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☆
3.The teaching-learning experience, both the student’s
PSTM221 Week 7 and teacher’s experiences
Planning & Conducting Classes
4.Curriculum documents, standards, school, district,
Planning a Class
state national
Before a teacher enters the classroom, he/she must do
a tremendous amount of planning 5.New ideas related to the scope and sequence of
the topic, standard or big idea from a problem that
Course Outline/Learning Plan/Syllabus arises or identification of content that wasn’t previously
identified or foreseen.
╰┈➤A contract between teachers and learners
╰┈➤Helps the learners gauge just what is to e learned
and what is expected of them. Course Outline/Learning Plan/Syllabus

Characteristics of Objectives in a Course Outline

It includes: Specific
● Name of the course ╰┈➤You must tell exactly what is expected, why is it
● One-paragraph course description important, who is involved, where is it going to happen,
● List of course objectives and which attributes are important
● Topical outline
● The teaching methods to be used Measurable
● Methods of evaluation ╰┈➤Emphasizes the need for concrete standard
● Textbooks and other readings criteria for measuring progress toward the attainment of
● Name of the instructor the goal.

The Value of Objectives

Attainable
╰┈➤Points out the importance of goals that are
1. It is needed in guiding the selection and handling of realistic.
course materials.
Result-oriented & Relevant
2. It is needed to help determine whether people in
╰┈➤Stresses the importance of choosing goals that
the class have learned what the teacher has tried to
matter. Relevant goals are purpose-driven.
teach.
Time-bound & Terminal
3. Objectives are essential from the learner’s
╰┈➤Emphasizes the importance of formulating goals
perspective. They need to know more about a course
within a time frame, giving them a target date.
than they can get from a course description or a list of
course content.
Importance of SMART Objectives
╰┈➤Quite easy to find out at the end of the lesson if the
Selection of Objectives
teacher attained his/her objective or not.
Objectives can be selected from:
╰┈➤Easier to the teacher’s part to formulate a test that
1.Theorganizational is valid to measure the attainment of the lesson
topic,subtopic,theme,subject,subject dimension or objective.
category,disposition, process
╰┈➤The lesson becomes more focused for the
2.Previous skills or objectives teacher has a concrete picture of the behavior that

UFSQ ✧ 2022⋆｡pg 1
the students should able to demonstrate if the teacher
realized his/her lesson objective.
╰┈➤Increase the teacher’s accountability for the
learning of the students.
╰┈➤It departs from the unsound practice of teaching
that is so spread out, that in the end, the teacher find
himself unclear on what test he is going to give to
assess learning.
Guiding Principles in the Selection and
Organization of Content
1. Related to Subject Matter
Validity - goals & objective of the course as laid down
in the basic education curriculum
2. Significance - respond to the needs & interest of the
learners -> meaningful & significant
3. Balance - not only facts - concepts & value
Detailed Discussion
- Cognitive
- Psychomotor
- Affective
4. Self sufficiency - content - fully covers the essentials
- less is more
5. Interest - development stages cultural & ethic
background
6. Utility - x memorization
- analyzation,
Taxonomy of Objectives
- developed by Benjamin Bloom
- recommend specific verbs to use when writing
learning objectives so that the objectives can be
measured
Covers the three domains of learning:
A. Cognitive -
B. Psychomotor -
C. Affective -
A. Cognitive
╰┈➤These are objectives that deal with recall or
recognition of knowledge and the development of
intellectual abilities and skills.
╰┈➤Learning in this aspect refers to the mental
processes like memorization and ability to think,
analyze, and solve problems.
Bloom’s Taxonomy
Levels of Cognitive Learning According to Bloom’s
Taxonomy
1.Knowledge (recall)
- Knowledge of terminology and conventions, trends
and sequences, classifications and categories,
criteria and methodologies, principles, theories, and
structures
2. Comprehension
- Relates to translation, interpretation, and
extrapolation
3.Application
- Use of abstractions in particular situations
- Predict the probable effect
4.Analysis
- Relates to breaking a whole into parts
5.Synthesis
- Putting parts together in a new form such as a
unique communication, a plan of operation, and
a set of abstract relations
6.Evaluation
- Judging in terms of internal evidence or logical
consistency with facts developed elsewhere
- Recognize fallacies in the arguments
UFSQ ✧ 2022⋆｡pg 2
COGNITIVE DOMAIN VERBS Applying Can the student choose,
use the demonstrate,
Knowledge define, delineate, describe, identify, list, dramatize,
information in a
name, state employ,illustrate,
new way?
interpret,
Comprehension classify, discuss, estimate, explain,
operate,schedue,
rephrase, summarize
sketch,solve, use,
Application adjust, apply, compute, demonstrate, write
generate, prove

