TEACHING AND LEARNINGTEACHING AND LEARNING

Sharyl Tarantino, MS, RN Associate Nursing Program Sharyl Tarantino, MS, RN Associate Nursing Program Director Director Michelle DeBose, PhD, MSN, MSEd Clinical Coordinator Michelle DeBose, PhD, MSN, MSEd Clinical Coordinator

EAB CONFERENCE NOVEMBER 18,2010EAB CONFERENCE NOVEMBER 18,2010

Shared beliefs Shared beliefs

AND AND

CommitmentCommitment

Characteristics of Characteristics of effective schools:effective schools:

1. Share common 1. Share common beliefs and beliefs and commitmentscommitments

2. Coherence and 2. Coherence and shared cultureshared culture

3. Enhanced student 3. Enhanced student learninglearning

Based on Bloom’s TaxonomyBased on Bloom’s Taxonomy Level 1: Level 1: Acquiring and recalling information Acquiring and recalling information to apply, to apply,

analyze, evaluate, and createanalyze, evaluate, and create Level 2: Level 2: Understanding connections among theory Understanding connections among theory

and conceptsand concepts to demonstrate self-direction in to demonstrate self-direction in meeting levels 1 & 2meeting levels 1 & 2

Level 3: Level 3: Emphasis on self-direction Emphasis on self-direction in situations and in situations and methods that meet levels 1, 2, & 3methods that meet levels 1, 2, & 3

Level 4: Level 4: Inclusion of original work, independent Inclusion of original work, independent efforts efforts with minimal instructor input to meet levels with minimal instructor input to meet levels 1, 2, 3, & 41, 2, 3, & 4

Effective Teaching Effective Teaching StrategiesStrategies

Requires training Requires training all team members.all team members.

Teaching will vary Teaching will vary depending on depending on target population.target population.

Teaching strategies Teaching strategies need to be varied.need to be varied.

Strategies for Effective Strategies for Effective TeachingTeaching

Principles of Adult LearningPrinciples of Adult Learning Active LearningActive Learning Instructional StrategiesInstructional Strategies

Adult Learners: Adult Learners: Autonomous & Self-directedAutonomous & Self-directed

Adult LearnersAdult Learners: : Life experiences & KnowledgeLife experiences & Knowledge

Adult Learners: Adult Learners: Goal OrientedGoal Oriented

Adult Learners: Adult Learners: Relevancy OrientedRelevancy Oriented

Adult Learner: Adult Learner: PracticalPractical

Adult Learner: Adult Learner: Need to be RespectedNeed to be Respected

Active LearningActive Learning

Learning is not a spectator sport.Learning is not a spectator sport. The more actively engaged the The more actively engaged the

learner is, the more learning takes learner is, the more learning takes place.place.

Different instructional methodologies Different instructional methodologies have greater rates of retention.have greater rates of retention.

Instructional StrategiesInstructional Strategies Brain StormingBrain Storming Case StudiesCase Studies GamesGames Group problem Group problem

solvingsolving

LectureLecture Role PlayingRole Playing SimulationSimulation QuizzesQuizzes

Learning StylesLearning Styles

How do we, as educators, examine How do we, as educators, examine the realities of race as a lived the realities of race as a lived experience so we may be better experience so we may be better prepared to meet the needs of a prepared to meet the needs of a racially and ethnically diverse racially and ethnically diverse student body?student body?

People of different races have People of different races have important biological differencesimportant biological differences

Substantial racial disparities exist in Substantial racial disparities exist in quality of life and educational quality of life and educational opportunitiesopportunities

Most of us have some form of racial bias Most of us have some form of racial bias or preference that affects how we relate or preference that affects how we relate to othersto others

Racial prejudice continues to be Racial prejudice continues to be substantial in this countrysubstantial in this country

Race can affect our perceptions, Race can affect our perceptions, expectations, and behaviors, even if we expectations, and behaviors, even if we are not prejudicedare not prejudiced

How People Are How People Are Expected To Go Expected To Go About Learning About Learning May Differ May Differ Across Cultures.Across Cultures.

Teachers Must Teachers Must Assist Students Assist Students To Change The To Change The Society NOT Society NOT Simply To Exist Simply To Exist or Survive In It.or Survive In It.

1. Develop students academically – solve higher order problems and problem solve.

2. Nurture and support cultural competence – teachers need to value and build on student’s home culture.

3. Develop sociopolitical/critical consciousness – help students recognize, critique, and change social inequities.