teaching strategies and methodologies for teaching & learning

8/12/2019 Teaching Strategies and Methodologies for Teaching & Learning

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TEACHING

STRATEGIES AND

METHODOLOGIESFOR TEACHING &

LEARNING


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I. Traditional Teaching Strategies

Lecturing

Discussion Questioning

Using audio-visuals


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II. Activity based strategies

Cooperative learning

Simulations

Problem based learning

Self-learning modules


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III. Computer teaching strategies

Computer-assisted instructionsInternet

Virtual reality

IV. Distance Learning

Interactive television

Classes via internet


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V. Teaching Psychomotor Skills

ApproachesAssessment of pscyhomotor skills learning

VI. Clinical TeachingPurpose of clinical laboratory

Models of clinical teaching

Preparation of clinical instruction

Conducting a clinical laboratory research


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I. TRADITIONAL

1 Lecturing2. Discussion

3. Questioning

4. Using Audio-visual


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1. LECTURING


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TYPES OF LECTURES

1. TRADITIONAL ORAL ESSAY

The teacher is the orator and ONLY speaker

Expositions done on topicinspirational orinformation

2. PARTICIPATORY LECTURE> Begins w/ brainstorming from what students

read


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3. LECTURE W/ UNCOMPLETED

HANDOUTSResembles traditional oral essay but w/

handouts (blank spaces)

4. FEEDBACK LECTURE

> Consists of mini-lectures interspaced w/ 10minute small group discussions


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5. MEDIATED LECTUREuses media such as films, slides or Web

based images + traditional lecture


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PURPOSES OF

LECTURES


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1. Efficient means of introducing learners to

new topic and sets the stage of learning2. Stimulates learners interest

3. Helps to integrate and synthesize a large

body of knowledge

4. For clarification of difficult parts(arrythmia,

acid-base balances)

5. To advance knowledge when textbooks arenot available


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ADVANTAGES OF LECTURING

1. It is economical. Great deal of informationshared.

2. Supplies and textbooks become true to life

theater3. Teacher serves asmodel students see a

creative mind at work

4. Helps students develop their listeningabilities


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DISADVANTAGES OF LECTURING1. Puts learners in the PASSIVE ROLE of a

sponge

2. Focuses on the TEACHING OF FACTS with

little focus on PS, DM, analytical thinking or

transfer of learningresults in SURFACE

learning

3. Does not meet students individual learning

needs

4. Students have little attention time span

(15 minutes)


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ORGANIZING LECTURES

Take time to plan for the objective of alecture

Make an outline

HEIRARCHICAL/CLASSICAL

LECTURE

Ex. Research Design


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Example Research Design

I. Why we need different research designII. Research Design:

A. Research (clinical trials)

> Quasi-experimental> Pre-experimental

B. Correlation

> Ex-post facto> Restrospective

III. Validity and Reliability of Design


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DELIVERING THE LECTURE

Plan your delivery

Rehearse

Consciously think of the delivery to

maximize effectiveness


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2. DISCUSSIONS


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TYPES OF DISCUSSIONS

1. FORMAL DISCUSSIONS

Announced topic

Reading, watching moviedone in

advance

2. INFORMAL DISCUSSIONS Spontaneous


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PURPOSES & ADVANTAGES

1. Learns problem solving method(groups)

2. Opportunity to applyprinciples,

concepts & theories

3. Clarifiesinformation & concepts

4. Assists to evaluate beliefs/positions(professional, societal or ethical issues)

> change in attitudes & values


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DISADVANTAGES

1. Takes a lot oftime2. One person/few participants

(monopolies)

3. Gathering of uninformed opinions


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DISCUSSION TECHNIQUES

1. Make expectations clear.

Students know exactly what they have

to do for discussion Ex. Chapter to

read, watch a video

2. Set ground rules.

> Limitations (e.g. time, no. of speakers,

interruptions during speech)


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3. Arrange physical space.

Circle sitting arrangement

4. Plan a discussion starter.

Ask participants to come up with

opening questions

Study questionshanded out prior to

meeting


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5. Facilitate, do not discuss.

Refrain from talking. Watch group

progress. Keep everyone engage in

discussions.

6. Encourage quiet members to

participate.

Make eye contact and smile.

Give direct, simple questions: Mary,

what do you think?


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7. Dont allow monopolies.

Eye contact.

Be blunt when needed.. Weve been

hearing a lot fro Sarah. Now, let us hear

of the rest of you think.

8. Direct the discussion among group

members.

> Leaders facilitate.


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9. Keep the discussion on track.

We seem to have strayed a little fro ourtopic. Lets pick up on the last topic that

Lot was talking about.

10. Clarify when confusion reigns.

> Recording may help the group. Let them

learn the act of clear self-expression.


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11. Tolerate some silence. Silence giveseveryone a chance to think.

12. Summarize when appropriate.


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3. QUESTIONING

Can be a teaching strategy

Ask questions higher order thinking


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FUNCTIONS OF QUESTIONS

1. Places the learners in an active role Simple recall

Helps students analyze concepts

Evaluate worth of ideas

Speculate if

2. Assesses baseline knowledge

retention


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3. Helps review content

enlightens gray areas

4. Motivates students

Stimulates thinking & curiosity

5. Guides learners thought process


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LEVELS OF QUESTIONS

1. According to WINK classification

A. CONVERGENT Qs

specific, usually short & unexpected answers PURPOSE -- recall and integrate information

Ex. What happens to the bronchioles when a

client has pneumonia versus an asthmaattack?