Analysis analyze, compare, contrast, critic, Analyzing Can the student appraise,
defend, differentiate distinguish compare,
between contrast, criticize,
Synthesis create, develop, propose, suggest, write differentiate,
different parts?
discriminate,
Evaluation assess, choose, conclude, defend, distinguish,
evaluate, judge
examine,
experiment,
Anderson’s Taxonomy question, test

Evaluating Can the student argue, defend,

justify a stand or judge, select,
decision? support, value,
evaluate

Creating Can the student assemble,

create new construct, create,
product or point design, develop,
of view? formulate, write

Levels of Cognitive Learning According to

Anderson’s Taxonomy
B. Psychomotor
COGNITIVE DESCRIPTION VERBS Three Domains of Learning
DOMAIN
- Anita Harlow
Remembering Can the student define, duplicate, - Skills
recall or memorize, recall, - Objectives that deal with physical and kinesthetic
remember the repeat, skills.
information? reproduce, state - Characterized by progressive levels of behaviors
from observation to mastery of a physical skills

Understanding Can the student classify,describe, (Psychomotor Domain) Verbs Used:

explains ideas discuss,explain, arrange, assemble, calibrate, combine, copy, correct,
or concepts? identify,
create, execute, handle, manipulate, operate, organize,
locate,recognize,
position, produce, remove revise, solve
report, select,
translate,paraphr
ase

UFSQ ✧ 2022⋆｡pg 3
 Components of Planning Sequence
A. Formulate objective
B. Select content
C. Organize content
D. Choose teaching methods
E. Design assignments
F. Evaluation methods

Note: wala sa modules
Reflex Movements - action elicited w/o learning in response
to one stimuli
- flexion , extension, stretch, posture, adjustments
Basic Fundamental movement - inherent movement pattern
w/c are formed by combining reflexes
- Pushing, pulling, manipulating
Perceptual - refers to interpretation of various stimuli that
enable one to make adjustments to the environment through
visual, auditory, kinesthetic, or tactile discrimination.
- coordinated movement
-> jump rope, catching
Physical Activities - endurance., strength, vigor, & agility
- strenuous effort for long periods of time
- muscular exertion
Skilled Movements - complex task, recreation and dance
Non-Discursive Communication - facial expressions
C. Affective
Three Domains of Learning
- Those that deal with the development of
attributes like genuine interest, desirable
attitudes, values, and commitment as expected
learning outcomes.
(Affective Domain) Verbs used:
accept, agree, choose, comply, commit, defend, explain,
influence, integrate,recommend, resolve, and volunteer
Wording of Objectives:
I. Selecting Content
● The general guidelines for course content
are usually prescribed by the curriculum of
the school or institution for which the educator
works.
● How much time you can devote to the topic.
● The kind of background the students have.
● If a textbook has already been selected for
the course, its depth of content can give
you some hints as to what you need to include.
II. Organizing Content
● Share the class objectives with the group.
● Use heading and subheadings during the
lectures
● Discussions, role playing, computer
applications, and problem-based learning as
well as other teaching strategies also require
structure and organization for learning to
proceed smoothly.
● In which class content is organized can
make all the difference between session that
are enjoyable and smooth running and those in
which students are irritated and grumbling.
1. Lectures
2. Discussions
3. Role-playing
4. Computer applications
5. Problem-based learning
6. Educational strategies
● Require structure and organization for learning
to proceed smoothly.

