Professional Documents
Culture Documents
Teaching Strategies
Teaching Strategies
Teaching Strategies
Note that:
It is important thing to remember that effective health education is seldom achieved through the use of
one method alone.
The best method of teaching combines the various methods.
LECTURE
• Highly structured learning
• Teacher acts as the resource person and transmitter
• Oldest method of teaching
• Students depend largely on the instructor’s lecture
• Used to reinforce and supplement reference materials and textbooks.
• Derived from the Greek word “lectura” which means to read.
• Very important method to impart knowledge in the lower level of the
cognitive domain.
Ora, simple quick, traditional way of presenting the subject matter
Forms of Lecture
1. Traditional lecture – the teacher is the only speaker.
2. Participatory lecture – begins with learner brainstorming and use of
pause in between.
3. Feedback lecture – mini lectures followed by small group discussion. It
gives opportunity to manipulate lecture content.
4. Mediated lecture – use of media such as films, slides along with traditional
methods.
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6. Helps students to integrate or synthesize a large body of knowledge from several fields or sources
Blair’s Principle: learning proceeds more rapidly and is retained much longer when the material learned
has meaning, organization and structure
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3. Extend what has been learned to new situations.
Refers to the transfer of knowledge from one situation to another
Transfer of learning
• most significant criterion of learning
• Occurs when the learner recognizes the similarity between the learning situation and the transfer
situation: identical or similar elements help students to generalize to new situations.
• Extent that students expect it to occur.
• Use of audiovisual assist learners in making learning easier.
DISCUSSION
A method of teaching where teacher and students actively partake in the learning process.
GROUP DISCUSSION
• The larger a group is, the less it can accomplish.
• Ideal number is 10-20 students
• Take their own turns and sometimes needs are not met.
• Participants have equal chance to express freely and exchange ideas
• The subject of discussion is taken up and shared equally by all the members of the group.
• Collective thinking process to solve problem.
Strengths:
1. pools ideas and experiences from group
2. effective after presentation, film or experience that needs to be analyzed.
3. allows everyone to participate in an active process.
Limitations:
1. not practical with more than 20 people.
2. few people can dominate
3. others may not participate
4. time consuming
GROUP CONFERENCES
• Also known as post clinical nursing conferences
• Enable students to compare notes and experiences
• May help to identify alternative ways of problem solving.
Purposes
1. To apply the principles and concepts of previously introduced body of knowledge and to transfer the
knowledge to new situations.
2. To clarify information and concepts
3. To learn the process of group problem solving
Discussion techniques
1. Properly instruct students on what they should do, see, read so they can participate in the discussion
2. Set the ground rules
3. Physical arrangement
4. Plan a discussion starter
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1. Focusing
2. Refocusing is redirecting the group’s attention
3. Changing the focus
4. recapping
10 Discussion stoppers
1. Insufficient wait-time
2. Rapid reward
3. Programmed answer
4. Nonspecific feedback questions
5. Teacher’s ego-stroking
6. Low level questions
7. Intrusive questioning
• Questions that invade person’s privacy
8. Judgmental response to student answers
• Teacher incorporates her own values when appraising student's answers
9. Cutting students off
10. Creating a powerful emotional atmosphere and then ignoring feelings and responses
BUZZ GROUP
a large group is divided into small group of not more than 10-20 people.
They have given a time to discuss the problem
Then the whole group is reconvened and the reporters of the small groups will report their findings and
recommendation.
CONFERENCE
refers to meeting for lectures of discussion where representatives of various stakeholders participate.
has a far broader spectrum of the seminar workshop symposium
not limited to academic activities only, beyond academic where many diverse participants participate
PANEL DISCUSSION
is a meeting where experts (2 or more) are invited to make short presentation or speak on different
aspect of the same subject area or theme.
SYMPOSIUM
is typically a more formal or academic gathering, featuring multiple experts delivering short presentation
on a particular topic.
Is an academic in nature where experts (academicians) present their views on a particular theme.
Example: annual research symposium
SEMINAR
is a lecture or presentation delivered to an audience on a particular topic or a set of topics that are
educational in nature.
usually held for group of 10-50 individuals for about an hour through usually not n practice.
