Teaching the Educator

1
Teaching the Educator

• Section 2

2
Motivation in the Classroom
Handout page II.1
3
Communication Skills for Teachers
4
Non-Verbal Skills

• Body language
• Facial expressions
• Voice tone and quality

5
Verbal Skills

• Clear concise instructions
• Use understandable vocabulary
• Present information in a logical sequence

6
Techniques For Self-Assessment

• Ask students for evaluation
• Videotape then evaluate
• Peer evaluation

7
In Class Exercise

• Domino Pattern

8
Qualities of Teachers of Adults

• Relate to students on adult level
• Value students previous experiences
• Create an adult environment
• Know abilities and limitations of each student
• Expect students to contribute
• Expect students to accept responsibility
• Give students responsibility for learning

9
Characteristics of Adult Learners

• May have
• Low self-esteem
• Prejudices
• Fearfulness
• Anxiety
• Few past academic
• successes

• Motivated
• Goal directed
• Need time to internalize
• See relationships

10
Elder Abuse
Handout Definitions of Elder Abuse in Section V

• Definition Six Types
• Verbal Abuse
• Sexual Abuse
• Physical Abuse
• Mental Abuse
• Involuntary Seclusion
• Neglect
• Review A Model Abuse Prevention Program for
  Nursing Assistants (front of binder)

11
Quiz on Abuse
12
Teaching Techniques
Handout page II.2

• Also known as
• Teaching Strategies

13
Teaching Strategies
Handout page II.2

• The techniques strategies used by the teacher
  that enable the learner to achieve the behavioral
  objectives of knowledge, skills, and attitudes.

• Various learning outcomes require different
  types of learning.
• Strategies motivate learners to use
  particular perceptual-cognitive processes.

14
Direct Instruction

• Face-to-face teacher communication and
  interaction such as

• Live Lecture
• Live Demonstration
• Clinical Practicum
• Discussion

15
Indirect Teaching Strategies

• Slides or filmstrips
• Overhead transparencies
• Books
• Games
• Models, simulators
• Programmed instruction
• Role play

• Video
• Audio recordings
• Audio-conferencing
• Modular instruction
• Multimedia

16
Teaching Strategies

• Direct attention
• Prompt a response
• Motivate
• Evaluate
• Stimulate thinking

• The means of message delivery a means to the
  end, the learning outcome

17
GOAL To provide conditions for learning through
direct and indirect teaching strategies.

• Start each class with review preview
• Have fun teaching
• Write clearly
• Start each class with a bang
• Paraphrase student questions

• Maintain eye contact
• Ask for feedback
• Be positive
• Use in-class exercises
• Pause after questions
• Physical characteristics of the teacher

18
Strategies and Primary Sensory Input
19
Teaching StrategyUse of Video in the Classroom
Advantages

• Fosters self-expression by the learner
• Powerful tool for motivating learners!
• Compatible with multiple learning styles because
  it uses sight and sound
• Can be kinesthetic if interactive

• Fast and easy repetition of key segments
• Ability to pause and discuss
• Great variety
• Hands-on and experiential
• Fosters creativity
• Ability to use in distance learning

20
Teaching StrategyUse of Video in the Classroom
Disadvantages

• Can be tempting to take the place of teaching a
  lesson
• More difficult to maneuver than disc
• Breaks down over time

21
Presentation of a Video

• Before activity prepare and preview
• Be sure teacher is familiar with the video
• During activity participate and pause
• Stop and discuss after 10-15 minute segments
• After activity practice and extend
• Create activities to bring the goals into light
  and reinforce the message you want to bring out

22
More Tips

• Video is not a substitute for teacher nor a
  babysitter.
• Be familiar with the video.
• Physical Setting
• v Pay attention to lighting. When the light is
  on, the mind is on.
• v One monitor for each 12-15 students
• v 20 inch monitor
• Teacher is in the room, presence is knownand
  teacher is central.

23
Remember to give feedback
Handout page II.3

• 69 Ways to Say Very Good

24
Learning Pyramid Retention
Handout page II.4
Lecture 5
Reading 10
Audio-Visual 20
Demonstration 30
Discussion Group 50
Practice by Doing 75
Teach Others 90
25
Preparing to Teach a Course

• Prepare evaluation tools
• Select instructional materials
• Schedule AV equipment
• Plan your schedule

• Review curriculum
• Develop syllabus
• Locate classroom
• Select clinical sites
• Prepare lesson plans

26
Syllabus
Handout page II.5

• Title of course
• Dates course begins and ends
• Goals of the course
• List textbooks used
• List reference books suggested
• Outline of course
• How students will be evaluated

27
Grading Policy

• Statement for syllabus
• Handout II.5 Sample Course Syllabus

28
Selecting Clinical Teaching Strategies
29
Clinical Instruction

• Clinical Laboratory
• Demonstration
• Teaching in the Clinical Setting
• Planning
• Directing
• Evaluating

30
Clinical Laboratory Demonstration example Blood
Pressure
Handouts page III.11 Demonstration Guidelines
page IV.4 (Checklist for Measuring BP)

• Demonstration of Blood Pressure Measurement
• Review Demonstration Guidelines
• Review Checklist for Measuring Blood Pressure

31
Demonstration Guidelines

• Show explain
• Perform the demonstration slowly
• Be sure to explain new terms
• Emphasize safe practices
• Be definite
• Question students

32
Demonstration Guidelines (cont.)

• Watch for nonverbal clues
• Set up standards of workmanship
• Encourage your students
• Summarize the steps and key points
• Ask summarizing questions

33
Demonstration practice How to measure a blood
pressure
34

• Be flexible, creative, and open to seeing things
  in new and different ways.
• Inventiveness Quotient Test
• (IQ TEST)