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MIDTERM – MODULE 2: TEACHING and LEARNING in HEALTHCARE PRACTICE

Lesson 3: Principles of Good Teaching Practice and Learning Process

A. Barrier to Teaching and Obstacles to Learning
B. Principles of Learning
C. Learning Theories
D. Types of Learning
E. Learning Styles of Different Age Groups

Lesson 4: Planning Classes

A. Developing a Course Outline/Syllabus
B. Formulating Course Objectives
C. Selecting Content
D. Selecting Teaching Methods
E. Choosing a Textbook/References

Lesson 3: Principles of Good Teaching Practice and Learning Process

THE SEVEN (7) PRINCIPLES OF GOOD TEACHING PRACTICE
1. Encourage student-faculty contact
✓ There can be significant contact during class time.
✓ May be limited due to:
• heavy faculty and student workloads
• increase in online learning
• lack of institutional reward for faculty who spend extra time with students.
2. Encourage cooperation among students
✓ Refers to collaborative learning, group studies, and group projects.
3. Encourage active learning
✓ Refers to enabling students to actively manipulate the content they are learning
✓ It may include:
• Talking about the material
• Writing
• Outlining
• Applying
• Asking questions
• Acting it out
• Reflecting
4. Give prompt feedback
5. Emphasize time on task
✓ Ensuring that students know how much time they should spend learning particular
material.
✓ Encouraging them to take studying and practice seriously
6. Communicate high expectations
✓ Learners should be told that they are expected to work hard, and specific expectations
should be clearly stated.
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7. Respect diverse talents and ways of learning

✓ Learners have different learning styles
✓ Teacher uses a variety of teaching strategies and assignments to meet the needs of diverse
learners.
A. Barrier to Teaching and Obstacles to Learning

1. Lack of time to teach

➢ Early discharge from in-patient and out-patient settings
➢ Schedules and responsibilities of health professionals are very demanding
➢ Finding time to allocate to teaching is very challenging in light of other work demands and
expectations.
2. Many health professionals admit that they do not feel competent or confident with their teaching
skills.
3. Personal characteristics of the health professional educator play an important role in determining
the outcome of a teaching-learning interaction.
➢ Prime factors in determining success of any educational endeavor:
1. Determination to teach
2. Skill in teaching
4. Low priority to patient and staff education.
➢ Budget allocations for educational programs remain tight and can interfere with the
adoption of innovative and time-saving strategies and techniques.
5. Environment where health professionals are expected to teach is not always conducive to carrying
out the teaching-learning process.
➢ Lack of space
➢ Lack of privacy
5. Environment where health professionals are expected to teach is not always conducive to carrying
out the teaching-learning process.
➢ Noise
➢ Frequent interferences caused by client treatment schedules and staff work demands
6. Absent of 3rd party reimbursement to support patient education.
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7. Some health professionals question whether patient education is effective as a means to improve
health outcomes.
8. The type of documentation system used by healthcare agencies has an effect on the quality and
quantity of patient teaching.
➢ Communication among healthcare providers regarding what has been taught needs to be
coordinated and appropriately delegated so that teaching can proceed in a timely, smooth,
organized, and thorough fashion.

B. Principles of Learning
1. Use several senses
✓ % of how much students will retain:
• Reading - - - - - - - - - - - - - 10%
• Hearing ----------- 20%
• Seeing - - - - - - - - - - - 30%
• Seeing & hearing - - - -- - 50%
• What they say - - - - - - - - 70%
• What they say as they do something - - - - 90%
2. Actively involve the learners in the learning process
✓ The more interactive the educational experience, the greater the likelihood of success.
✓ Use methods that engage the participants:
• Discussion
• Role-playing
• Small group discussion
• Question and answer
3. Provide an environment conducive to learning
✓ Learning takes place best when people are comfortable and extraneous interference is kept to a
minimum.
• Good lighting & temperature control
• Comfortable seating with enough space between seats
• Free of unpleasant odors
• Free from signs of deterioration
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• Should have a sound system

