TEACHING AND

LEARNING
 TOPIC OUTLINE
Learning Styles

Learning Theories

Domains of Learning

Teaching Guidelines for Specific Populations

 LEARNING STYLES
Analytical vs. Intuitive learner
Learner Analytical Intuitive
Information Step by step all at once;
processing simultaneous

Perceives Objectively Subjectively

information Abstract Concrete

Learning strategy Step by step Connected to

learning personal
experiences
 LEARNING STYLES
Inductive vs. Deductive Learner
•observes similarities, can
develop theoretical
Inductive models to explain
relationship

•analyzes problem in
depth; applies info,
Deductive theoretical models to
practical situations
 LEARNING STYLES
Active vs. Passive Learner
Active
•exhibits initiative, actively seeks
info

Passive
•exhibits little initiative, responds
best to directed learning
 LEARNING THEORIES
Maslow’s Hierarchy of Needs
Hypothesizes that there is a hierarchy of
biogenic and psychogenic needs that
individuals must progress through.
LEARNING THEORIES

Self-actualization

Esteem

Affiliative

Physiological
 LEARNING THEORIES
Classical Conditioning
Unconditioned stimulus is repeatedly
preceded by a neutral stimulus.

The neutral stimulus serves as

conditioned stimulus and the learned
reaction that results is termed as
conditioned response.
LEARNING THEORIES
 LEARNING THEORIES
Operant Conditioning
Learning occurs when an individual
engages in specific behaviors in order
to receive certain consequences.
 LEARNING THEORIES
a. Positive reinforcement
Administering desirable consequences to
individuals who perform a specific behavior

b. Negative reinforcement
Removing undesirable consequences from
individuals who perform a specific behavior
 LEARNING THEORIES
c. Extinction
Removing selected variables that reinforce a
specific behavior

d. Punishment
Administering negative consequences to
individuals who perform undesirable behaviors
 DOMAINS OF LEARNING
A. Cognitive
 concerned with knowledge and understanding

B. Affective
 concerned with attitudes, values and emotions

C. Psychomotor
 Concerned with physical action and motor skill
TEACHING GUIDELINES
FOR SPECIFIC
POPULATIONS
 INDIVIDUAL
Instructing on an individual basis

Focus on the needs of the learner

Allows therapist to strengthen bond with patient

Specific feedback
 GROUP
Patients, family members, staff, and the
support persons
Diverse learning needs
Some members may tend to withdraw and
some may attempt to take control
Less individual attention
Good for elderly
Permits therapists to effectively use limited
resources
Support for each other
INFANTS/CHILDREN
Structured
Interactive
play

Frequent
Short duration
breaks

Positive
reinforcement
 ADOLESCENTS
Therapist as advocate

Establish the patients’ trust

Adolescents prefer to be treated like adults

Clear and concise instructions

Offer frequent positive reinforcement

 ADULTS
Emphasize relevance of educational
activities

Educational program should be compatible

with patient’s daily routine and goals

Therapists should be aware of available patient

support system

Identify any barriers to progress

 ELDERLY
Introduce information gradually

Identify signs of hearing loss or visual impairments

Group activities

Sessions should be short

Achievement of selected outcomes may require

additional sessions
 TERMINALLY ILL
Incorporate patient goals

Provide the patient with independent decisions

whenever possible

Encourage family members or other support

personnel to participate

Goals: maximizing function, safety and comfort

COGNITIVELY IMPAIRED
Incorporate the
Focus on the patient
education of
whenever
caregivers
possible

Instructions Use
should be clear demonstrations
and concise and pictures
 ILLITERACY
Determine literacy level of patients
Modify language to use basic wording
and short sentences
Use demonstration, repetition and
pictures
Give detailed and written information to
caregivers/support personnel if available
THANK
YOU!!