Objective is incomplete unless it contains: III. CHOOSING/Selecting Teaching

- the intended learner Method
- the behavior to be performed It is one of the most complex parts of teaching,
- the conditions to which it is to be performed yet it may receive least attention in instructional
- the expected degree of attainment of specific
standards.
UFSQ ✧ 2022⋆｡pg 4
planning. unless taught otherwise assume that the
way they were taught is the best way to do it.
FIRST CLASS SESSION
Factors Affecting Choice of Method:
● Selection of methods depends on the objectives
and type of learning you are trying to achieve.
● Course content also dictates methodology to
some extent.
● Compatibility between teachers and teaching
methods; compatibility between learners and
teaching methods are important.
● Availability of resources determines which
strategies to be used.
IV. DESIGNING/PLANNING ASSIGNMENTS
● Planning learning assignment is challenging
work.
Subsequent Classes/Sessions
○ Reading assignments
○ Short essay/case study
○ Research
○ Personal interview
○ Short term paper
● If you want to see whether students can
think analytically- assign a short essay
● If you want to test students’ ability to use
resources to answer specific questions- Ask
them the questions, let them investigate the
answers, and have them write up the answers.
● There are countless types assignments available
that would help achieve objectives and not
involve a lot of busywork and repetition.
Conducting the Class
- The way you approach the 1st session often sets
the tone for the whole course.
- Begin by introducing yourself.
- Welcome the class, read names, the early
and late hour; a little humor is helpful on the first
day.
- Communicate expectations for the course.
- Cover general classroom rules.
- Communicate enthusiasm for the subject,
significance and personal application of the
subject to students.
- Begin by gaining and controlling the attention of
the learners.
- Establish an impression of control.
- Close proximity may help establish presence
and authority.
- Assess the learners: pre-tests, short
questionnaires or asking questions in the
class.
- Follow the planning sequences and continue to
refine approach to teaching.

V. Choosing a Textbook
● Provide a stable and uniform source of
information for students to use in their individual
study.
○ Quality of writing in the book
○ How the book was organized and the
graphics that were included.
○ Evaluate the content scope and quality,
credibility of authorship, format, quality of
print and the like
○ Examine some chapters
○ Examine the book’s appearance
○ The way in which the book will be used.
○ Cost of textbooks.

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 .•* ̈`*•. ☆ .•* ̈`*•. ☆ .•* ̈`*•. ☆ .•* ̈`*•. ☆ .•* ̈`*•. ☆

PSTM221 Week 8
👎Disadvantages of Lectures
Traditional Learning Strategies 1. Puts learners in the PASSIVE ROLE of a sponge
2. Focuses on the TEACHING OF FACTS with little
Four Types of Lecturing focus on Problem Solving, Decision Making,
1. Traditional Oral Essay analytical thinking or transfer of learning results in
╰┈➤The teacher is the orator and only speaker SURFACE learning
Expositions done on topic – inspirational or 3. Does not meet student’s individual learning needs
informative 4. Student’s have little attention time span (15 minutes)

2. Participatory Lecture
Organizing Lectures
╰┈➤Begins from brainstorming from what students
read. 1. Take time to plan for the objective of a lecture
2. Make an outline
3. Lecture with uncompleted handouts
EX. RESEARCH DESIGN
╰┈➤Resembles traditional oral essay but with handouts
(blank spaces) Research Design
I. Why we need different research design
4. Feedback Lecture II. Research Design:
╰┈➤Consists of mini – lectures interspaced with 10 A. Research (clinical trials)
minutes small group discussion Quasi-experimental
Pre-experimental
5. Mediated Lecture B. Correlation
╰┈➤Uses media such as films, slides or web based Ex-post facto
images + traditional lecture Retrospective
III. Validity and Reliability of Design
Purposes of Lectures Delivering the Lectures
1. Efficient means of introducing learners to new topic 1. Plan your delivery
and sets the stage of learning 2. Rehearse
2. Stimulates learner’s interest 3.Consciously think of the delivery to maximize
3. Helps to integrate and synthesize a large body of effectiveness
knowledge
4. For clarification of difficult parts (for example, the
terms, arrhythmia and acid-base balances)
5. To advance knowledge when textbooks are not
available