4. Assess the extent to which the learner is ready to learn

▪ Learner should be emotionally and physically ready.
5. Determine the perceived relevance of the information
▪ Adults are generally willing to learn if they perceive the information or skill being taught
as relevant to their lives in some way.
6. Repeat information
▪ Information can be repeated throughout the educational session by referring back to
material that was previously discussed.
7. Generalize information
▪ Information is more readily learned if it is applied to more than one situation.
8. Make learning a pleasant experience
▪ This can be accomplished through frequent encouragement and positive feedback.
9. Begin with what is known; move toward what is unknown
▪ Information should be presented in an organized fashion.
o Begin with the basics or general information that is known and move toward new
information.
10. Present information at an appropriate rate
▪ The rate at which you should teach new information depends on:
▪ Time frame available
▪ Physical limitations of the learners
▪ Education level
▪ Prior experience or familiarity with the information

C. Learning Theories
Learning theories are a set of principles that explain how best a student can acquire, retain and
recall new information.
There are 3 main schema of learning theories;
1. Behaviorism
❖ Behaviorism is based on the idea that knowledge is independent and on the exterior of the
learner.
❖ In a behaviorist’s mind, the learner is a blank slate that should be provided with the
information to be learnt.
❖ Through this interaction, new associations are made and thus learning occurs.
❖ Learning is achieved when the provided stimulus changes behavior. A non-educational
example of this is the work done by Pavlov.
❖ Through his famous “salivating dog” experiment, Pavlov showed that a stimulus (in this
case ringing a bell every time he fed the dog) caused the dog to eventually start salivating
when he heard a bell ring.
❖ The dog associated the bell with being provided with food so any time a bell was rung
the dog started salivating, it had learnt that the noise was a precursor to being fed.
❖ Behaviorism involves repeated actions, verbal reinforcement and incentives to take part.
❖ It is great for establishing rules, especially for behavior management.
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2. Cognitivism
❖ Cognitivism focuses on the idea that students process information they receive rather than
just responding to a stimulus, as with behaviorism.
❖ There is still a behavior change evident, but this is in response to thinking and processing
information.
❖ In cognitivism theory, learning occurs when the student reorganizes information, either by
finding new explanations or adapting old ones.
❖ This is viewed as a change in knowledge and is stored in the memory rather than just being
viewed as a change in behavior.
❖ Cognitive learning theories are mainly attributed to Jean Piaget.
❖ Examples of how teachers can include cognitivism in their classroom include linking
concepts together, linking concepts to real-world examples, discussions and problem-
solving.

