COLLEGE OF MEDICINE AND HEALTH SCIENCES

MASTER’S PROGRAM

MASTER IN NURSING EDUCATION (NED)

MODULE: TEACHING AND ASSESSMENT

METHODS
TOPIC: LEARNING STYLES, GARDNER’S TEORY OF MULTIPLE INTELLIGENCES,
TEACHING STYLES & THEACHING METHODS, DEFINING &DEVELOPING
BEHAVIOURAL LEARNING OUTCOMES, AND DEVELOPING A SPECIFICATIONS
TABLE USING BLOOM’S TAXANOMY

NAMES OF PARTICIPANTS

MUGABO Aimable: 217141447

MUGWANEZA Jean De La Paix 224018986

NDACYAYISENGA Emmanuel 215045831

 I. LEARNING AND TEACHING STYLES

Introduction
This document provides a comprehensive exploration of learning styles, Gardner’s
Theory of Multiple Intelligences, teaching styles, teaching methods, and Bloom’s
taxonomy, alongside their applications in educational contexts.

Learning Styles
Learning styles refer to individuals' preferred ways of acquiring, processing, and
absorbing information, significantly influencing their learning effectiveness (Pashler et
al., 2008). Neil Fleming's VARK model categorizes learning styles into four primary
types:

1. Visual Learners: They learn best through seeing, visual aids like charts, diagrams, and
written text (Fleming, 2001).

2. Auditory Learners: Retain information better when presented orally. These learners
excel in environments where they can listen to lectures, discussions, or audio recordings.
They often retain information better when it is presented orally (Fleming, 2001).

3. Reading/Writing Learners: Engage effectively with written text including reading

books and writing notes. They tend to excel when they process information through
reading or writing (Fleming, 2001).

4. Kinesthetic Learners: These individuals learn best by engaging in physical activities

or hands-on experiences. They tend to retain information when they can interact with the
material in a tactile manner (Fleming, 2001).

II. Gardner’s Theory of Multiple Intelligences

Howard Gardner’s theory proposes that intelligence is a collection of distinct abilities
rather than a single fixed trait (Gardner, 1983). Initially identifying seven intelligences,
Gardner later expanded the list to nine:

1. Linguistic Intelligence: The ability to use language effectively, whether in writing or

speaking. Writers, poets, and public speakers excel in this area (Gardner, 1983).
2. Logical-Mathematical Intelligence: The ability to reason logically, think critically,
and solve mathematical problems. Scientists, mathematicians, and engineers often
demonstrate this intelligence (Gardner, 1983).

3. Spatial Intelligence: The ability to think in three dimensions. Artists, architects, and
designers often have high spatial intelligence (Gardner, 1983). E.g nurses’ abilities to see
whether ward or working station is safe or not.

4. Musical Intelligence: Musical Intelligence (Music Smart): The ability to appreciate,

create, and perform music. Musicians and composers typically excel in this area
(Gardner, 1983), (Morgan, 2021).

5. Bodily-Kinesthetic Intelligence: The ability to use one's body to express oneself or

solve problems. Athletes, dancers, and surgeons often excel here (Gardner, 1983). E.g
Nurses abilities to performing suture are different due to different needle holders/ surgical
forceps handling ability.

6. Interpersonal Intelligence: The ability to understand and interact effectively with

others. Educators, counselors, and leaders often exhibit strong interpersonal intelligence
(Gardner, 1983). E.g culturally competent (Gardner, 1983).

7. Intrapersonal Intelligence: The ability to understand oneself and reflect on one's

emotions and motivations. Individuals with high intrapersonal intelligence are often
introspective and self-aware (Gardner, 1983).

8. Naturalistic Intelligence: The ability to recognize patterns in nature and understand

the natural world. Farmers, biologists, and environmentalists often excel in this area
(Gardner, 1999).

9. Existential Intelligence: The ability to reflect on profound philosophical questions

about life, death, and existence. Philosophers and spiritual leaders may exhibit strong
existential intelligence (Gardner, 1999).

E.g. In the End of Life care.

 GARDNER’S INTELLIGENCES DIAGRAM

III. TEACHING STYLES AND METHODS

III. 1. Teaching Styles

These are two important concepts that guide how educators approach teaching and
facilitate student learning. While these terms are often used interchangeably, they refer to
different aspects of instruction.