👍Advantages of Lectures
1. It is economical.
Great deal of information – shared.
2. Supplies and textbooks become true to life ‘theater’
DISCUSSION: TYPES OF DISCUSSION
3. Teacher serves as model students see a ‘creative
mind at work’ 1. Formal Discussions
4. Helps students develop their listening abilities - Announced topic
- Reading, watching movie – done in advance
2. Informal Discussions

UFSQ ✧ 2022⋆｡pg 6
 👍Purpose and Advantages of Discussion ● Be blunt when needed.. “We’ve been hearing a
lot from Sarah. Now, let us hear of the rest of
1. Learns problem solving method (groups) you think.”
2. Opportunity to apply principles, concepts & theories
3. Clarifies information & concepts 8. Direct the discussion among group members.
4. Assists to evaluate beliefs / positions ● Leaders facilitate.
(professional, societal or ethical issues) change in 9. Keep the discussion on track.
attitudes & values ● “We seem to have strayed a little from our topic.
Let’s pick up on the last topic that Lot was talking
👎Disadvantages of Discussion about.”
10. Clarify when confusion reigns.
1. Takes a lot of time ● Recording may help the group.
2. One person/few participants (monopolies) o Let them learn the act of clear self-expression.
3. Gathering of uninformed opinions 11. Tolerate some silence.
● Silence gives everyone a chance to think.
Discussion Techniques 12. Summarize when appropriate.

1. Make expectations clear.

● Students know exactly what they have to do for QUESTIONING
discussion’ 1. Can be a teaching strategy
● Ex. Chapter to read, watch a video. 2. Ask questions higher order thinking

2. Set ground rules.

Functions of Questions
● Limitations (e.g. time, no. of speakers,
interruptions during speech) 1. Places the learners in an active role
- Simple recall
3. Arrange physical space. - Helps students analyze concepts
● Circle sitting arrangement - Evaluate worth of ideas
- Speculate “if”
4. Plan a discussion starter. 2. Assesses baseline knowledge retention
● Ask participants to come up with opening 3. Helps review content enlightens gray areas
questions 4. Motivates students Stimulates thinking &
● Study questions – handed out prior to meeting curiosity
5. Guides learner’s thought process
5. Facilitate, do not discuss.
● Refrain from talking. Watch group progress.
LEVELS OF QUESTIONING
Keep everyone engage in discussions. According to Wink Classification

1. Convergent Questions
6. Encourage quiet members to participate.
● specific, usually short & expected answers
● Make eye contact and smile.
● Purpose: recall and integrate information
● Give direct, simple questions: “Mary, what do
Ex. What happens to the blood sample if
you think?”
tourniquet was applied for more than 1 minute?
7. Don’t allow monopolies.
2. Divergent Questions
● Eye contact.
● Generates new ideas
● draws implications
● formulates a new perspective
UFSQ ✧ 2022⋆｡pg 7
 Ex. What might happen if you relocate an elderly
person with dementia to another type of
residence where he or she is presently living?
LEVELS OF QUESTIONING
According to Barden (1995)
1.Lower – order questions
● Recall information, read or memorize
- Ex. “When shall you use clean container versus
sterile container in stool examination?”
5. Discussion Stimulating Questions
- Uses various questions to promote the topic.
- Ex. “Do you agree with the CPD units imposed
before renewing PRC license?”

2. Higher – order questions 6. Questions that guide problem solving

● Requires more than recall - Guides learners through problem solving
● Requires comprehension and critical thinking thinking
- Ex. “What information do you need to have
Types of Questioning before we can solve this problem?”

