Semi-finals

Planning and Conducting Classes:

• SEQUENCING
-A teacher needs to formulate objectives, selects & organizes content,
chooses teaching methods & designs assignments.
- Needs to decide how to evaluate learning.
- Stays at least a few steps ahead of the learners.
- In reality, time constraints may force a teacher to continue with class
preparation even after the course has begun, however, even if class
preparation is ongoing, planning of objectives, content & evaluation
methods should be completed before the course begins.
 
• DEVELOPING A COURSE OUTLINE
- Whether one is teaching in an academic, in service, or patient education
setting, a COURSE OUTLINE OR SYLLABUS should always accompany a
course.
- Course outline include name of the course, the name of the instructor, a
one paragraph course description & a list of course objectives.
- One may also include a topical outline, teaching method to be used, the
textbook & the methods of evaluation.
- Course outline helps learners to gauge just what is to be learned & what
is expected of them.
- Course outline is considered a contract between teacher & learners.
 
• FORMULATING OBJECTIVES
- Teacher must write the course objectives for the course outline of syllabus in each class
- All nurses are familiar with objectives & goals in relation to patient care
- Objectives should be written to have meaning not just for the teacher but also for the learners,
they should reflect what the learner is supposed to do with what is taught.

THE VALUE OF OBJECTIVE:

• To guide the selection & handling of course materials
• To help determine people in the class have learned what is tried to be taught
• Essential for the learner’s perspective
• They must receive objectives that communicate clearly what they will be expected to know and
do with the course material.
• COURSE OBJECTIVES should be designed to be achievable by most of all learners in the class
(minimal competencies)
 
• ORGANIZING CONTENT
- the way in which class content is organized can make all the difference between sessions
that are enjoyable & smooth running & those in which students are irritated & grumbling.
- Lectures, especially, need to be organized.
- Sharing class objectives with the group sets the stage for an organized
lecture.
- Teacher can indicate in the progress of her lecture, the HEADINGS & SUBHEADINGS
under which she is discussing the subject of the day.
- structuring content needs a logical sequence.
Example: move from generalizations to specifics or vice versa.
- discussions, role-playing, computer applications & problem-base learning as well as
other strategies also require structure & organization of learning is to proceed smoothly.
 
•SELECTING TEACHING METHOD

•WESTON & CRANTON (1986) believed that selection of teaching method is one of the most complex parts of teaching, yet it
receives the least attention in instructional planning.
 
FACTORS AFFECTING CHOICE OF METHOD
1. The selection of method depends on the objective & type of learning the teacher is trying to achieve.
2. Course content also dictates methodology to some extent.
- Teaching method selected should therefore emphasize student actively.
3) Choice of teaching strategy also depends on the abilities & interests of the teacher.
- Every educator should capitalize on personal strengths & use those methods that are compatible with her personality
&
teaching style.
4) Compatibility between teachers & teaching method is important but so is between learners & teaching methods.
- A teacher must know the capabilities & background knowledge level of her students.
5) The number of people in the class.
- With SMALL groups, discussion, role playing or cooperative learning can be effective
- With LARGE groups, lend themselves to lectures, audiovisuals & maybe case studies
6) An educator’s instructional options are limited of technology, furniture, availability of other instructional equipment &
supplies.
 
 
• Planning Assignments

• Keep course objectives in mind when planning an assignment. Regardless if you have your students do something
traditional or more creative, always make sure that ultimately assignment ties in with at least one of the course
objectives. This is an easy way to make sure that students are taking away from your course what you expected them to.
• Keep the assessment type in-line with the intended learning objective. Keeping in mind Bloom's Taxonomy, make sure
that you choose an appropriate type of assignment for the specific learning objective.
• Make an assignment interesting to do. Instead of having a student write an essay about the 1912 presidential election,
you can have them do something more unique like writing a stump speech for one of the candidates. By doing so, it
allows students to get more engaged in the assignment, gives a creative outlet, and makes the paper more interesting to
grade.
• Plan sequencing into your assignments. Activities like peer review, annotated bibliographies, and source evaluations all
build up to a larger assignment and require students to think more about their topic.
• Keep in mind the calendar when planning an assignment. Time ultimately becomes of the most pressing constraints
when creating an assignment. Make sure that your assignments are spaced far enough apart that students can complete
one before going onto the next.
• For any given assignment, specify the intended audience. Depending on who a student is writing for, an assignment
can be drastically different. Always make sure that students know who they're writing for.

