. Respects diverse talents and ways of learning. 19

20. Teacher-centered to Learner-centered

21. Learning Vector Diagram
assisting
monitoring
TEACHER’S STRATEGIES
supervising
This diagram demonstrates the sequence that teachers may use with their students.
Demonstrate the skill, providing the learner an opportunity to observe an “expert in action.” The student is in a passive role.
Supervise the learner, who is now given the opportunity to practice the skill under the teacher’s watchful eye. The learner is more actively engaged, but still highly dependent.
Monitor the learner by allowing him or her to perform the skill with as little interference from you as possible. This is known as “performance on a leash”.
Assist the learner in perfecting the skill. Allow the student to work independently while still remaining available.
demonstrating
Performance on a leash
Performance with a parachute
observation
practice
LEARNER’S COMPETENCE
High
Low 21

22. Confucius says - I hear …. I forget.. I see …. .. I remember
I do .. ……I truly understand

23. Are your teaching sessions …… ???

24. Are your teaching sessions …… ???

25. Are your teaching sessions …… ???

26. Are your teaching sessions …… ???

27. Are your teaching sessions …… ???

28. Design your teaching strategies based on Learning Objectives & understanding of students behaviors and needs!

29. “A teacher can never truly teach, unless he is still learning himself”

30. Adult Learning
what is it?

31. Adult learning

32. Childhood Learning Rote memory Repetition Testing as feedback
Gathering building blocks
Vertical and additive?

33. Adult Learning Conceptual Contextual Continuous
Horizontal and integrated?

34. Andragogy Vs Pedagogy The art & science of teaching Adults Vs Child
Process-based rather Vs
Content-based

35. Androgogy vs. Pedagogy Androgogy Pedagogy Informal and cooperative
Learners are independent and
self-directed
Evaluation through self-assessment
Learners
intrinsically motivated
Pedagogy
Formal
Learners are dependent and directed by teacher
Evaluation is external (teachers, tests)
Learners extrinsically motivated (grades)
In the next two slides, I hope to further distinguish these two terms for you, by contrasting pedagogy, the learning of childhood, with andogogy, which Knowles argues characterizes adult learning.
Contrast lists….go back and forth
Go to next page….

36. Androgogy vs. Pedagogy Androgogy Pedagogy
Learners have own rich experience, used as a resource
Value learning that is relevant to every day life
Learning centers on a particular problem
Pedagogy
Learners inexperienced
Value learning that is put upon them
Learning centers on a particular subject
Contrast lists….go back and forth
These lists draw attention to an important theme which is that adult learners are truly autonomous and driven by their own aims

37. Understanding the Adult learners…
Have a foundation of life experiences and knowledge
Are relevancy-oriented
Are practical
Problem centered
Are goal-oriented

38. Understanding the Adult learners…
Are more independent
Self-directed
Need to be respected
Need feedback

39. Principles of Andragogy
Adults need to be involved in the planning and evaluation of their instruction.
Experience (including mistakes) provides the basis for learning activities.
Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
Adult learning is problem-centered rather than content-oriented.
Capitalize on the experience of participants.

40. And….
While you are brought here because you are teachers, don’t forget that you are also adult learners.
Whatever you wrote on that notecard is your self-motivating force, your relevant problem or challenge, and the thing that you will evaluate yourself by. So make sure to keep whatever is on your notecard in mind as you direct your course so that you can continue to learn, even as you teach. I wish you much luck and I am happy to take your questions!

41. Adult learning Winston Churchill
“Personally, I'm always ready to learn, although I do not always like being taught ”
Winston Churchill