1. Factual Questions
7. Rhetorical Questions
- Requires simple recall questions
- Stimulates thinking Guides learners into asking
- It might be a Yes / No question
some of their own questions
- Requires simple recall questions
- Assess learner’s understanding
Using Visual Aids
- To check if students are listening
Can enhance teaching
Can add interest to the classrooms
2. Probing Questions
- Seeks further explanation. QUESTIONING TECHNIQUES
- Ex. “Can you explain that?” Students who perceive their teacher as supportive are
more likely to ask question than those who believe their
Types of Probing
teacher to be unsupportive. (Schell, 1998)
a. Extension probes – ask learners to elaborate on a
1. Prepare some questions ahead of time
response
● Match with objectives
b. Clarification probes – used when learner’s response
2. State questions clearly and specifically
is unclear
● “Can you give me examples of anticoagulants?”
c. Justification probes – ask learners to justify their
3. Tolerate some silence.
responses
d. Prompting probes – help a responder who is unsure
4. Listen carefully to responses. Don’t interrupt.
of an answer or
gives an incorrect answer.
5. Use the “beam, focus, build” technique (Wigle,
e. Redirection probes – elicit a variety of responses from
1999)
group of learners
● Beam – send question to the whole class
3. Multiple Choice Question Tests ● Focus – call one student at a time
● Build – redirect the question to other students
- recall or used to begin a discussion
6. Provide feedback
● Allow a few seconds of silence and ask, “Can
4. Open – Ended Question anyone add to the answer?”
- All questions that request learners to construct 7. Handle wrong answers carefully.
an answer ● “I am sorry Edward but it’s not quite it.”
UFSQ ✧ 2022⋆｡pg 8
 ● “Yvette, you are correct in saying that ____, but
pacing
that is not the best way to
Go.”

FACTORS TO CONSIDER: SELECTING MEDIA

Types of Traditional Audio Visuals
1. Hand outs
- Printed materials – communicate facts, figures,
concepts
- Saves a lot of time for information
2. Chalkboards / Whiteboards
- Useful for mathematical problems
1. Learning objectives
2. Availability of materials / technical
3. Level, ability & number of students
Traditional Teaching Strategies
– it is called conventional education that is
effectively and usually used in schools. Recitation
was one of the old-fashioned used related to
traditional teaching.

The manner by which conventional strategies were

3. Overhead Transparencies (OHP)
instructed guaranteed that students were compensated
- Saves time, helps organize and illustrates content for their efforts, utilized class periods productively and
Costly practiced clear guidelines to deal with students' conduct.
They depended on set up customs that had been
4. Slides utilized effectively in schools over numerous years. The
instructors imparted the information and authorized
- Used to show pictures, project diagrams, charts and guidelines of conduct
word concepts
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ADVANTAGES OF Disadvantages of PSTM221 Week 9

SLIDES: slides: OTHER COMMON TEACHING METHODS
Affordable oCostly projector bulbs,
Topic Outline:
Easy to store don’t last long
Easy to update / ❑Case Study Method
❑Role Playing Method
recognize
❑Buzz Session
❑Debate Forum
❑Panel Forum
5. Video Tapes
❑Symposium/Seminar/Workshop
- In – house filming, video clips ❑Deductive Method
- Used during: ❑Inductive
1) role playing CASE STUDY
2) communication
Case Studies
3) counseling skills
- provide learners with open-ended problems that have
more than one desirable outcome.
Advantages of DISADVANTAGES OF - Learners are required to judge the advantages and
videotapes VIDEOTAPES disadvantages of various options, compare alternative
Provides personal touch Costly solutions and justify their choice of actions.
Standardized exposure – Communication is one - use of case studies helps learners see and appreciate
in spite of distance way – learner’s become more than one perspective and often points out
Used at learner’s own passive assumptions they make in the face of incomplete
information.
UFSQ ✧ 2022⋆｡pg 9

