Lecture 8 age- appropriate teaching strategies Flashcards by MARY CLAIRE THERESE CASTRO

4 approaches of teaching

Pedagogy
Andragogy
Heutagogy
Geragogy

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the art and science of helping children to learn

pedagogy

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the art and science of teaching adults

Andragogy

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the study of self-determined learning

Heutagogy

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the teaching of older persons

Geragogy

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The learner is a dependent
personality.
The teacher determines what, how,
and when anything is learned

dependence under pedagogy

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The learner has few resources —
the teacher devises transmission
techniques to store knowledge in the
learner’s head

resources for learning under pedagogy

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Learn in order to advance to the next
stage.

reasons for learning under pedagogy

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Adults are independent.
They strive for autonomy and self-
direction in learning

dependence under andragogy

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Adults use their own and other’s
experience

resources of learning under andragogy

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Adults learn when they experience
a need to know or to perform more
effectively

reasons for learning under andragogy

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Learners are interdependent.
They identify the potential to learn from
novel experiences as a matter of course.
They are able to manage their own
learning

dependence under heutagogy

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The teacher provides some resources, but
the learner decides the path by negotiating
the learning

resources for learning under heutagogy

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Learning is not necessarily planned or
linear. Learning is not necessarily based on
need but on the identification of the
potential to learn in novel situations

reasons for learning under heutagogy

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Learning is subject centered, focused on
the prescribed curriculum and planned
sequences according to the logic of the
subject matter.

focus of learning under pedagogy

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Motivation comes from external sources —
usually parents, teachers, and a sense of
competition

motivation under pedagogy

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Designs the learning process, imposes
material, is assumed to know best

role of the teacher under pedagogy

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Adult learning is task or problem
centered.

focus of learning under andragogy

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Motivation stems from internal sources —
the increased self-esteem, confidence
and recognition that come from
successful performance.

motivation under andragogy

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Enabler or facilitator, climate of
collaboration, respect and openness

role of the teacher under andragogy

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Learners can go beyond problem solving by
enabling pro-activity. Learners use their own and
others’ experiences and internal processes such
as reflection, environmental scanning, experience,
interaction with others, and pro-active as well a
problem-solving behaviors

focus of learning under heutagogy

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Self-efficacy, knowing how to learn, creativity,
ability to use these qualities in novel as well as
familiar situations, and working with others

motivation for heutagogy

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Develop the learner’s capability.
Capable people:
* Know how to learn
* Are creative
* Have a high degree of self-efficacy
* Apply competencies in novel as well as familiar
situations
* Can work well with others

role of the teacher under heutagogy

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The art and science of teaching the older adult.

geragogy

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t or f For older adult learning to be effective, the learning experience must not take advantage of the extensive experience of older learners.

f must take advantage

t or f Facilitators are encouraged to draw on the life experiences of the learners in a variety of effective ways

t or f must not accommodate the normal physical, cognitive, and psychosocial changes that occur during this phase of growth and development.

f must accommodate

7 developmental stages

infancy – Toddlerhood Early Childhood Middle And Late Childhood Adolescence Young adulthood Middle-aged adulthood Older adulthood

* Dependent on environment * Needs security * Explores self and environment * Natural curiosity | general characteristics of?

Infancy–Toddlerhood

* Approximate age: Birth to 3 years * Cognitive Stage: Sensorimotor * Psychosocial Stage: Trust vs Mistrust (Birth – 12 months) * Autonomy vs Shame and Doubt (1-3 years) | Physical, Cognitive, and Psychosocial Development

Infancy–Toddlerhood

* Orient teaching to caregiver * Use repetition and imitation of information * Stimulate all senses * Provide physical safety and emotional security * Allow play and manipulation of objects | teaching strategies of?

Infancy–Toddlerhood

Welcome active involvement * Forge alliances * Encourage physical closeness * Provide detailed information * Answer questions and concerns * Ask for information on child’s strengths/limitations and likes/ dislikes | nursing interventions for?

Infancy–Toddlerhood

Approximate age: 3–5 years * Cognitive stage: Preoperational * Psychosocial stage: Initiative vs. guilt | Physical, Cognitive, and Psychosocial Development

early childhood

* Egocentric * Thinking precausal, concrete, literal * Believes illness self-caused and punitive * Limited sense of time * Active imagination, prone to fears * Fears bodily injury * Cannot generalize Animistic thinking (objects possess life or human characteristics) * Centration (focus is on one characteristic of an object) * Separation anxiety * Motivated by curiosity * Play is his/her work | general characteristics

early childhood

Use warm, calm approach * Build trust * Use repetition of information * Allow manipulation of objects and equipment * Give care with explanation * Reassure not to blame self * Explain procedures simply and briefly Provide safe, secure environment * Use positive reinforcement * Encourage questions to reveal perceptions/feelings * Use simple drawings and stories * Use play therapy, with dolls and puppets * Stimulate senses: Visual, auditory, tactile, motor | teaching strategies

