Module 9

TEACHING
STRATEGIES AND
METHODS FOR
LEARNING
Jezza Jonah C. Aclan
 OUTLINE

Teaching Strat
egies
Teaching Metho
ds
Selection of Te
aching Methods
Increasing Effe
ctiveness for T
eaching
Instructional S
ettings
Instructional M
aterials*
 TEACHING
STRATEGIES
Teaching Strategies

Also known as instructional strategies, are methods

techniques, procedures and processes that a teacher
uses during instruction that keep students engaged and
practicing different skill sets.

An instructor may select different teaching strategies

according to unit topic, grade level, class size, and
classroom resources.

Many kinds of instructional strategies are employed to

achieve teaching and learning goals and support different
kinds of students.
Examples of Teaching Strategies

Differentiated Instruction allows teachers to adjust lessons

to the range of skill level present in a class, while also
supporting progress. Teachers observe students and use
formative assessment methods in order to make sure class
experiences can be adjusted to individual skill and ability
levels as appropriate.

Active Learning encourages student agency in the learning

process; active learning incorporates elements of project-
based and inquiry-based learning in order to allow students
to pursue their own learning paths. Activities for active
learning can include think-pair-share strategies as well as
kinesthetic learning environment.
List of Teaching Strategies

Project-Based Learning experiences allow students to

engage in learning about a topic over a period of time, and
may help the development of deep understanding. Project-
based learning can also incorporate a variety of skills and
strengths as students work independently or together to
make a video, book, or website.

Inquiry-Based Learning emphasizes the importance of

effective questioning and thinking skills in the learning
process. Students consider key questions that need to be
answered to understand a given topic, then follow through
to collect information, make hypotheses, participate in
activities, and pursue answers in an open environment.
List of Teaching Strategies

Blended Learning allows students to do part of their

learning in an independent digital environment, and part of
it in a face-to-face classroom setting. This technique
combines the strengths of both settings to create a well-
rounded experience that gives students opportunities to
pursue learning in their own time, and to have in-person
interactions to consolidate what they've learned.

Cooperative Learning encourages structuring classes into

groups to foster communication and working together in
smaller units. Instructors can strategically form groups
around students with varying skill levels and learning styles
to promote collaboration, communication, and social skills.
List of Teaching Strategies

Flipped Classrooms invert the traditional teaching model.

In flipped classrooms students are assigned pre-learning
before class, so that classroom time can be given over to
problem-solving, one-to-one feedback and student
collaboration. Flipping a classroom may allow students to
make more effective progress during class-time, having
prepared for the lesson beforehand and receiving more
focused support and feedback from teachers and peers
alike.
TEACHING
METHODS
Teaching Methods

is the way information is taught that brings the learner into

contact with what is to be learned.

Examples of such methods include lecture, group

discussion, one-to-one instruction, demonstration and
return demonstration, gaming, simulation, role play, role
model, and self-instruction modules.

As the use of technology evolves, these teaching methods

also are being offered as blended opportunities by
integrating online and hybrid learning strategies (Cummins,
et., al., 2012).
TEACHING METHOD:
LECTURE
 Defined as a highly structured
method by which the educator
verbally transmits information
directly to a group of learners
Lecture for the purpose of instruction.

It is one of the oldest and most

often used approaches to
teaching.

Effective approach for

cognitive learning domain
 Lecture can easily be
supplemented with instructional
materials, such as printed
Lecture handouts and audiovisual tools.

Lecture is an ideal way to provide

foundational background
information as a basis for follow-
up discussions/activities.

Lecturing is an acquired skill -

perfected overtime
 Limitations:

Does not provide much

stimulation or participatory
Lecture involvement of learners

Does not account for individual

differences among students
The diversity of learners within
groups makes it a challenge for the
teacher to reach all learners
equally.
 3 Main Parts of Lecture
Lecture 1. Introduction,
2. Body, and
3. Conclusion
 Introduction phase of a lecture, the
educator should present learners
with an overview of the behavioral
objectives related to the lecture
Introduction topic, along with an explanation as
to why these objectives are
significant.

Introduction should engages

learners’ attention and focuses the
group on the teacher, which creates
the stage for learners to be ready to
listen.
 Body involves the actual delivery

Body of the content related to the

topic being addressed.