3. Constructivism.
❖ Constructivism is based on the premise that we construct learning new ideas based on our
own prior knowledge and experiences.
❖ Learning, therefore, is unique to the individual learner.
❖ Students adapt their models of understanding either by reflecting on prior theories or
resolving misconceptions.
❖ Students need to have a prior base of knowledge for constructivist approaches to be
effective.
❖ As students are constructing their own knowledge base, outcomes cannot always be
anticipated, therefore, the teacher should check and challenge misconceptions that may
have arisen.
❖ Examples of constructivism in the classroom include problem-based learning, research and
creative projects and group collaborations.
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Behaviorist Theories
1. Watson and Pavlov
➢ defined learning as a more or less permanent change in behavior
➢ they postulated that behavior is a result of a series of conditioned reflexes, and all
emotion and thought are a result of behavior learned through conditioning.
2. Thorndike and Skinner (Reinforcement Theorists or Radical Behaviorists)
➢ Proposed that stimulus-response bonds are strengthened by reinforcements such as
reward or punishment
➢ Skinner hypothesized that behavior that is rewarded is more likely to reoccur.
Cognitive Learning Theories
1. Ausubel (1963) (Subsumption Theory of Meaningful Verbal Learning)
➢ Proposed that new information is subsumed into existing thought and memory
structures
➢ Meaningful learning is thought to occur only if existing cognitive structures are
organized and differentiated
Example:
o To learn and remember information about aseptic technique, the person would
have to have some memory and understanding of germ theory and be able to
differentiate helpful from harmful germs.
2. Rumelhart (1980) (Schema or Schemata)
➢ Developed the concept of Schema or Schemata
➢ Schemata are knowledge structures that store concepts, and the knowledge of how to use
them in memory.
Examples:
o Remembering how to bottle-feed an infant
o Remembering the route to work
o Remembering patterns of facts or visual, auditory, or tactile cues
3. Rumelhart and Norman
➢ Delineated (3) kinds of learning based on Schema Theory:
1. Accretion
• New information is learned.
• No changes are made to existing knowledge
2. Tuning (Schema Evolution)
• Existing schemata are refined throughout the lifespan as new situations
and issues are encountered.
3. Restructuring (Schema Creation)
• Is the development of new schemata by copying an old schema and
adding new elements that are different enough to warrant a new schema.
Bloom’s Domains of Learning
 Benjamin Bloom, first proposed three domains of learning;
1. Cognitive Domain
o The Cognitive Domain (Bloom’s Taxonomy)
• This was the first domain to be proposed in 1956.
• It focuses on the idea that objectives that are related to cognition could be
divided into subdivisions and ranked in order of cognitive difficulty.
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• The original subdivisions are as follows (knowledge is the lowest with

evaluation being the most cognitively difficult):
 Knowledge
 Understanding
 Application
 Analysis
 Synthesis
 Evaluation
• However, there was a major revision of the subdivisions in 2000-01 by
Bloom’s original partner, David Krathwohl and his colleague, Lorin
Anderson (Anderson was a former student of Bloom’s).
• The updated taxonomy is as follows:

2. Affective Domain
• The affective domain (sometimes referred to as the feeling domain) is concerned
with feelings and emotions and also divides objectives into hierarchical
subcategories. It was proposed by Krathwohl and Bloom in 1964.
• The full ranked list is as follows:
o Receiving.
▪ Being aware of an external stimulus (feel, sense, experience).
o Responding.
▪ Responding to the external stimulus (satisfaction, enjoyment,
contribute)
o Valuing.
▪ Referring to the student’s belief or appropriation of worth
(showing preference or respect).
o Organization.
▪ The conceptualizing and organizing of values (examine, clarify,
integrate.)
o Characterization.
▪ The ability to practice and act on their values. (Review, conclude,
judge).
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3. Psychomotor Domain
o The psychomotor domain refers to those objectives that are specific to reflex
actions, interpretive movements and discreet physical functions.
o Psychomotor learning refers to how we use our bodies and senses to interact
with the world around us, such as learning how to move our bodies in dance or
gymnastics.

Constructivist Theories
✓ Proposes that individual learners actively constructs their own learning on the basis of their prior
knowledge and experiences, and interaction with their environment.
✓ Constructivist theorists believe that in order for learning to take place, new information must tie
into existing values, beliefs and knowledge.
✓ In constructivism, the learner is an active manipulator of information.
✓ The Stage Theory of Information
 The core of this theory is that information is both processed and stored in (3) stages:
o Sensory memory
• Fleeting
• Objects we SEE may last only for ½ a second
• Things we HEAR may remain in sensory memory for about 3 sec.
• For these sensations to be passed on to the next level of short-term
memory (sometimes called working memory), they must be of some
interest to the person or must activate a known schema.
o Short-term memory
• Lasts about 20 sec.
o Long-term memory
• Firmly tied to an existing schema in the brain.
✓ Piaget’s Theory of Cognitive Development (Cognitive Constructivist)
 The Sensorimotor Stage runs from birth to 2 years and the child spends their time
learning basic Schemas and Object Permanence (the idea that something still exists when
you can’t see it).
 The Preoperational Stage runs from 2 years to 7 years and the child develops more
Schemas and the ability to think Symbolically (the idea that one thing can stand for
another; words for example, or objects).
o At this point, children still struggle with Theory of Mind (Empathy) and can’t
really get their head around the viewpoints of others.
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 The Concrete Operational Stage runs from 7 years to 11 years and this is the Stage when
children start to work things out in their head rather than physically in the real world.
o They also develop the ability to Conserve (understand that something stays the
same quantity even if it looks different).
 The Formal Operational Stage runs from 11 years into adulthood and this is where
abstract thought develops, as does logic and hypothesis testing.