 Teaching styles focus on the educator’s overall approach and personal disposition
toward teaching; while teaching methods refer to the structured specific
strategies employed to deliver content and promote learning.

 Teaching style refers to the personal approach a teacher uses to convey

information, engage students, and manage classroom dynamics. It is shaped by a
teacher’s personality, values, and beliefs about how students learn best.

 Key types of teaching styles are:

 Authoritative: maintain a balanced approach by setting clear expectations and

providing structure while also being supportive and responsive to students’ needs.
They encourage active participation but also uphold discipline (Dörnyei, 2005).
  Authoritarian: An authoritarian style is characterized by strict rules and high
control, with limited student input in the learning process. Teachers focus on
maintaining order and ensuring compliance, often without seeking much feedback
from students (Baumrind, 1991).

 Permissive (Laissez-faire): Teachers using this style, take a more relaxed

approach, allowing students to take charge of their learning. There are fewer
rules, and the teacher acts as more of a facilitator than an authority figure
(Baumrind, 1991).

 Democratic: A democratic teaching style involves collaboration and shared

decision-making between the teacher and students. It emphasizes creating a sense
of community in the classroom and allowing students to contribute to the learning
process (Dörnyei, 2005).

 Facilitative: Teachers with this style focus on guiding students through activities
rather than directly providing information. They encourage independent learning,
inquiry-based exploration, and critical thinking (Brodie, 2011).

In summary, teaching styles influence how teachers approach the classroom, create a
learning environment, and engage with students. Effective teachers may combine various
styles depending on the context and student needs.

III.2. TEACHING METHODS

Teaching methods refer to the specific strategies and techniques used by teachers to
facilitate student learning. These methods are designed to engage students, convey
content effectively, and promote understanding.

Widely recognized teaching methods are: Lecture Method, Discussion-Based Method,

Inquiry-Based Learning, Project-Based Learning (PBL), Cooperative Learning, Direct
Instruction, Flipped Classroom, Experiential Learning, Gamification and Socratic
Method.

WIDELY RECOGNIZED TEACHING METHODS

1. Lecture Method: A teacher-centered method where the instructor presents content to
students, often using visual aids like slides. It is effective for conveying large amounts of
information but offers limited interaction (Schunk, 2012).

2. Discussion-Based Method: In this method, teachers foster class discussions that

engage students in critical thinking and the exchange of ideas. It helps develop
communication skills and deeper understanding through dialogue (Brookfield, 2015).

 It is open-ended group discussions to share ideas & knowledge

4. Inquiry-Based Learning: This method encourages students to ask questions and

investigate answers through research or experiments. The teacher acts as a guide, helping
students develop problem-solving and analytical skills (Bransford, Brown, & Cocking,
2000).

 It is student-centered, driven by curiosity and the process of investigation

5. Project-Based Learning (PBL): PBL involves students working on real-world

projects over an extended period. It encourages collaboration, critical thinking, and the
application of knowledge to solve practical problems (Thomas, 2000).

 It focuses on producing a tangible outcome through collaborative, real-world

problem solving.

6. Cooperative Learning: Students work in small groups to achieve shared learning

goals. It promotes teamwork, communication, and peer support, and it is particularly
effective for improving social skills and learning outcomes (Johnson & Johnson,
1999).

7. Direct Instruction: A teacher-centered method where the instructor provides clear,

structured lessons, often with step-by-step guidance. This method is particularly effective
for teaching specific skills or knowledge (Rosenshine, 2012).

8. Flipped Classroom: This method reverses the traditional teaching model by having
students learn content outside of class (usually through video lectures or reading
materials) and then engaging in active learning during class time. It allows for more
interactive and personalized instruction (Bergmann & Sams, 2012).

9. Experiential Learning: This method emphasizes learning through direct experience,

such as field trips, simulations, or internships. Students reflect on their experiences to
build knowledge and skills (Kolb, 1984).

10. Gamification: Incorporating game-like elements, such as points, challenges,bagdes

or competition, into learning activities. It increases motivation and engagement by
making learning fun and interactive (Deterding et al., 2011).

11. Socratic Method: This method uses questioning to stimulate critical thinking and
explore complex ideas. It is based on dialogue rather than lectures, encouraging students
to reflect on their knowledge and assumptions (Paul & Elder, 2006).

 It focuses on individual than group, to detect deeper truths through independent

critical thinking.