Careful preparation is needed so

that the important aspects are
covered in an organized,
accurate, logical, and interesting
manner.
 Conclusion is wrapping-up of
the lecture. It is reserved for
Conclusion summarizing the information
provided in the presentation.

At this point, the lecturer can

review the major points
presented and leave some time
for questions and answers.
 Five Approaches to Effective
Transfer of Knowledge During a
Lecture
Tips!
Use opening and summary
statements
Present key terms
Offer examples
Use analogies
Use visual backups
 The educator's speaking skills
also are important to the
delivery of lecture

Tips! Body language should also be

considered

Inexperienced lecturers can

initially practice in front of the
mirror or on video recording.

Keep lecture within the alloted

time
TEACHING METHOD:
GROUP DISCUSSION
 A method of teaching whereby
learners get together actively

Group exchange information, feelings,

and opinions with one another
and with the educator.
Discussion
A broad active teaching method
- can incorporate specific types
of instruction such as guided
learning, collaborative learning,
case studies etc

Major consideration - group size

 May not be pertinent for patient and
family teaching but is effective in
staff development and nursing

Group students

Discussion Benefits include:

participant's deeper
understanding
longer retention of information
increased social support
more positive interpersonal
relationship
more active learner participation
effective in cognitive and
affective domains
 Limitations

Group One or more members may

dominate the discussion
Shy learners may refuse to become
Discussion involved or may need a great deal of
encouragement to participate
Requires skills to tactfully redirect
learners who go off topic
Particularly challenging for novice
teachers when members do not
easily interact
More time consuming to transmit
information
 TEACHING METHOD:
TEAM-BASED LEARNING
 An innovative and newly popular
teaching method in nursing education
Team-Based which offers educators a structured,
student-centered learning environment

Learning An active learning and small group

instructional strategy that provides
students with opportunities to apply
conceptual knowledge through a
sequence of activities that includes
individual work, team work, and
immediate feedback
 Enrich the students’ learning
experience through active learning
Team-Based strategies:

Learning Group Activities. Case-based learning

requires students to apply their
knowledge to reach a conclusion about
an open-ended, real-world situation.
Individual Activities. Application
cards.
Partner Activities. Role playing.
Visual Organizing Activities.
Categorizing grids.
 Forming heterogeneous teams
Key
Stressing student accountability
Principles
Providing meaningful team
assignments focusing on solving
real-world problems

Providing feedback to student’s

TEACHING METHOD:
COOPERATIVE
LEARNING
 Is the methodology of choice for
transmitting foundational knowledge.
Cooperative This distinguished by the educator’s

Learning role, in which the educator is the center

of authority in the class, with group
tasks usually more closed ended and
often having specific answers (Conway,
2011).

Is a highly structured group work

focusing on problem solving that leads
to deep learning and critical thinking.
 Students are given a task, better
known as an assignment, and they
Cooperative work together to accomplish this
task. Each individual has
Learning responsibilities and is held
accountable for aiding in the
completion of the assignment;
therefore, success is dependent on
the work of everyone in the group.

Example: Think Pair Share , Jigsaw

 Extensive structuring of the learning
tasks by the teacher.
Strongly interactive student–student
execution of the tasks.
Components Immediate debriefing or other
assessments to provide the teacher
and students with prompt feedback
about the success of the intended
learning.
Instructional modifications by the
teacher based on feedback.

The use of cooperative learning stresses

the importance of foundational knowledge
and understanding.
TEACHING METHOD:
SEMINARS
 The seminar teaching method is a
teaching model in which students work
in small groups to discuss assigned
Seminars questions and issues under the
guidance of teachers.

In the seminar teaching method

process, students take the initiative to
preview the course content, find
evidence and answers to questions
assigned before course, share
knowledge points with peers during the
course.
 Comparing to traditional lecture-based
learning is generally considered to
induce passivity and compliance as it
Seminars focuses on a one-way transfer of
knowledge.