According to Piaget, the whole process is active and requires the rediscovery and reconstructing of
knowledge across the entire process of Stages.

✓ Vygotsky’s Theory of Learning (Social Constructivist)

o He reckons that social learning is an integral part of cognitive development and it is
culture, not developmental Stage that underlies cognitive development.
o Because of that, he argues that learning varies across cultures rather than being a
universal process driven by the kind of structures and processes put forward by Piaget.
o What are crucial in this learning theory are the ideas of:
▪ The Zone of Proximal Development (ZPD)
▪ The More Knowledgeable Other (MKO)
▪ Scaffolding
o Zone of Proximal Development - the social environment in which children learn has a
massive impact on how they think and what they think about.
▪ For Piaget, thought drives language but for Vygotsky, language and thought
become intertwined at about 3 years and become a sort of internal dialogue for
understanding the world.
▪ Vygotsky talks about Elementary Mental Functions, by which he means the
basic cognitive processes of Attention, Sensation, Perception and Memory.
▪ Example:
• Western cultures tend towards note-taking, mind-maps or mnemonics
whereas other cultures may use different Memory tools like storytelling.
o The More Knowledgeable Other (MKO) can be (but doesn’t have to be) a person who
literally knows more than the child. Working collaboratively, the child and the MKO
operate in the Zone of Proximal Development (ZPD), which is the bit of learning that the
child can’t do on their own.
o As the child develops, the ZPD gets bigger because they can do more on their own and
the process of enlarging the ZPD is called Scaffolding.
o Scaffolding - For Vygotsky, language is at the heart of all this because
▪ it’s the primary means by which the MKO and the child communicate ideas and
▪ internalizing it is enormously powerful in cementing understanding about the
world.
• That internalization of speech becomes Private Speech (the child’s “inner
voice”) and is distinct from Social Speech, which occurs between people.
▪ the bottom line here is that the richer the sociocultural environment, the more
tools will be available to the child in the ZPD and the more Social Speech they
will internalize as Private Speech.
▪ the learning environment and interactions are everything.
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D. Types of Learning & E. Learning Styles of Different Age Groups