early childhood

Welcome active involvement * Forge alliances * Encourage physical closeness * Provide detailed information Welcome active involvement * Forge alliances * Encourage physical closeness * Provide detailed information | nursing intervention

early childhood

Physical, Cognitive, and Psychosocial Development * Approximate age: 6–11 years * Cognitive stage: Concrete operations * Psychosocial stage: Industry vs. inferiority

middle and late childhood

variable rates of physical growth * Reasons syllogistically * Understands seriousness and consequences of actions * Subject-centered focus * Immediate orientation * More realistic and objective * Understands cause and effect * Deductive/inductive reasoning * Wants concrete information * Able to compare objects and events | general characteristics

middle and late childhood

Encourage independence and active participation * Be honest, allay fears * Use logical explanation * Allow time to ask questions * Use analogies to make invisible processes real * Establish role models Relate care to other children’s experiences; compare procedures * Use subject-centered focus * Use play therapy * Provide group activities * Use diagrams, models, pictures, digital media, printed materials, and computer, tablet, or smartphone applications as adjuncts to various teaching methods | teaching strategies

middle and late childhood

Physical, Cognitive, and Psychosocial Development * Approximate age: 12–19 years * Cognitive stage: Formal operations * Psychosocial stage: Identity vs. role confusion

adolescence

Abstract, hypothetical thinking * Can build on past learning * Reasons by logic and understands scientific principles * Future orientation * Motivated by desire for social acceptance * Peer group important * Intense personal preoccupation, appearance extremely important (imaginary audience) * Feels invulnerable, invincible/ immune to natural laws (personal fable) | general characteristics

adolescence

Establish trust, authenticity * Know their agenda * Address fears/concerns about outcomes of illness * Identify control focus * Include in plan of care * Use peers for support and influence * Negotiate changes * Focus on details Make information meaningful to life * Ensure confidentiality and privacy * Arrange peer group sessions in person or virtually (e.g., blogs, social networking, podcasts, online videos) * Use audiovisuals, role play, contracts, reading materials * Provide for experimentation and flexibility | teachig strategies

aolescence

Explore emotional and financial support * Determine goals and expectations * Assess stress levels * Respect values and norms * Determine role responsibilities and relationships * Engage in 1:1 teaching without parents present, but with adolescent’s permission inform family of content covered | nursing intervention

Adolescence

Physical, Cognitive, and Psychosocial Development * Approximate age: 20–40 years * Cognitive stage: Formal operations * Psychosocial stage: Intimacy vs. isolation

young adulthood

General Characteristics * Autonomous * Self-directed * Uses personal experiences to enhance or interfere with learning * Intrinsic motivation * Able to analyze critically * Makes decisions about personal, occupational, and social roles * Competency-based learner

young adulthood

Teaching Strategies * Explore emotional, financial, and physical support system * Assess motivational level for involvement * Identify potential obstacles and stressors * Use problem-centered focus * Draw on meaningful experiences * Focus on immediacy of application * Encourage active participation * Allow to set own pace, be self- directed * Organize material * Recognize social role * Apply new knowledge through role playing and hands-on practice

young adulthood

Nursing InterventionsTeaching Strategies * Explore emotional, financial, and physical support system * Assess motivational level for involvement * Identify potential obstacles and stressors

young adulthood

Physical, Cognitive, and Psychosocial Development * Approximate age: 41–64 years * Cognitive stage: Formal operations * Psychosocial stage: Generativity vs. self-absorption and stagnation

middle aged adulthood

General Characteristics * Reexamines goals and values * Questions achievements and successes * Has confidence in abilities * Desires to modify unsatisfactory aspects of life * Sense of self well developed * Concerned with physical changes * At peak in career * Explores alternative lifestyles * Reflects on contributions to family and society

middle aged adulthood

Teaching Strategies * Focus on maintaining independence and reestablishing normal life patterns * Assess positive and negative past experiences with learning * Assess potential sources of stress caused by midlife crisis issues * Provide information to coincide with life concerns and problems * Introduce to online resources as appropriate

middle aged adulthood

Nursing Interventions * Explore emotional, financial, and physical support system * Assess motivational level for involvement * Identify potential obstacles and stressors

middle aged adulthood

Physical, Cognitive, and Psychosocial Development * Approximate age: 65 years and over * Cognitive stage: Formal operations * Psychosocial stage: Ego integrity vs. despair