 Each teaching method has its strengths and is suited to different educational
contexts. Teachers may use multiple methods in combination to meet the diverse
needs of their students.

III. 3. TEACHING STYLES & METHODS USED AT UNIVERSITY OF

RWANDA

 Student-Centered Learning: It emphasizes active student engagement,

autonomy, and self-directed learning which foster critical thinking and
independence (BMC Medical Education, 2020).

 Collaborative Learning: It encourages students to learn from each other through

group work, peer teaching, and collective problem-solving (World Journal of
Educational Research, 2016).

 Blended Learning: Combines traditional face-to-face learning with online

platforms like moodle. (Centre for Open and Distance e-Learning, University of
Rwanda, 2024).
 Lectures: Content is delivered in a structured manner, often through PPT and
notes (International Journal of Learning and Teaching, 2024).

 Group Discussions: Facilitates peer-to-peer learning and critical thinking by

having students engage in collaborative dialogue on specific topics (World
Journal of Educational Research, 2016).

 Problem-Based Learning (PBL): Students work on real-world problems to

apply theoretical knowledge (BMC Medical Education, 2020).

 Case Studies: Students analyze real-world scenarios to draw conclusions and

apply knowledge (International Journal of Learning and Teaching, 2024).

 Experiential Learning: Incorporates internships, clinical placements, and

laboratory work to bridge theory with practice (Centre for Open and Distance e-
Learning, University of Rwanda, 2024).

 Peer Teaching: Encourages students to teach one another, improving both

teaching and learning outcomes (BMC Medical Education, 2020).

 E-Learning: Online learning platforms like Moodle, where students access

materials, engage in discussion forums, and submit assignments (Centre for Open
and Distance e-Learning, University of Rwanda, 2024).

DIFFERENCES BETWEEN TEACHING STYLES AND TEACHING

METHODS

 Teaching Style: Refers to the teacher's overall approach to teaching and

classroom management. It encompasses their personal values, disposition, and
philosophy about how students learn best (Dörnyei, 2005).

 Teaching Method: Refers to the specific techniques or strategies used to deliver

content and engage students. It includes approaches such as lectures, cooperative
learning, and project-based learning (Schunk, 2012).
  A teacher's teaching style often influences the methods they use, but teaching
methods are more focused on the actual implementation of lessons and activities
to promote learning.

IV. DOMAINS OF LEARNING

Introduction: The domains of learning can be categorized as cognitive domain
(knowledge), psychomotor domain (skills) and affective domain (attitudes). This
categorization is best explained by the Taxonomy of Learning Domains formulated by a
group of researchers led by Benjamin Bloom along with in 1956.

The cognitive domain is a framework that focuses on mental skills and the development
of knowledge. Originally outlined in Bloom’s Taxonomy (1956) and later revised by
Anderson and Krathwohl (2001), it is structured hierarchically, reflecting increasing
levels of complexity in thinking.

IV. 1. Levels of the Cognitive Domain

Structured hierarchically, the cognitive domain emphasizes mental skills (Anderson &
Krathwohl, 2001):

1. Knowledge (Remembering): The ability to recall or recognize facts, concepts, and

basic information.

Example: "List the normal values for vital signs (e.g., blood pressure, heart rate,
respiratory rate)."

2. Comprehension (Understanding): Comprehension of concepts by interpreting,

summarizing, or explaining ideas.

Example: "Explain the process of wound healing and its stages."

3. Application (Applying): Using learned information in practical, real-life contexts.

Example: "Calculate the correct dosage of medication based on a patient’s weight and
administer it safely."
4. Analysis (Analyzing): Breaking down information into parts and understanding its
structure.

Example: "Differentiate between the symptoms of hypoglycemia and hyperglycemia in

diabetic patients."

5. Synthesis (Creating): Combine information to create something new or propose

solutions.

Example: "Develop a care plan for a patient recovering from surgery, incorporating pain
management and mobility strategies."

6. Evaluation (Evaluating): Making judgments based on criteria and standards

Example: "Assess the effectiveness of an intervention for a patient with chronic heart
failure and recommend modifications if necessary."

IV.2. Affective Domain

Focuses on emotional and interpersonal skills, critical in nursing education (van der Riet
et al., 2018).

1. Receiving (Awareness): Willingness to pay attention and show awareness of

information or experiences.

Focus: Gaining awareness and being open to new experiences or knowledge.

Example: "A nursing student listens attentively during a lecture on patient

communication techniques."

