1. One to One Instruction Tara Major Michelle Lewis

2. Definition Involves delivering information specifically designed to meet the needs of an individual learner An opportunity for both the teacher and the learner to communicate Knowledge Ideas Feelings

3. Cognitive Learning Theory One-to-one instruction changes a person’s cognition Directed by the learner Involves perceiving information through interpretation and reorganization Encompasses three domains of learning

4. Cognitive Domain Knowledge Comprehensive Application Analysis Synthesis Evaluation

5. Affective Domain Receiving Responding Valuing Organization Characterization

6. Psychomotor Domain Perception Set Guided Response mechanisms and complex overt response Adaptation Origination

7. 10 Practices for Successful One to One Instruction Ensure that the learner is ready to learn Don’t teach people what they already know Respect the learner’s personal space Respect the learner’s need to become independent Explain each step when the learner comes to it

8. 10 Practices (con’t) Go slowly, check comprehension, and review if necessary Make learners comfortable with the fact that they have to learn something Make the person comfortable with her/his ability to learn Use humor, and respect the learner’s stress level Know when to quit, and practice good exit strategies

9. Possible Settings Offices Classroom Clinical settings Community Outreach Homecare Primary Care Offices Hospitals Nursing Homes

10. Advantages The pace and content of teaching can be tailored to meet individual needs. Ideal as an intervention for initial assessment and ongoing evaluation of the learner. Good for teaching behaviors in all three domains of learning. Especially suitable for teaching those who are learning disabled, low literate, or educationally disadvantaged. Provides opportunity for immediate feedback to be shared between the teacher and the learner.

11. Limitations The learner is isolated from others who have similar needs or concerns. Deprives learners of the opportunity to identify with others and share information, ideas, and feelings with those in like circumstances. Can put learners on the spot because they are the sole focus of the teacher’s attention. Questioning may be interpreted by the learner as a technique to test their knowledge and skills. The learner may feed overwhelmed and anxious if the educator makes the mistake of cramming too much information into each session.

12. Evaluation Instruction should be specific and time should be given for an immediate response from the learner. If the response is explained back to the teacher, learning has taken place (Bastable, 2008). Question and answer session for the exchange of information

13. Conclusion One-to-One Instruction is a highly individualized teaching strategy, that uses all domains of learning. If a student is made to feel comfortable and the ten practices are used, many of the limitations are minimized. This allows the goal of educating to occur.

14. Reference Page Bastable, S. S., (2008), Nurse as Educator, Principles of Teaching and Learning for Nursing Practice, (3 rd ed.) Hough, T. T., (2008), Targeting adolescents’ literacy skills using one- to-one instruction with research-based practices. Journal of Adolescent & Adult Literacy. 51: (8), 640-50. Campbell, S., Fyfe, D., (2002), Teaching at the Computer: Best Practices for One-on- One Instruction in Reference. Canadian Library Association, Feliciter. (1), 26-28. Woodard, B. S., Arp. L., (2005, Spring). One-on-One Instruction, From the Reference Desk to Online Chat. Vol 44. 3, 203-209. Carroll, E. (2006, March). A Video is worth a Thousand Words., Oncology Nurse Forum, 33 (2), 394-395. Retrieved June 18, 2009, from Health Source: Nurse/Academic Edition database. Reading Recovery Council of North American:2006. One-to-One Instruction is Superior to Small-Group Intervention for Struggling Young Readers: It Makes a Difference. http://www.readingrecovery.org http://www.readingrecovery.org