The educator’s role is to act as a

facilitator to keep the discussion
focused and to tie important points
together. The educator must be well
versed in the subject matter to field
questions, to move the discussion
along in the direction intended, and to
give appropriate feedback
TEACHING METHOD:
ONE-TO-ONE
INSTRUCTION
 Involves face to face delivery of
information specifically designed to
One-to-one meet the needs of an individual
learner

Instruction Positive effect on patient education

and compliance

Can be formal (planned one-to--one

instruction) and informal (unplanned
interaction and occurs unexpectedly
when patient shows readiness to
learn)
 Requires interpersonal skill on the
educator and ability to establish
rapport
One-to-one NOT a lecture delivered to an
audience of one - should actively
Instruction involve the learner and be based on
his/her learning needs
Usually 15-20 minutes long and offers
information in small potions to allow
time for processing
Involves moving learners from
repeating information that was shared
to applying what they have just
learned.
 TEACHING METHOD:
DEMONSTRATION AND
RETURN
DEMONSTRATION
 Demonstration - done by the
educator to show show the learner
Demonstration how to perform a certain skill
Return Demonstration - by the
& Return learner is carried out as an attempt to
Demonstration establish competence by performing
a task with cues from the educator as
needed.
They are especially effective in
teaching psychomotor domain skills.
However, demonstration and return
demonstration also may be used to
enhance cognitive and affective
learning.
 Learners may need reassurance to
reduce their anxiety prior to
Demonstration beginning the performance because
they may view the opportunity for
& Return return demonstration as a test.
Demonstration Allowing the learner to manipulate the
equipment before being expected to
use it may help to reduce anxiety
levels.

Group size must be kept small and

may need extra space and equipment
for practicing certain skills.
TEACHING METHOD:
GAMING
 Is a method of instruction requiring
the learner to participate in a
competitive activity with preset rules.

Gaming The goal is for learners to win a game

by applying knowledge and rehearsing
skills previously learned.

Games can be simple, or they can be

more complex to challenge the
learner’s ability to use higher order
thinking and problem-solving
strategies (Jaffe, 2014).
 Fun with a purpose - individual
(puzzles), group (bingo or jeopardy)

Retention of information promoted

Gaming by stimulating learner enthusiasm and
increasing learner involvement

Can be placed anywhere in the

learning activity - assessment, topic
introduction, check learner progress,
summarize information

Potentially higher noise level; special

space accommodation needed
TEACHING METHOD:
SIMULATION
 is a trial-and-error method of teaching
whereby an artificial experience is
created that engages the learner in an
activity that reflects real-life
Simulation conditions but without the risk-taking
consequences of an actual situation.

is a technique, not a technology, to

replace or amplify real experiences
with guided experiences that replicate
substantial aspects of the real world
in a fully interactive manner”.
 is a trial-and-error method of teaching
whereby an artificial experience is
created that engages the learner in an
activity that reflects real-life
Simulation conditions but without the risk-taking
consequences of an actual situation.

is a technique, not a technology, to

replace or amplify real experiences
with guided experiences that replicate
substantial aspects of the real world
in a fully interactive manner”.
 Written simulations may use case
studies about real or fictitious
situations, with the learner being asked
Types of to respond to these scenarios

Simulation Model simulations are frequently used

to teach a variety of audiences. An
innovative technology is high-fidelity
whole-body patient simulators, that
reproduce in a sophisticated, lifelike
manner the cardiovascular, respiratory,
urinary, and neurological systems.
 Clinical simulations can be set up to
replicate complex care situations, such
as a mock cardiac arrest.
Types of
Simulation Computer simulations are used in
learning laboratories to mimic
situations whereby information and
feedback are given to learners in
helping them develop decision-making
skills.
TEACHING METHOD:
ROLE PLAY
 Role Playing, is a method of
instruction by with learners actively
participate in an unrehearsed
dramatization.
Role Play
Participants are asked to play an
assigned character as they think the
character would act realistically.

This technique is intended to arouse

feelings and elicit emotional
responses in the learners.

Used primarily for improving affective

domains
 According to Commer (2005), role
playing can be used to substitute for
or supplement costly high-tech
Role Play simulations to tach students various
skills and develop clinical judgement
at varying levels of difficulty.

There may be tendencies by some

participants to overly exaggerate their
assigned roles, which may lose its
realism
TEACHING METHOD:
ROLE MODEL
 This teaching method primarily is
known to achieve behavior change in
the affective domain

Role Model Preceptors and mentors are excellent

examples of experienced health
professionals who, through the use of
role model, guide, support and
socialize students and novice
practitioners in their transition to a
new level of functioning.