Common Concepts of Cognitive Theories:
1. Learning
o The acquisition of knowledge and skills that changes a person’s behavior (behaviorist)
o Acquisition of knowledge than on the resulting behavior change (cognitive theory)
o “The process whereby novices become more expert” (Breur, 1993)
▪ Has led to the belief that learning does not follow the same principles and path in
every circumstance
▪ The amount of knowledge and understanding you already possess on a subject
will have a tremendous influence on what and how you learn (domain-specific
learning)
o
2. Intelligence
o An innate ability that predicts success in learning
o Multiple Intelligences (Gardner, 1992)
▪ Linguistic – sensitivity to and mastery of words and language
▪ Logical-Mathematical – reasoning deductively and recognizing abstract patterns
▪ Spatial – creating and manipulating mental images
▪ Aural-auditory/Musical – understanding and creating music
▪ Bodily-Kinesthetic – skilled coordination of movement and awareness of the
body
▪ Interpersonal – understanding relationships and communication
▪ Intrapersonal – understanding one’s own feelings and emotions
o Visual Learners - they tend to see positive educational outcomes when they are presented
with summarizing charts and diagrams rather than sequential slides of information
o Auditory Learners - often find success in group activities where they are asked to discuss
course materials vocally with their classmates, and they may benefit from reading their
written work aloud to themselves to help them think it through.
o Reading/Writing Learners - Reading/writing-oriented students should be encouraged to
take copious notes during classroom lectures to help them both process information and
have an easier time recalling it later.
o Kinesthetic Learners - Because of their active nature, kinesthetic learners often have the
most difficult time succeeding in conventional classroom settings.
▪ Some educators have found success encouraging kinesthetic learners to utilize
flashcards for subjects like math and English to make rote memorization into an
interactive experience.
▪ These students also often thrive in scientific subjects with lab components, as the
skills-based, instructional training that occurs in these settings engages them in
productive ways.
o Theory of Successful Intelligence (Sternberg, 2003)
▪ The ability to be successful in life within the person’s own culture and based on
the person’s goals
▪ Subsets:
1. Analytical Intelligence
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2. Creative intelligence
3. Practical intelligence
3. Metacognition
o Thinking about one’s thinking
o A process learners use to gauge their thinking while reading, studying, trying to learn, or
problem solving
o Metacognitive skills:
▪ Analysis of what the learning task involves
▪ Planning an approach to the task
▪ Reflecting on the material learned
▪ Monitoring learning progress
o Some people are intelligent novices

❑ Summary of the Relationship between Intelligence and Metacognition as Predictors of Learning

❖ Metacognition is part of intelligence therefore state that intelligence alone is the best
predictor of learning
❖ Intellectual ability and metacognitive ability are not related and are separate predictors of
learning
❖ There is a mixed model in which metacognitive ability is related to intelligence to some
degree
4. Memory
o There is consolidation function in the memory process
▪ Items are stationed in memory
o Typical Retention/ Forgetting Curve

o The more we connect new information to old, the more we ruminate over new information.
o The more frequently we recall and think about it, the more long lasting it will be.
o If you were given the following list of 10 words and studied them for a minute, you could
probably recite about 7 of them from memory a few seconds later.
• Tree Battery
• Closet Lake
• Food Book
• Road Chicken
• Boy Chair
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o Chunking
• Chunks – formed when information is clustered into patterns
• If you were to form chunks by grouping the words in some meaningful way, you
remember even more.
• E.g.
• Boy, Chicken, Tree (living things)
• Closet, Chair (elements of a house)
• Food, Book (things you desperately need)
• Battery, Road, Lake (you need a battery in your car to ride the
road that takes you to the lake)
o Forgetting
• Reasons:
• Weakening of networks in the brain
• New memories interfere with old ones
• Not having the right stimulus or cue
• Intent to learn partly

5. Transfer
o The ability to take information learned in one situation and apply it to another
o Factors to successful transfer:
▪ The extent to which the material was originally learned
▪ The ability to retrieve information from memory
▪ The way in which the material was taught and learned
▪ The setting in which the material was taught and learned
▪ The similarity of the new situation to the original

A Model of Adult Learning

• Malcolm Knowles (1984)
• Adopted the term andragogy to differentiate the teaching of adults from pedagogy, the teaching of
children
• Comparison of Pedagogy to Andragogy According to Knowles:
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Learning Prepositions with Which Most Psychologists Agree