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• Conducting the Class

1. Begin by greeting the class- introducing yourself if this is the first time you are meeting with your students.
State your preferred title or address plus your name.
2. Establish a pleasant atmosphere by welcoming everyone, reading their names with correct pronunciation, and
introducing a little humor.
3. Communicate your expectations regarding the course and course requirements. Go over the course syllabus
and encourage questions or suggestions.
4. Discuss general classroom rules or policies regarding attendance, tardiness, eating in class and bathroom
break. Stress the importance of Good Manners and Right Conduct (GMRC) which is synonymous to the
Golden Rule (do unto others what you would like others do unto you) as the guide for proper decorum.
5. End the class session with enthusiasm communicating to the students the relevance of the course to their
personal and professional lives so that they will look forward to the next meeting.
TEACHING STRATEGIES AND METHODOLOGIES FOR TEACHING AND LEARNING

A. Teaching:
1. Lecture – critics say there is no more passive mode of learning than lecturing
– Socrates & Plato said – lectures were means of conveying facts, info, and ideas that could not be readily obtained because books,
charts & tapes were not available, so the lecture became an essential means of teaching.

Traditional  
 PURPOSES OF LECTURING:
1) Lecture can be an efficient means of introducing learners to new topics
Ex. Teacher introduces topic of fluid & electrolyte & relate learners’ knowledge on homeostasis &
nourishment.
2) Lecture can be used to stimulate students’ interest in a subject.
Ex. Pharmacology topic is very dull subject however an enlivening introduction about it that applies in our
lives & our works could enable the learner to see it as a fascinating subject.
3) Lecture can integrate & synthesize a large body of knowledge from several fields or sources (Parker, 1993)
4) Difficult concepts can be clarified in lectures.
Ex. ECP, arrhythmia can be best explained by lectures.

5) Lecture is valuable where knowledge is advancing rapidly & up-to-date textbooks are not available (Jones, 1990)
Ex. Case of AIDS, a clinician working in an area where practice is changing all the time may best able to
convey both the content & the excitement of rapid clinical change thru lecture
method.

A.
•ORGANIZING THE LECTURE:
- Planning ahead of time the1) Objectives
2) How much time will it take to cover the content?
3) Materials needed
4) Ability level of the audience
DELIVERING THE LECTURE:
- Plan the delivery, rehearse & consciously think about the techniques to be used to maximize the effectiveness
by:
1) Controlling anxiety
2) Spontaneity
3) Voice quality
4) Body language
5) Speed of delivery
6) Getting off on the right foot
7) Clarifying during the lecture
8) Facilitating retrieval from memory
- Thru: 1) repetition – to help fix information
2) Elaboration
3) Imagery
2. DISCUSSION
– Class discussion may be formal or informal
FORMAL – topic is announced in advanced & the class is asked to prepare to take part in the discussion by reading
certain materials.
INFORMAL – may take place spontaneously at any point during the class including at the end of the lecture when the
teacher asks, “Are there any questions?”

PURPOSES & ADVANTAGES OF DISCUSSION

1) To give learners an opportunity to apply, principles, and theories and, in that process, to transfer learning to new and
different situations
2) For clarification of information and concepts
• Misconceptions & hazy thinking can be assessed and corrected immediately
3) Students can learn the process of group problem solving
4) Help participants develop and evaluate their beliefs and positions
• In other words, participants are getting the practice of using critical thinking skills
5) Attitudes can be changed thru discussion
• Bligh (2000) points out the effectiveness of discussion in changing attitudes & values had been so well documented thru
earlier research. People hear varying viewpoints & look at issues & experiences of other, their own attitudes develop.

6) Many students like this method according to Beishline and Holmes (1997) & Harvey & Vaughan (1990)
• DISCUSSION TECHNIQUES:
1) Make expectations clear
2) Set the ground rules
3) Arrange the physical space
4) Plan a discussion starter
5) Facilitate, don’t discuss
6) Encourage quiet group members
7) Don’t allow monopolies
8) Direct the discussion among group members
9) Keep the discussion on track
10) Clarifying the confusion reigns
11) Tolerate some silence
12) Summarize when appropriate
3. Using Audiovisuals
-Can greatly enhance teaching & can add interest and stimulation to the
classroom
Types of Traditional Audiovisuals
1. Handouts – pamphlet forms are particularly
useful for reinforcing patient teaching
2. Chalkboards or whiteboards
3. Overhead transparencies
4. Slides
5. Videotapes
• In general, are boons(advantage) to education because when used in
conjunction with other teaching strategies, they add interest & quality to a class
and when used for patient education, can provide quality health teaching.
B. Computer Teaching Strategies
1. Computer-Assisted Instruction (CAI)
- Very effective in the hands of a nurse educator as it requires that the program
be aimed toward instructional objectives and be of high quality.
 