Potential of positive role models to

instill socially desired behaviors
TEACHING METHOD:
SELF INSTRUCTION
 A teaching method used by the educator
to provide or design instructional
activities that guide the learner in
independently achieving the objectives
of learning.
Self Instruction
The self-instruction method is effective
for learning in the cognitive and
psychomotor domains, where the goal is
to master information and apply it to
practice.

An effective adjunct for introducing

principles and step-by-step guidelines
prior to demonstration of a psychomotor
skill.
 Can come in a variety of ways - work
books, study guides, workstations,
videotapes, internet modules etc

Allows self-pacing
Self Instruction
Stimulates active learning

Provides opportunity to review and

reflect on information

Limited with learners who have low

literacy skills

Not good for learners who tent to

procrastinate
SELECTING
TEACHING
METHODS
Importance of Selecting Appropriate Teaching Method
To meet the needs of learners should not be
underestimated:

The popular Chinese proverb “Tell me; I forget. Show

me; I remember. Involve me; I understand” - implies
that information retention rates vary with different
teaching methods.

Using methods of instruction that actively involve

learners improves the amount of information they retain
and their ability to think critically and, thus, positively
affects their learning outcomes.
Deciding which method(s) to select must be based on a
consideration of such major factors as the following:

Audience characteristics (size, diversity, learning

style preferences)
Educator’s expertise as a teacher
Objectives of learning
Potential for achieving learning outcomes
Cost-effectiveness
Setting for teaching
Evolving technology
Evaluation of Instructional Methods

Did learners achieve their objectives?

Was the activity accessible to targeted
learners?
Were available resources used
efficiently?
Did the method accommodate the
learner's needs, abilities and style?
Was the approach cost effective?
Nurse Educator Functions

1. facilitating,
2. guiding, and
3. supporting the learner

For example, an educator may choose

lecture as the primary teaching approach
but also allow the opportunity for
question-and-answer periods and short
discussion sessions throughout the
lecture.
 INCREASING
EFFECTIVENESS
FOR TEACHING
Creative Techniques to enhance Verbal Presentations

Present information enthusiastically

Include humor
Exhibit risk-taking behaviors
Deliver material dramatically
Choose problem-solving activities
Serve as a role model
Use anecdotes and examples
Use technology
General Principles for Teaching Across Methodologies

—Give positive reinforcement.

—Project acceptance/sensitivity.
—Be organized, give direction.
—Elicit and provide feedback.
—Use questioning.
—Know your audience.
—Use repetition and pacing.
—Summarize key points.
INSTRUCTIONAL
SETTINGS
Instructional Setting

A situation or area in which health

teaching takes place as classified on the
basis of what relationship health
education has to the primary function of
an organization, agency, or institution in
which the teaching occurs
Healthcare Setting

Delivery of health care is the primary

role of sole function of the institution.
Health education is part of the overall
care delivered within these settings

Hospitals, public health departments,

outpatient care patients
Healthcare-related Setting

Healthcare-related services are offered

as a complementary function of a quasi-
health agency.

Some examples are: American Heart

Association, American Cancer Society
Non-Healthcare Setting

health care is an incidental or supportive

function of an organization

Examples are business, industry, and

school system
 summary
—As a nurse e
ducator you ha
responsibility t ve the
o select proper
that match the m ethods
learner charac
,behavioral obj te ristics
ectives , teach
characteristic er
s and available
recourses
Any questions?
 Instructional M
ethods and Set
module has pre tings
sented in-dept
the various ins h re view of
tructional met
hods.
Let's summariz
e the comparis
on of each
approach
 Reunite with your group mates from ACTIVITY 2
(History of Heath Education

Use the remaining hours in our class to further

discuss within your group the different instructional
methods and complete the table below

Submit your final group output on or before 12MN

today (via a folder in your class google drive)
 Learner Educator
Methods Domain Advantages Limitations
Role Role

Cost effective
Presents Not
Lecture Cognitive Passive Targets large
information individualized
groups

Group
Discussion

One-to-one
Instruction

Demonstrat
ion
 Learner Educator
Methods Domain Advantages Limitations
Role Role

Return
Demonstrat
ion

Gaming

Simulation

Role Play
 Learner Educator
Methods Domain Advantages Limitations
Role Role

Role Model

Self-
instruction