ROLE-PLAYING
Role playing is a form of drama in which learners
spontaneously act out roles in an interaction involving
problems or challenges in human relations.
❑The participants neither have scripts to follow nor
do they rehearse.
❑They are given written or verbal explanation of the
simulated situation and are expectation to have sufficient
general knowledge about the situation to understand the roles
to which they have been assigned.
● This teaching method is effective in helping people
gain skill interpersonal and therapeutic relationship
and in teaching them how to handle interpersonal
conflicts.
● Last only 2 to 5 minutes.
● Has been used to teach therapeutic communication
skills
Learning by Doing
BUZZ SESSION
❑Buzz sessions are short participative sessions that are
deliberately built into a lecture or larger group exercise in
order to stimulate discussion and provide student feedback.
❑In such sessions, small sub-groups of two to four persons
spend a short period (generally no more than five minutes)
intensively discussing a topic or topics suggested by the
teacher.
❑ Each sub-group then reports back on its deliberations to
the group as a whole, or sometimes combines with another
sub-group in order to share their findings and discuss the
implications.
COLLABORATIVE LEARNING
● Provides learners opportunities for teams of learners
to complete Assignments.
● In such approaches (which can be structured in an
almost unlimited way, the talents of each learner are
used to problems, learners critique each other’s work
and they learn from one another.
Debate
● Speakers who have opposing views on a
controversial subject are given equal time to present
their reasons for their beliefs, followed by a free and
open discussion of the issue by the entire group
● Public Forum Debate involves opposing teams of two,
debating a topic concerning a current event.
Proceeding a coin toss, the winners choose which
side to debate (PRO or CON) or which speaker
position they prefer (1st or 2nd), and the other team
receives the remaining option.
● Students present cases, engage in rebuttal and
refutation, and also participate in a “crossfire” (similar
to a cross-examination) with the opportunity to
question the opposing team. Often, community
members are recruited to judge this event.
Panel Forum
● A panel forum is basically a conversational approach
to learning where a small group of experts in the
topic of choice engage in an intellectual exchange of
ideas.
● Certain issues or problems, preferably current events,
are discussed to help clarify those issues or problems
for the ultimate benefit of the listeners.
● The participants in a panel forum directly discuss and
interact with each other in a conversational manner,
giving out their expert opinion or ideas on the issue or
problem. They do this in such a way that the
audience is able to hear what the panel forum
participants are discussing.
● ❖The panel forum is commonly practiced in
television shows where the opinions or viewpoints of
the participants are magnified through the use of
television cameras and microphones.
● A panel forum moderator makes sure that all the
differing viewpoints are expressed in such a manner
that both sides of a subject, especially controversial
ones, are given enough exposure. The moderator
makes sure that nobody dominates the conversation.
Symposium/Seminar
▪A series of speeches is given by as many speakers as there
are aspects of a problem or issue.
▪Panel discussion by experts on a specific topic with audience
participation that is less that in a forum.
Deductive Method
❑ The teacher tells or shows directly what he/she wants to
teach.
❑ Aka Direct Instruction
UFSQ ✧ 2022⋆｡pg 10
 Inductive Method
❑ Instruction makes use of student “ noticing”. Instead of
explaining a given concept with examples, the teacher
presents
students with many examples showing how the concept is
used.
❑ The intent is for students to “notice”, by way of the
examples, how concept works.

