One-to-one InstructionTeaching Strategy

By: Connie BusheyJillalison CampJamie Costanzo

One-to-one Instruction

Definition and key features: “delivering information specifically designed to meet the needs of an individual learner” (Bastable, 2008)

Allows opportunities to appropriately match instruction to individual learner needs

Actively involves the learner Can incorporate objectives in all 3 domains of learning Utilizes constructivism learning theory as new knowledge is built

on an internal representation of existing knowledge (Billings & Halstead, 2009)

An Overview

One-to-one Instruction - Overview

Important features according to Gordon (2003):– Close behavioral observation of both teacher & learner

No other setting provides same opportunity Learner knowledge and skills apparent

– Opportunity for trusting relationship Conveying personal and professional attitudes and values

– Opportunity to customize teaching Diagnose and respond to every individuals learning need Match learning experience to learner

One of most powerful ways of influencing students

Usages of One-to-One Instruction

When the learner is having problems applying the information– Incorporate questions & answers into session– Gives immediate feedback to learning

When the learner needs help creating a plan of action– Actively involve the learner– Allow learner to create plan, provide options

and guidance = ↑ confidence & compliance

Usages of One-to-One Instruction

When the learner has a hard time becoming engaged in a lecture or multiple person setting– a study proved One-to-one

instruction more successful than lecture in all parameters of knowledge and improved compliance in Diabetic patients (Hawthorne & Tomlinson, 1997)

Appropriate Settings for One-to-One

Time to get to know your learner and tailor the material around him/her.

When money isn’t an issue. When one learner is all you have. When the learner can be active, answering questions,

discussing the material and individualizing goals.

No specific environment needed

Key points as to when to use:

Benefits of using One to One Teaching

● Creates opportunity for role modeling demonstration and

observation of accurate professional habits and attitudes

● Encourages the growth and development of verbal communication skills.

Benefits of using One to One Teaching (cont.)

● Actively engages the learner in an ordinary work environment, encouraging teamwork and collaboration.

● Provide practice to build dexterity and problem solving in real life situations under supervision. Allows constructive criticism and constant feedback.

Drawbacks of One to One Teaching

● One to one teaching can be very time constraining.

● Superior one to one teaching relies on a high quality

preceptor. Establishing their constructive feedback, efficient teaching, and affirmative role model skills. Without this the one to one is ineffective.● Can be very expensive.● Can be hindered by clashing

personalities.

How to adapt “One to One” teaching● Receive suitable training to provide constructive feedback.● Learn how to precept.● While familiarizing learners focus on making objectives and expectations very clear, simple, and concise.● During the lesson continue to present constructive criticism; allowing the student to recognize the modeling and demonstration of the material.● Promote independent analysis● Stimulate the learner, ask them open ended questions and create

brainstorming.

How to evaluate the effectiveness of “One to One” learning

● Recognize areas of improvement.● Mid way through the learning

session ask the student to perform a self assessment of their progress.

● If both the learner and the teacher are able to identify areas of improvement, work on them together, finishing before the end of the lesson.

How to evaluate the effectiveness of

“One to One” learning (cont.)● Observation of trust

between the learner and the teacher.

● Teacher having the ability to recognize and give praise for success.

Summary

Exceptional potential of one to one teaching– Tackles current learning needs– Promotes autonomy and self-directed learning– Links prior knowledge with new experiences– Enables opportunistic teaching– Useful for health promotion teaching, i.e.

smoking cessation, exercise and diet

Summary

Lecture Seminar PBL *Group

Clinicaltutorial

One to oneClinical Attachment

Efficiency High Medium Low Low Very low

Active learning

Low(Usually)

Variable High Medium to high

Very high

MutualFeedback

Low Medium High Medium to high

Very high

Modeling Behavior in Real life setting

Low Low Medium High Very high

* Problem based learning

(Gordon, 2003)

Gordon’s (2003) table highlights the powerful impact of one-to-one instruction, with the limitation of efficiency.

References Bastable, S. B. (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed). Jones and Bartlett: Sudbury,

Massachusetts. Billings, D., Halstead, J., (2009). Teaching in Nursing: a guide for faculty (3rd ed). Saunders: St. Louis Gordon, J. (2003). One to one teaching and feedback. British Medical Journal, 326(8), 543-545. Retrieved from: www.bmj.org Hawthorne, K., Tomlinson, S. (1997). One-to-one teaching with pictures-

flashcard health education for british asians with diabetes, British Journal of General Practice, 47, 301-304. Retrieved from

www.wilm.edu Wehrli, G., Nyquist, J. G., (2003). Teaching Strategies/Methodologies:

Advantages, Disadvantages/Cautions, Keys to Success. Retrieved from: http://unm.edu