Modes of CAI:
• Drill & Practice – this mode particularly lends to teaching mathematical calculations.
– May be used in learning drug names & actions.
• Tutorials – the program tutors the student a body of knowledge by presenting info & asking
• questions, giving hints if the student gets stuck.
– Take the form of an interactive lecture with built-in feedback & can be developed very
creatively, especially if graphics are used.
• Games – good games are not easy to devise just as board games, trivia, & card games to teach nursing
• Simulations –
• Multimedia Presentations – programs may incorporate text, soundtracks, graphics, still photos, animation,
video clips & material from www.
 
2. INTERNET – is a mammoth complex of computer connections across continents, connecting many
millions of computers.
- The primary uses of the INTERNET in NURSING CARE
1. E-mail (electronic mail)
- Have LISTSERVS – a group of people who have similar interests &
want to share info & experiences regarding those interests in
a type of discussion group
2. News Groups
- are similar to LISTSERVS but messages appear in a general mailbox
that everyone views.
3. World Wide Web
- Kiser (1999) asserts that educator should consider using the internet
& WWW in the classroom when information that is required is not in
the textbook or library.
C. Distance Learning
1. Interactive TV Classes

• Contains a teaching podium with a control panel for the cameras & monitors,
microphone for the teacher, a computer hook up, a document camera & a fax
machine.
• There’s this VCR attached to monitors for both recording & playing purposes.
• This allows each teaching/learning site to be visible & be heard & to allow
maximum interaction between teacher & students & between students & students.
2. Distance learning via the internet
-classes delivered via the internet & www are usually termed online or web-
based classes.
-such courses which are expanding exponentially are academia, business, & health
care organizations which are all getting into the business of distance learning
& believe that online courses can be cost effective.
-utilize online courses, online education, online research & web-enhanced courses.
D. ACTIVITY-BASED TEACHING STRATEGIES

– This implies learning on the part of the learner

– requires the learner to do more than listen & study
TYPES OF ACTIVE-LEARNING STRATEGIES
1. COOPERATIVE LEARNING
- Is based on the premise that learners work together & are responsible
for not only their own learning but also for the learning of other
group members.
- Involves structuring small groups of learners who work
together toward achieving shared learning goals.
• ADVANTAGES OF COOPERATIVE LEARNING
1. Group members learn to function as a part of a team
2. Working in a group for any length of time can teach or enhance social
skills
3. Can help to address individual learning needs & learning styles
4. Critical thinking is promoted
2. SIMULATIONS

- Are controlled representations of reality.

- These exercises the learners to appoint on to learning about the real world without the
risks of the real world.
THE FOUR TYPES OF SIMULATIONS
1. Simulation exercise – a controlled representation of a piece of reality that learners can
manipulate to better understand to corresponding real situation.
2. Simulation game – a game that represents real-life situations in which learners compete
according to a set of rules in order to win or achieve an objective.
3. Role-playing – a form of drama in which learners spontaneously act out roles in an interaction
involving problems or challenges in human relations.
4. Case study – an analysis of an incident or situation in which characters & relationships are
described, factual or hypothetical events transpire and problems need to be resolved or
solved.
PURPOSES & USES OF SIMULATIONS
1. Help learners practice decision-making & problem-solving skills
2. Develop human interaction abilities
3. Learn psychomotor skills in a safe & controlled setting
Ex. Use of nursing Anne Vital Sim
3. PROBLEM-BASED LEARNING
- Is an approach to learning that involves confronting students
with real life problems that provide a stimulus for critical thinking &
self-taught content.
- Is based on the premise that students working together on
small groups, will analyze a case, identify their own need for
information, & then solve problems like those that occur in everyday
life.
- This prepares good problem solvers on their future works & will
condition them to be lifelong learners.
- Is based on the simulation approach & does not involve case
studies.
The beautiful thing about learning is nobody can take it away from you.