UFSQ ✧ 2022⋆｡pg 11
 .•* ̈`*•. ☆ .•* ̈`*•. ☆ .•* ̈`*•. ☆ .•* ̈`*•. ☆ .•* ̈`*•. ☆
Advantages of Cooperative Learning
PSTM221 Week 10
ACTIVITY-BASED TEACHING STRATEGIES ● Group members learn to function as part of a team.
● Working in a group for any length of time can teach or
Topic Outline: enhance social and communication skills.
● Can help to address individual learning needs and
● Cooperative Learning
learning styles
● Simulations
● Critical thinking is promoted
● Problem-Based Learning
● Self-Learning Modules
Simulations
COOPERATIVE LEARNING
•Are controlled representations of reality
•Is based on the premise that learners work together
•Exercises that learners engage in to learn about the
and are responsible for not only in their own learning but
real worlds without the risks of the real world
also for the learning of other group members.
•It involves structuring small groups of learning goals
•Learners are aware that they are responsible for the 4 Types:
learning of all group members. ╰┈➤Simulation Exercise
╰┈➤Simulation Game
Types of Cooperative Learning ╰┈➤Role- Playing
╰┈➤FORMAL GROUPS ╰┈➤Case Study
╰┈➤INFORMAL GROUPS
╰┈➤BASE GROUPS Simulation Exercise – a controlled representation of
a piece of reality that learners can manipulate to better
FORMAL INFORMAL BASE
understand the corresponding real situation.
GROUPS GROUPS GROUPS

PURPOSE To complete a To enhance To provide Simulation Game – a game that represents real-life
specific understanding encourageme
learning of a unit of nt and to situations in which learners compete according to set of
task consisting information; to monitor rules in order to win or achieve an object.
of make progress
concepts or connection throughout the
skills to prior learning Role-Playing – a form of drama in which learners
learning experience spontaneously act out roles in an interaction involving
problems or challenges in human relations.
LENGTH OF One class to No more than The length of
EXISTENCE many weeks one class and the
perhaps learning Case Study- An analysis of an incident or situation in
for only a few experience,
minutes usually long which characters and relationship are described, factual
during a term or hypothetical
class

Problem-based Learning (PBL)

•Formal Cooperative Learning- is probably most
● Is an approach to learning that involves
useful in academic setting rather than in in-service or
confronting students with real-life problems that
patient education situations
provide a stimulus for critical for critical thinking
and self-taught content.
•Informal Cooperative Learning – can be used in
● Students working together in small groups
any setting
facilitated by an educator, will analyze a case,
identify their own needs form information and
•Base Cooperative Learning – could be applied
then solve authentic problems like those that
easily to new staff orientation or preceptorship occur in everyday life.
programs.
UFSQ ✧ 2022⋆｡pg 1
 .•* ̈`*•. ☆ .•* ̈`*•. ☆ .•* ̈`*•. ☆ .•* ̈`*•. ☆ .•* ̈`*•. ☆
● It is a teaching/learning strategy that is probably
most applicable to academic settings, although it PSTM221 Week 11
can be used in staff development courses. COMPUTER-TEACHING STRATEGIES
● Is thought by some people to be synonymous
Computers
with the simulation case method of learning and LEARNING WITH COMPUTER TECHNOLOGY
teaching.
● Used to communicate information to students in a
time-saving way
Chief differences between PBL
● to teach critical thinking and problem solving
and the case method:
to provide simulations of reality
● to educate from a distance
PBL Case Method
● Maximize time on task and help develop overlearning
PBL is conducted with small while case studies may be ● Provide interactivity, instructional consistency,
groups used by individuals or reduction of teacher's repetitive tasks, individualized
groups instruction, time efficiency and cost effectiveness.

Students using PBL have students already have most Students can learn from technology and with technology
little background knowledge of the background
Role of Computers:
of the subject matter in the knowledge they need to
case apply the case. ● Computers can maximize time on task.
● Computer programs provide instant feedback that is
the cases are usually brief cases are often long and so effective in learning.
and the presenting problems detailed and their problems ● Computer include interactivity, increased students
are ill structured are fairly well defined. motivation, increased access to feedback to
information, instructional consistency, reduction of
teachers’ repetitive tasks, individualized instruction,
Self-Learning Modules
time efficiency and cost-effectiveness.
● Also called self-directed modules, self-paced
learning modules, self-learning packets, and
COMPUTER-ASSISTED INSTRUCTION (CAI)
individualized learning-activity packages.
● Can be defined as a self-contained unit or ● can be used in classrooms and laboratories,
package of study materials for use by an clinical units, or homes.
individual. ● it requires that the program be aimed toward
● Can be produced in hard copy, online or instructional objectives and be of high quality
CD-ROM. ● the learners have sufficient technological support
● the computer is judged to be the best way to
Self-directed learning is based on some of teach given content.
the principles of adult learning such as: Levels of Computer-Assisted Instruction :
1. Adults are self-motivated to learn material for 1. Drill and Practice
which they see relevance. 2. Tutorials
2. Adults’ prior experience is a resource for further 3. Games
learning. 4. Simulations
3. Adult’s are problem focused and readily learn 5. Multimedia Presentations
material they can use to solve problems.
1. DRILL and PRACTICE