2. Responding (Participation): Active participation through reacting or responding to

stimuli.

Focus: Engagement and active involvement in the learning process.

Example: "A nursing student asks questions and participates in a discussion about the
ethical considerations of end-of-life care."

3. Valuing (Attitude): Demonstrating a commitment or belief in the value of something.

Focus: Developing a personal appreciation and value for concepts or behaviors.

Example: "A nursing student demonstrates respect for patient privacy by consistently
following protocols for maintaining confidentiality."

4. Organization (Integration of Values): Integrating values into one's behavior and

prioritizing them in decision-making.

Focus: Organizing and reconciling personal beliefs with professional standards.

Example: "A nursing student develops a personal philosophy of care that emphasizes
empathy and patient-centered care."

5. Characterization (Internalization): Fully integrating values into one’s character,

influencing behavior consistently.

Focus: Acting in alignment with deeply held values and principles.

Example: "A nurse consistently advocates for patient rights and demonstrates ethical
decision-making in all clinical situations, regardless of challenges."

IV.3. Psychomotor Domain

The psychomotor domain involves the development of physical skills and coordination,
integrating cognitive processes with physical actions. It is particularly important in
disciplines requiring manual dexterity or physical precision, such as healthcare, sports,
and the arts (Anderson & Krathwohl, 2001).

Recent research highlights the significance of psychomotor skills in professional training,

especially in medical and technical fields, where effective physical and technical task
execution is critical (Smith et al., 2023).

Levels of the Psychomotor Domain

1. Perception (Basic Awareness): The ability to use sensory cues to guide physical
actions.
Example: A nursing student recognizes the sound of a blood pressure cuff inflating and
deflating as they practice measuring blood pressure. This basic awareness is crucial for
starting the task accurately.

2. Set (Readiness to Act): The student is prepared to perform a task based on prior
knowledge, attitudes, and skills.

Example: A nursing student prepares the sterile field by gathering the necessary
instruments for a wound dressing change. This step shows readiness and organization
before performing a clinical skill.

3. Guided Response (Initial Attempt at Task): Early stages of skill development where
the learner practices and is guided by an instructor.

Example: A student practices administering an injection under the supervision of an

instructor, relying on guidance to ensure correct technique and safety.

4. Mechanism (Intermediate Skill Level): The learner is able to perform the task with
proficiency but may still need some supervision.

Example: A nursing student performs catheterization independently, but with occasional

prompts from the instructor for reassurance on technique and hygiene practices.

5. Complex Overt Response (Advanced Skill Level): The learner performs the task
proficiently, with confidence and without guidance, displaying smooth coordination and
consistency.

Example: The nursing student is able to start an IV line efficiently and correctly, even in
a high-pressure or emergency setting, without needing direct supervision.

6. Adaptation (Modification of Skills): The ability to adapt and modify skills to meet
changing conditions or unexpected situations.

Example: A nursing student alters the technique of administering CPR based on the
patient's specific condition (e.g., adjusting depth and rate of compressions in a pediatric
versus adult patient).
7. Origination (Creation of New Techniques): The highest level of skill, where the
learner can create new methods or approaches for performing tasks.

Example: An experienced nurse develops a new, more efficient method for positioning
patients during surgery to reduce the risk of pressure ulcers, based on clinical
observations and innovations

BEHAVIORAL LEARNING OUTCOMES

Definition: Behavioral learning outcomes are specific, observable, and measurable

statements describing what learners should be able to do after completing a learning
experience. They are essential for guiding curriculum design, teaching strategies, and
assessments

STEPS TO DEVELOPING BEHAVIORAL LEARNING OUTCOMES

1. General objective (comprehensive)

The general objective sets the broad aim for the learning experience. It identifies the
overall educational goal and what students should ultimately achieve.

Example: To equip nursing students with the essential skills required to conduct a
comprehensive health assessment of patients, ensuring accurate and holistic care.

2. Specific goals (focused and narrowed)

From the general objective, we derive specific goals. These goals are more focused on
key competencies within the broad objective.

Example: To ensure the student can conduct a physical examination accurately,

identifying abnormal findings.