1. “Behaviors which are rewarded (reinforced) are more likely to occur.”
2. “Sheer repetition without indications of improvement or any kind of reinforcement is a poor way
to attempt to learn.”
3. “Threat and punishment have variable and uncertain effects upon learning; they may make the
punished response more likely or less likely to recur; they may set up avoidance tendencies
which prevent further learning.”
4. Reward (reinforcement) to be most effective in learning, must follow almost immediately after
the desired behavior and be clearly connected with that behavior in the mind of the learner.”
5. “Learners progress in any area of learning only as far as they need to in order to achieve their
purposes. Often they do well enough to ‘get by’; with increased motivation they improve.”
6. “Forgetting proceeds rapidly at first– then more and more slowly; recall shortly after learning
reduces the amount forgotten.”
7. “Learning from reading is facilitated more by time spent recalling what has been read than by
rereading.”
8. The best way to help pupils form a general concept is to present the concept in numerous ways
and varied situations, contrasting experiences, with and without the concept, then to encourage
precise formulations of the general idea and its application in situations different from those in
which the concept was learned.”
9. “When children and adults experience too much frustration, their behavior ceases to be
integrated, purposeful and rational.
o Blindly they act out their rage, discouragement or withdrawal.
o The threshold of what is ‘too much’ varies;
o it is lowered by previous failures.”
10. “No school subjects are markedly superior to others for ‘strengthening mental powers.”
o General improvement as a result of study in any subject depends on instruction designed
to build up generalizations about principles, concept formation, and improvements of
techniques of study, thinking, and communication.”
11. “What is learned is most likely to be available for use if it is learned in a situation much like that
in which it is to be used and immediately preceding the time when it is needed.”
12. “Children (and adults even more) remember new information which confirms their previous
attitudes better than they remember new information which runs counter to their previous
attitudes.”
13. “Adults need to know the need to learn something before undertaking to learn it.”

TYPES OF LEARNING
Gagne’s Conditions of Learning (1970)
1. Signal Learning (conditioned response)
o The person develops a general diffuse reaction to a stimulus
2. Stimulus-Response Learning
o Involves developing a voluntary response to a specific stimulus or a combination of stimuli
3. Chaining
o The acquisition of a series of related conditioned responses or stimulus-response connections
4. Verbal Association
o A type of chaining and is easily recognized in the process of learning medical technology
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5. Discrimination Learning
o The process wherein the person has to be able to discriminate large numbers of stimulus-
response or verbal chains
6. Concept Learning
o Learning how to classify stimuli into groups represented by a common concept
7. Rule Learning
o Rule – considered a chain of concepts or a relationship between concepts
8. Problem Solving
o To solve problems, the learner must have a clear idea of the problem or goal being sought and
must be able to recall and apply previously learned rules that relate to the situation
o A process of formulating and testing hypotheses

LEARNING STYLES
Learning Style – a habitual manner in which learners receive and perceive new information, process it,
understand it, value it, store it, and recall it.

Learning Style Models:

✓ Holistic (Global) Thinkers
▪ Want to get the whole picture quickly or get the gist of things
▪ Want to see broad categories before the details
▪ Process information simultaneously rather than in a step-by-step manner
▪ Need to see how new information connects to what they already know and value
▪ Retain an overall or global view of information
✓ Analytic Thinkers
▪ Process the details of a picture, outlining the component parts in a logical progression
▪ Perceive information in an objective manner and do not need to connect it to their
personal values or experiences
✓ Verbal Approach
▪ Represent, in their brains, information they read, see, or hear in terms of words or verbal
associations
✓ Visual Approach
▪ Experience information they read, see, or hear in terms of mental pictures or
images

Kolb’s Theory of Experiential Learning

▪ 4 abilities for learning effectively:
1. Concrete Experience (CE) abilities: Learning from actual experience
2. Reflective Observation (RO) abilities: Learning by observing others
3. Abstract Conceptualization (AC) abilities: Creating theories to explain what is
seen
4. Active Experimentation (AE) abilities: Using theories to solve problems
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➢ 4 Learning Styles
1. Converger
▪ learns by Abstract Conceptualization (AC) and Active
Experimentation (AE)
▪ Is good at decision making and problem solving and likes dealing
with technical work rather than interpersonal relationships
2. Diverger
▪ Stresses Concrete Experience (CE) and Reflective Observation(RO)
▪ Excels in imagination and awareness of meaning
▪ Is feeling oriented and people oriented and likes working in groups
3. Accommodator
▪ Relies heavily on Concrete Experience (CE) and Active
Experimentation (AE)
▪ Likes to actively accomplish things, often using trial-and-error
methods to solve problems
▪ May be impatient with other people
▪ Acts on intuition and is a risk taker
4. Assimilator
▪ Emphasizes Abstract Conceptualization (AC) and Reflective
Observation (RO)
▪ Strengths are in inductive reasoning, creating theoretical models,
and integrating ideas
▪ Prefers playing with ideas to actively applying them
▪ More concerned with ideas than with people