WORKSHOP
is a period of discussion and practical work on a particular subject in which a group of people share their
knowledge and experiences.
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Series of educational and work sessions where manual work is done.
A small group of people meet together over a short period of time to concentrate on a defined area of
concern.
Also means a group working together, on a creative project, discussing a project
QUESTIONING
• Seeking
• Situation where the teacher is probing or inquiring from the student as a feedback mechanism
Types of questions
1. Factual or descriptive questions
• Questions that can be answered from memory or by description.
• Requires the student to recall previously learned facts or information
• Factual questions – deals with who, what, when or where
• Descriptive questions – expressive, telling, informative or enlightening statements where longer
answers are required.
2. Clarifying questions
• Are illuminating, revealing, informative or enlightening questions which can be done in 5 ways:
a. Asking clarifying questions
b. Requiring the student to justify
c. refocusing
d. Prompting the students like suggesting or giving a hint or reminder
e. e. Redirecting the question
3. Higher-order questions
• Stimulate the student to establish relationships, compare and contrast, make inferences(logic,
reasoning or judgment) rather than defining them
• development of critical thinking skills
• Asked the “WHY”
AUDIO –VISUALS
• Include : handouts chalkboards or whiteboards, overhead transparencies
• Guided by the learning objectives
• Affected by the availability of the materials, equipment and assistance.
• Consider the learner’s characteristics, abilities, size of the class
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INTERACTIVE lecture
• Mixture of lecture and audiovisuals
• Ex: combination of lecture discussion, film showing or videotape, writing a teaching plan or an NCP
LESSON II
ACTIVITY BASED LEARNING
Cooperative learning
• are aware that they are not only responsible for their own learning but also for the learning of others
• Involves structuring small groups of learners who work together toward achieving shared learning goals
Types of Cooperative
learning
Formal groups Informal groups Base groups
Simulation
•Is an imitation, recreation or presentation of the structure or dynamics of a real thing or situation
•Ex: role playing, return demonstration, simulation games and clinical simulation
Types of Simulation
a. Written simulation
• Paper and pencil presentation of actual problems or cases
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• Feedback is given for each decision made
b. Role played simulation
• One person portrays the role of another
Purpose is to help participants and observers obtain insights into the behaviors and feelings of people
c. Mediated simulation
• Uses audio or visual aids to present a problem, case or task
1) Videotaped simulation
2) Electronic reproduction- include audio reproductions of human cardiac and respiratory
sounds
3) Physical simulators – use lifelike models
d. Computer simulation
• uses computer to present cases,
• provide information requested by the students
• Give feedbacks regarding effects of decisions.
ROLE PLAY
- a type of drama in a simplified manner. It portrays expected behavior of people
- is a spontaneous and/or unrehearsed acting out of real life situations. A script is not necessary.
- It is a very direct way of learning. You are given a role or character and have to think and speak
immediately without detailed planning.
DRAMA
- is a presentation in which the subject matter or topic is studied well either written or in words, and then
presented in educative and recreating manner.
- Needs detailed planning and script development and practicing
- Audience identify with characters and settings
- In serial drama, for example, if the character and settings are familiar to audience, they can identify with
the situations and feelings of the characters.
- Drama is very effective in behavior change communication
CASE STUDIES
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• An analysis of an incident or situation in which characters and relationships are described, factual or
hypothetical events and problems need to be resolved or solved.
• Provide an open-ended problem
• Expected to see pros and cons
• Advantages and disadvantages of the presenting alternatives or options where there is more than one
desirable outcome.
• Defend or justify the choice of actions
1. Develop objectives
2. Select a situation, topic or scenario
3. Develop the characters-giving details of patient and his family
4. Develop the discussion questions
5. Lead the group discussion
PROBLEM-BASED LEARNING
• An approach to learning that involves exposing the students to real-life problems
• Working together in small groups, analyzing, deciding and solving problems.
• Little background of the information about the case
1. Discussion
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2. Asking effective questions
• Socratic Method – a way of questioning where the teacher responds to all questions or comments with
more questions.
• Structured controversy- relies heavily on effective questioning, controversy is introduced and elicit critical
thinking.
