One to OneInstruction

Tara MajorMichelle Lewis

Definition

Involves delivering information specifically designed to meet the needs of an individual learner

An opportunity for both the teacher and the learner to communicate Knowledge Ideas Feelings

Cognitive Learning Theory

One-to-one instruction changes a person’s cognition

Directed by the learner Involves perceiving information through

interpretation and reorganization Encompasses three domains of learning

Cognitive Domain

Knowledge Comprehensive Application Analysis Synthesis Evaluation

Affective Domain

Receiving Responding Valuing Organization Characterization

Psychomotor Domain

Perception Set Guided Response mechanisms and complex

overt response Adaptation Origination

10 Practices forSuccessful One to One

Instruction Ensure that the learner is ready to learn Don’t teach people what they already know Respect the learner’s personal space Respect the learner’s need to become

independent Explain each step when the learner comes to

it

10 Practices (con’t)

Go slowly, check comprehension, and review if necessary

Make learners comfortable with the fact that they have to learn something

Make the person comfortable with her/his ability to learn

Use humor, and respect the learner’s stress level Know when to quit, and practice good exit strategies

Possible Settings

Offices Classroom Clinical settings Community Outreach Homecare Primary Care Offices Hospitals Nursing Homes

Advantages

The pace and content of teaching can be tailored to meet individual needs.

Ideal as an intervention for initial assessment and ongoing evaluation of the learner.

Good for teaching behaviors in all three domains of learning.

Especially suitable for teaching those who are learning disabled, low literate, or educationally disadvantaged.

Provides opportunity for immediate feedback to be shared between the teacher and the learner.

Limitations The learner is isolated from others who have similar

needs or concerns. Deprives learners of the opportunity to identify with

others and share information, ideas, and feelings with those in like circumstances.

Can put learners on the spot because they are the sole focus of the teacher’s attention.

Questioning may be interpreted by the learner as a technique to test their knowledge and skills.

The learner may feed overwhelmed and anxious if the educator makes the mistake of cramming too much information into each session.

Evaluation

Instruction should be specific and time

should be given for an immediate response from the learner. If the response is explained back to the teacher, learning has taken place

(Bastable, 2008). Question and answer session for the

exchange of information

Conclusion

One-to-One Instruction is a highly individualized teaching strategy, that uses

all domains of learning. If a student is made to feel comfortable and the ten

practices are used, many of the limitations are minimized.

This allows the goal of educating to occur.

Reference Page Bastable, S. S., (2008), Nurse as Educator, Principles of Teaching

and Learning for Nursing Practice, (3rd ed.) Hough, T. T., (2008), Targeting adolescents’ literacy skills using one-

to-one instruction with research-based practices. Journal of Adolescent & Adult Literacy. 51: (8), 640-50.

Campbell, S., Fyfe, D., (2002), Teaching at the Computer: Best Practices for One-on- One Instruction in Reference. Canadian Library Association, Feliciter. (1), 26-28.

Woodard, B. S., Arp. L., (2005, Spring). One-on-One Instruction, From the Reference Desk to Online Chat. Vol 44. 3, 203-209.

Carroll, E. (2006, March). A Video is worth a Thousand Words., Oncology Nurse Forum, 33 (2), 394-395. Retrieved June 18, 2009, from Health Source: Nurse/Academic Edition database.

Reading Recovery Council of North American:2006. One-to-One Instruction is Superior to Small-Group Intervention for Struggling Young Readers: It Makes a Difference. http://www.readingrecovery.org