- Developing activities first.
- Identifying desired learning outcomes and assessments, then designing instruction.
- Selecting textbooks.
- Lecturing on all content.
No category found.
- Learning occurs only in one specific context.
- Concepts are taught with diverse examples and opportunities for real-world application.
- Learners avoid active participation.
- Feedback is delayed.
- High-pressure, competitive atmosphere.
- Supportive, collaborative, and psychologically safe.
- Strict silence and no interaction.
- Focus on individual achievement only.
- A multiple-choice test on drug names.
- A written essay on pharmacology.
- Direct observation of medication administration in a clinical setting.
- A verbal recitation of drug classifications.
- Calculating dosages.
- Performing physical assessments.
- Valuing patient autonomy and ethical considerations.
- Memorizing pathophysiology.
- Knowledge.
- Comprehension.
- Application.
- Analysis/Evaluation.
- Ignore them and proceed with teaching.
- Assess the specific barriers and tailor teaching strategies to overcome them.
- Provide only written materials.
- Blame the patient for not understanding.
- Guide the learner towards improved performance and self-correction.
- Punish errors.
- Judge the student's overall worth.
- Assign a final grade.
- Reprimanding a student for an error.
- Ignoring a student's correct performance.
- Praising a student for accurately performing a skill.
- Assigning extra work for poor performance.
- Memorize isolated facts.
- Visually organize and connect complex information, fostering deeper understanding.
- Avoid critical thinking.
- Rely solely on lecture notes.
- Physical skills and coordination.
- Intellectual comprehension.
- Emotional responses.
- Analytical abilities.
- Individual competition.
- Collaborative problem-solving and application of knowledge.
- Rote memorization.
- Passive learning.
- Focusing solely on theoretical knowledge.
- Providing immediate, specific, and constructive feedback.
- Avoiding student questions.
- Allowing students to learn by trial and error without guidance.
- Irrelevant and abstract.
- Relevant to their personal or professional goals.
- Too difficult to understand.
- Something they are forced to do.
- Begin immediately with a complex demonstration.
- Assess their current understanding, pain level, and emotional state.
- Provide only written instructions.
- Tell them to ask questions later.
- Fitting new information into existing schema.
- Modifying existing cognitive schemas to incorporate new information.
- Ignoring new information.
- Relying on external rewards.
- Instructor-led learning.
- Self-directed learning.
- Rote memorization.
- Passive learning.
- It occurs solely through passive observation.
- It leads to a permanent change in behavior or knowledge that can be applied in various contexts.
- It is always a solitary process.
- It requires no effort from the learner.
- Manual charting skills.
- Competence in documentation, data analysis, and information retrieval.
- Interpersonal communication only.
- Physical assessment skills only.