• Similar to a debate
3. Text interaction
• Analyze, scrutinize and interact with the content of the reading materials
4. Concept mapping- involves drawing or diagrams which show mental connections or associations
LESSON III
COMPUTER TEACHING
1. Role reversal
• From sole provider/ultimate source to facilitator of learning by :
a. Assisting
b. Helping
c. guiding
2. Virtual reality
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• E – nursing used as mode of instruction
• Students are given more opportunities for hands on and application of skills and concepts.
3. Learner is given more freedom to explore the learning environment, design the learning objectives and
content and avail time to practice.
4. Learner can be taught how to avail more information related to care
5. Patient nurse interactive dialogue
1. Distance education
• Teacher and learner are separated
• Not undergoing the traditional classroom education.
• Online courses with the internet
• More flexible approach to learning
• Techniques used in distance learning:
a. Online courses
b. Correspondence courses
c. Independent study
d. videoconferencing
2. E –learning
• Abbreviation for electronic learning
• Access via WWW
• Can be personalized or customize to meet individual needs
• Interactive and reality based.
3. Internet
• Huge global computer network
• Transfer of information from one computer to another
• Enables them to communicate via email, real time chat, electronic discussion groups or usenet
newsgroups
1. Tutorial mode
• Simplest form
• Provides information to the student in the form of factual statements which are interspersed with
predetermined questions and answers from the computer.
2. Drill –and- practice
• Presents a series of questions or problems from previously learned material – students answer from
recall.
• Based on the principle of mastery
• Repetitious practice/rehearsals
3. Simulation
4. Games
• Simulation or nonsimulation
• Designed to: assess strategies give results or effects of decision made introduce variables
LESSON IV
TEACHING PSYCOMOTOR SKILLS AND CLINICAL TEACHING
• Demonstration and return demonstration
• Self directed study
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• Role playing, peer teaching
• Supervision is necessary in teaching students
SKILLS
Primary focus of nursing was on “practical skills” r the art of nursing” that emphasized hand-on “doing”
for patients
Research has shown the effectiveness of DEMO as a teaching strategy for learning skills that are
entirely new to the learner
DEMONSTRATION
Explaining and demonstration
AKA Direct instructional model, Active teaching model, Mastery teaching model, Explicit instruction,
Demonstration performance model.
Designed to promote learning of procedural knowledge needed to perform simple and complex skills and
for declarative knowledge that is well structured and can be taught in a step-by-step fashion.
Other strategies:
1. Mental practice ( mental imagery)
2. Games
3. Multimedia ( animation, videos, sound clips, images, navigation, DVD, film, CD
4. simulation
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7. Use a medial summary to strengthen your explanations
Precautions:
1. Avoid interrupting; keep demonstration smooth and continuous.
2. Never demonstrate on a student’s material
3. Work towards one aim
4. Allow time for possible student participation
After demonstration:
1. Return all items used during demonstration to their storage places
2. Make arrangements to have the trainees practice the skill as soon as possible in a practical
class session
3. Observe and analyze trainees(s) performance and correct mistakes.
4. Offer reinforcement where necessary
5. Coach weak or slow trainees
6. Check trainee’s completed work for accurate performance and record
7. Allow sufficient time interval before demonstrating another operation
CLINICAL TEACHING
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1. CI’s handles 8-12 students in the clinical area based on the requirements set by CHED.
2. Students are retained in the nursing skills laboratory until they are proficient in the skills required by a
certain nursing procedure.
3. Clinical nursing course is conducted in the classroom area . ( skills lab)
a. More information about clinical practice before they are sent to the clinical area
b. Exposing students to possible scenarios and giving them opportunity to practice possible nursing actions
in a non threatening environment
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Format of a Clinical Teaching Plan
A. Description of Learners
B. Focus of Clinical Experience
C. Setting
D. Briefing or Orientation
Time Frame Objectives Activities Evaluation
Clinical Students
Instructor
Evaluation Tools
Are recommended which have been tested for their reliability and validity.
They are rating scales
1. Assessing the strengths and limitations of the patient, family or support person and the
environment
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2. Implementing and coordinating the plan of care
3. Considering the individual, family and community resources
4. Evaluating the effectiveness of the plan of care
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