3. Specifying the condition under which the student must perform the task.

The behavioral learning outcomes are specific, observable actions that demonstrate
what the student will be able to do by the end of the learning experience. In addition to
specifying the behavior and criterion, we also include the condition under which the
student must perform the task.
The nursing student will conduct a complete health history interview with a patient,
covering all relevant aspects such as past medical history, family history, and lifestyle
factors, and document findings accurately in the patient’s medical record. (Condition:
During a clinical simulation with a standardized patient).

The condition specifies that the interview must be conducted in a clinical simulation with
a standardized patient, which sets the context under which the outcome will be achieved.

The nursing student will interpret health assessment data (vital signs, lab results, physical
findings) and formulate an appropriate nursing diagnosis based on the clinical findings
during a simulated patient encounter. (Condition: Using a written case study with
supporting assessment data).

The condition indicates that the interpretation of data should be done using a case study
with supporting assessment data, specifying the learning context for the student.

4. Criteria for success (performance standards)

The criteria for success define the standards or level of performance required for the
student to demonstrate mastery of the behavior outlined in the outcome. This makes it
clear how the achievement of the outcome will be measured.

Example for Health History Interview:

The student will ask at least 10 pertinent questions in the health history interview and
document responses accurately, with no more than two minor errors in documentation.

Example for Physical Examination:

The student will perform the physical exam accurately, with a 95% accuracy rate in
identifying normal and abnormal findings, as assessed by the clinical instructor.

Example for Data Interpretation:

The student will correctly interpret at least 90% of the health assessment data and
formulate a relevant nursing diagnosis, based on the provided case scenario.

5. Instructional methods and active learning

To achieve the defined outcomes, instructional methods should be selected that

encourage active learning. These methods can include lectures, demonstrations,
simulations, and hands-on practice.

Example for Health History Interview:

Method: Role-play with a peer acting as a patient to practice conducting health history
interviews. Feedback is provided by peers or instructors.
Example for Physical Examination:

Method: Students perform physical exams on simulated patients or mannequins in a lab

setting, followed by instructor-guided assessments.

Example for Data Interpretation:

Method: Use of case studies or clinical scenarios where students analyze health
assessment data and discuss the findings in small groups.

6. Reinforcement and evaluation

Continuous reinforcement and evaluation ensure that students receive feedback and are
supported throughout the learning process. This helps them achieve the desired learning
outcomes.

Example:

After each health history interview, the student receives immediate feedback on their
communication skills, including questions asked and how well they gathered relevant
information.

In physical examination sessions, students receive feedback on their technique and

accuracy in identifying abnormalities.

Following data interpretation activities, students review their clinical reasoning with
peers or instructors, discussing potential diagnoses.

7. Final Assessment (Summative Evaluation)

The final assessment will assess the student's overall proficiency in performing a
comprehensive health assessment. This will include a combination of written exams,
practical assessments, and simulations.

Example:

A final simulation in which the student must perform a complete health assessment, from
conducting the health history interview to performing the physical examination and
interpreting findings. The student will be assessed on their ability to document findings,
report abnormalities, and make appropriate clinical decisions.

BLOOM’S TAXONOMY

Bloom's Taxonomy is a framework for categorizing educational goals based on different

levels of cognitive skills.
  It is often represented as a hierarchy ranging from basic recall (Knowledge) to
higher-order thinking skills like analysis and creation (Krueger’s, 1981).
 Its levels have been revised from: Knowledge, Comprehension, Application,
Analysis, Synthesis, and Evaluation, to the levels of Remembering,
Understanding, Applying, Analysing, Evaluating, and Creating by Anderson
and Krathwohl, 2001, (Out, 1990).
 The primary purpose of Bloom's Taxonomy is to promote deeper learning and
critical thinking among students by providing a structured framework for
educational objectives.
 Let us see the revised levels one by one in the following slides

BLOOM’S TAXONOMY REVISED LEVELS

BLOOM’S SPECIFICATIONS TABLE

Level Description Key Verbs/Actions

 Define, list, recall, recognize, name, state,
1. Remembering Recall facts, basic concepts, or answers.
identify

Describe, explain, summarize, interpret,

2. Understanding Explain ideas or concepts.
discuss, classify

Apply, demonstrate, solve, use, implemen

3. Applying Use information in new situations.
illustrate

Break information into parts to explore Analyse, compare, contrast, categorize,

4. Analysing
relationships. differentiate, examine

5. Evaluating Justify a decision or course of action. Evaluate, judge, critique, assess, argue, de

Design, create, construct, develop, formul

6. Creating Produce new or original work.
compose

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