older adulthood

General Characteristics Psychosocial changes Decreased risk taking Selective learning Intimidated by formal learning Cognitive changes * Decreased ability to think abstractly, process information * Decreased short-term memory * Increased reaction time * Increased test anxiety * Stimulus persistence (afterimage) * Focuses on past life experiences Sensory/motor deficits * Smaller pupil size (decreased visual adaptation to darkness) * Decreased peripheral perception * Yellowing of lenses (distorts low-tone colors: blue, green, violet) * Distorted depth perception * Fatigue/decreased energy levels * Pathophysiology (chronic illness) * Auditory changes * Hearing loss, especially high-pitched tones, consonants (S, Z, T, F, and G), and rapid speech * Visual changes * Farsighted (needs glasses to read) * Lenses become opaque (glare problem)

older adulthood

Teaching Strategies Considering Cognitive Changes * Avoid written exams * Use verbal exchange and coaching * Establish retrieval plan (use one or several clues) * Encourage active involvement * Keep explanations brief * Use analogies to illustrate abstract information * Provide virtual learning opportunities only if comfortable * Use concrete examples * Build on past life experiences * Make information relevant and meaningful * Present one concept at a time * Allow time for processing/response (slow pace) * Use repetition and reinforcement of information Teaching Strategies Considering Psychosocial changes * Give time to reminisce * Identify and present pertinent material * Use informal teaching sessions * Demonstrate relevance of information to daily life * Assess resources * Make learning positive * Identify past positive experiences * Integrate new behaviors with formerly established ones Teaching Strategies Considering Sensory/motor Deficits * Avoid color coding with pastel blues, greens, purples, and yellows * Increase safety precautions/provide safe environment * Ensure accessibility and fit of prostheses (i.e., glasses, hearing aid) * Keep sessions short * Provide for frequent rest periods * Allow for extra time to perform * Establish realistic short-term goals * Speak slowly, distinctly * Use low-pitched tones * Avoid shouting * Use visual aids to supplement verbal instruction * Avoid glares, use soft white light * Provide sufficient light * Use white backgrounds and black print * Use large letters and well-spaced print Older Adulthood

older adulthood

Nursing Interventions * Involve principal caregivers * Encourage participation * Provide resources for support (respite care) * Assess coping mechanisms * Provide written instructions for reinforcement * Provide anticipatory problem solving (what happens if . . .)

older adulthood

4 myths that must be dispelled

1. sensibility 2. rigid personalities 3. loneliness 4. abandonment

* Intelligence test scores indicate that many older adults maintain their cognitive functioning well into their 80s and 90s. * Mental decline is not always caused by the aging process itself but rather by disease processes, medication interactions, sensory deficits, dehydration, and malnutrition

Myth No. 1: Senility

Personality traits, such as agreeableness, satisfaction, and extraversion, remain stable throughout the older adult years. * Although diversity in personality traits among individuals in the older population exists as it does in all other stages of life, labeling older adults as cranky, stubborn, and inflexible does a disservice to them.

Myth No. 2: Rigid Personalities

The belief that older adults are more frequently vulnerable to depression, isolation, and feelings of being lonely has not been upheld by research, which indicates that their satisfaction with life continues at a steady level throughout the period of adulthood

Myth No. 3: Loneliness

It is untrue that older adults are abandoned by their children, siblings, or good friends. * The amount of contacts older adults have with significant others remains constant over time. Successful aging depends on an extended family support network.

Myth No. 4: Abandonment

the way information is taught that brings the learner into contact with what is to be learned.

teacing methods

Lecture Group Discussion Cooperative Learning One-to-One Instruction Demonstration and Return Demonstration Gaming Simulation Role Play Role Model Self-Directed Learning Remote Learning

Project an attitude of acceptance and sensitivity Be organized and give direction Give positive reinforcement Elicit and give feedback Use questions Use the teach-back or tell-back strategy Know the audience Use repetition and pacing Summarize important points

General Principles for Teaching

lack of motivation and skill lack of time low priority status of client education lack of confidence and competence questionable effectiveness of client education documentation difficulties absence of third- party reimbursement negative influence of environment (lack of space and privacy, noise) | focus interferring with the health professional's ability to teach

barriers to teaching

Audience characteristics (size, diversity, learning style preferences, needs, abilities) * Educator’s expertise as a teacher * Objectives of learning * Potential for achieving learning outcomes * Cost-effectiveness * Setting for teaching * Evolving technology | Factors to considers when selecting of teaching methods

Factors to considers when selecting of teaching methods

lack of time (rapid discharge or episodic care) stress of illness readiness to learn issues (motivation and adherence) complexity, fragmentation, and inconvenience of healthcare system denial of learning needs lack of support from health professionals or significant others extent of needed behavior changes negative influence of environment literacy problems

obstacles to learning

t or f for nurses, it is important to understand the specific and varied tasks associated with each developmental stage to individualize the approach to education in meeting the needs and desires of clients and their families. * Assessment of physical, cognitive, and psychosocial maturation within each developmental period is crucial in determining the appropriate strategies to facilitate the teaching–learning process.