“Kolb’s Learning Styles”

Gregorc’s Cognitive Styles Model

▪ The mind has the mediation abilities of perception and ordering: that is, the perception
and ordering of knowledge affects how the person learns
▪ Perception ability – the way you grasp incoming stimuli; on a continuum ranging from
abstractness to concreteness
▪ Ordering ability – the way you arrange and systematize incoming stimuli; on a continuum
from sequence to randomness
4 Mediation Channels
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1. Concrete Sequential (CS)

2. Concrete Random (CR)
3. Abstract Sequential (AS)
4. Abstract Random (AR)

“Gregorc’s Cognitive Styles Model”

1. Concrete Sequential Learners

▪ Like highly structured, quiet learning environments, and do not like being
interrupted
▪ Often focus on details
▪ Like concrete learning materials, especially those that are visual
▪ May interpret words literally
2. Concrete Random
▪ Intuitive, use trial-and-error methods and look for alternatives
▪ Tend to order new information mentally into a three-dimensional pattern
3. Abstract Sequential
▪ Holistic thinkers who seek understanding of incoming information
▪ Need consistency in the learning environment and do not like interruptions
▪ Have good verbal skills and are logical and rational
4. Abstract Random
▪ Think holistically and benefit greatly from visual stimuli
▪ Like busy, unstructured learning environments and are often focused on personal
relationships

Field-Independent/ Dependent Model

▪ A cognitive style model associated primarily with Herman Witkin (1976)
✔ identified a continuum of perception that ranges from field-independent style in
which items are perceived relatively independent of their surrounding field, and
a field-dependent style in which a person has difficulty perceiving items aside from
their surrounding field
❖ Field-Dependent Style - more global
❖ Field-Independent Style – more analytical
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Differences Between Field-Independent and Field-Dependent Learning Styles

Matching Learning Styles to Instruction

❖ Some students have shown increased levels of student achievement when learners with
strong preference for a certain style were matched with a similar teaching or testing style
❖ More student satisfaction when the teacher matches the student’s learning style, but some
have not
How Useful is Learning Style
❖ Many are still skeptical about the usefulness of learning style theory at this point in its
development
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Please prepare for a 15-20 mins. creative presentation regarding the assigned topic.
Kindly list the names of the group members as well as the rubric for grading as stated
below in a ¼ yellow pad and give it to me before the presentation.

PRESENTATION

Presenter Topics Page Numbers

Group 1 Principles of Good Teaching Practice, Barriers, Pages 1-4
Obstacles, and Principles of Learning
Group 2 Behaviorism, Cognitivism, Constructivism, and Pages 4-6
Behaviorist Theories
Group 3 Cognitive Learning Theories and Bloom’s Pages 6-8
Domains of Learning
Group 4 Constructivist Theories, Piaget, and Vygotsky’s Pages 8-9
Theory
Group 5 Common Concepts of Cognitive Theories and Pages 10-12
Model of Adult Learning
Group 6 Learning Prepositions and Gagne’s Conditions of Pages 13-14
Learning
Group 7 Learning Styles, Models, and Kolb’s Theory of Pages 14-15
Experiential Learning
Group 8 Gregorc’s Model and Field Pages 15-17
Independent/Dependent Learning Styles

RUBRIC FOR GRADING

Content of the Presentation 30

Mastery of Performance 20
Presentation Style/Uniqueness/Creativity 20
Teamwork 15
Time Management 15
Total 100

Proverbs 13:4 “The soul of the sluggard desireth, and hath nothing: But the soul of the diligent
shall be made fat.”