● students have already earned certain

information, either through computer programs
or teaching methods
● this mode particularly lends itself to teaching

UFSQ ✧ 2022⋆｡pg 2
 mathematical calculations.
● the computer program tells the student whether
the answers are correct and may go too far as to
diagnose the problems if the answers are
incorrect.
2. TUTORIALS
● the program tutors or teaches the student a body
of knowledge by presenting information and
asking questions.
● Tutorials are most useful in teaching material at
the rule and concept level.
● Can free faculty members from teaching some of
the routine basic material.
3. GAMES
● Just as board games, card games and trivia
games
4. SIMULATIONS
● One of the most exciting available form of CAI.
● Provide students with opportunity to learn how to
solve clinical problems and make sound
decisions.
● Students can take risks and make mistakes with
no danger to the patient.
5. MULTIMEDIA PRESENTATIONS
● Sometimes called hypermedia
● Programs may incorporate text, sound tracks,
graphics, still photos, animation, video clips and
material from the World Wide Web (WWW).
COMPUTER-MANAGED INSTRUCTION
● teachers can use computers to manage,
prepare, organize, and evaluate educational
experiences.
● any system of record keeping such as recording
grades, keeping attendance records and
recording student profile can also be considered
computer-managed instruction.
● AUTHORING SYSTEMS: pre-developed software
packages that guide the educator through the
process of development of CAI.
THE INTERNET
● is mammoth complex of computer connections
across continents, connecting many millions of
computers.
● Internet node/modem
E-MAIL
● Can be used to provide greater collaboration
between teachers and students.
WORLD-WIDE WEB
● Internet provides access to the Web – a
collection of millions of “documents” found on the
Web pages that interface with the Internet.
● It can be a place to find specialized knowledge
and multimedia presentations.
● Use Search Engine - that indexes Web pages
for you and gives you the URL Uniform
Resources Locator for each page.
● Each search engine uses different databases
and different techniques for its indexing and
therefore you can use two search engines and
obtain quite different results.
CRITERIA FOR EVALUATING
THE QUALITY OF WWW SITES
PURPOSE
● The potential audience should be stated (i.e. adults,
children, lay people, professional)
● The purpose of the site should be stated.
CURRENCY
● The site should contain up-to date information
● The pages should be updated frequently and the
date of revision should be noted at the end of the
page
CREDIBILITY
● The authors credentials should be listed and should
be appropriate to the content.
● The author's organizational affiliation should belisted
if any
UFSQ ✧ 2022⋆｡pg 3
 ● Anonymous sites should be handled with caution.
● Sites sponsored by sales companies should be
evaluated for their objectivity and possible conflict of
interest.

CONTENT ACCURACY
● The facts should be verifiable as being accurate and
true
● Links to other sites should be logical ad scientific.
● Content should be comprehensive and “tell the whole
story”
● References should be included in the site.

DESIGN
● Pages should be simple, not too cluttered with
graphics or boxes
● An internal search engine or site map should be
included for comprehensive sites
● It should be easy to move around the site without
getting lost.
● Links to other sites should be useful and it should be
indicated if you can or cannot return from the linked
site.

VIRTUAL REALITY

● A computer-based, simulated
three-dimensional environment in which the
participant interacts with a virtual world.
● Ability to practice invasive procedures in a
life-like scenario.
● The control that is built in a virtual reality
simulation makes it a unique opportunity to
practice complex and dangerous skills in a safe
environment.

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