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B. DIVERGENT Qs

Generates new ideas, draws implications,

formulates a new perspective

Ex. What might happen if you relocate an

elderly person with dementia to another type

of residence where he or she is presently

living?


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2. According to BARDEN

A. LOWER-ORDER QUESTIONS

Recall information, read or memorize

B. HIGHER-ORDER QUESTIONS

> Requires comprehension and critical thinking


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TYPES OF QUESTIONS

1. FACTUAL QUESTIONS Requires simple recall questions

Assess learners understanding

To check if students are listening

2. PROBING QUESTIONS Seeks further explanation

Ex. Can you explain that?


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3. MCQs

Tests recall or used to begin a discussion

4. OPEN-ENDED QUESTIONS

All questions that request learners toconstruct an answer

Ex. When shall you use clean versus sterile

dressing technique?


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5. DISCUSSION-STIMULATING Qs

Uses various questions to promote the topic Ex. Do you agree with Johns position?

6. QUESTIONS THAT GUIDE PSGuides learners through problem solving thinking

Ex. What information do you need to have before

we can solve this problem?


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7. RHETORICAL QUESTIONSStimulates thinking

Guides learners into asking some of their own

questions


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QUESTIONING TECHNIQUES

Supportive teacherspromote questioning

1. Prepare some questions ahead of time

Match with objectives

2. State questions clearly and specifically

> Ex. Can you give me an example of how

respondent superior can be practiced?


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3. Tolerate some silence.

4. Listen carefully to responses.

Dont interrupt.

5. Use the beam, force, build technique.

BEAMsend Q to the class

FORCEcall one student at a time

BUILDredirect the question to other students


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6. Provide feedback.

Allow a few seconds of silence and ask, Cananyone add to the answer?

7. Handle wrong answers carefully.I am sorry Edward but its not quite it.

Yvette, you are correct in saying that ____,

but that is not the best way to go.


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STIMULATING LEARNERS TO ASK

QUESTIONS

Learners should be rewarded for asking

good questions.Thinking is driven not by answers by

good questioning.


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HOW TO ENGAGE?

Thank or praise the student for asking

questions.

Talk to the whole class not only the

questioner. This keeps the whole class /

group involved.


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4. USING VISUAL AIDS

Can enhance teaching

Can add interest to the classroom


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ISSUES

Correct choice?

Available?

Effective?


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FACTORS TO CONSIDER:

SELECTING MEDIA

1. Learning objectives

Opt for variety

2. Availability of materials / technical

assistance

3. Level, ability & number of students


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TYPES OF TRADITIONAL

AUDIOVISUALS

1. HANDOUTS

Printed materialscommunicate facts,

figures, concepts Saves a lot of time for information

2. CHALKBOARDS/ WHITEBOARDS Useful for mathematical problems


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3. OVERHEAD TRANSPARENCIES (OHP)

Saves time, helps organize and illustratescontent

Costly

4. SLIDES

> Used to show pictures, project diagrams,

charts and word concepts


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ADVANTAGES OF SLIDES:

Affordable

Easy to store

Easy to update/ recognize

DISADVANTAGES OF SLIDES:

Costly projector bulbsdont last long


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5. VIDEO TAPES

In-house filming, video-clips

Used during: 1) role playing; 2)communication; 3) counseling skills

ADVANTAGES OF VIDEOTAPES:

Provides personal touch

Standardized exposurein spite of distance

Used at learners own pacing


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DISADVANTAGESOF VIDEOTAPESCostly

Communication is one waylearners

become passive


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SUMMARY: INTERACTIVELEARNING

Combine variety of techniques

Change tactics every 15 to 20 minutes to

recapture students interest


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II. ACTIVITY BASED TEACHING

STRATEGIES

1. Cooperative learning

2. Simulations

3. Problem based learning

4. Self-learning modules


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STRENGTH:

Students are involved in creating and

storing up knowledge for themselves


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1. COOPERATIVE LEARNING

Small groups of learners work

together toward achieving shared

learning goalLearners are aware that they are

responsible not only for their own

learning but also for that of the othersin the group.


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TYPES OF COOPERATIVE

LEARNING GROUPS

A. FORMAL COOPERATIVE LEARNING

GROUP Done in traditional class / distance learning

groups

Individual or group accountability Most useful in group setting


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B. INFORMAL COOPERATIVE LEARNING

GROUP

Can be used in any setting

Helps the members to understand and clarifymisconceptions as well as to share

experiences


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C. BASE COOPERATIVE LEARNING

GROUP

surveys/focus groups

Applied easily to new staff orientation or

preceptor programs


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ADVANTAGES OF COOPERATIVE

LEARNINGPromotes critical thinkingvaried positions

discussions --?

Enhances social skill.

Helps address learning needs & learning

styles

Members learn to function as a team.


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DISADVANTAGES OF

COOPERATIVE LEARNING

> Does not cover all content/ topics in syllabus


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2. SIMULATIONS

Controlled representations of reality

Exercises that learners engage in to learn in

the real world

PURPOSES & USES OF


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PURPOSES & USES OF

SIMULATIONS

1. Enhances DM & PS skills

2. Enhances interaction abilities

3. Helps student learn psychomotor skills in asafe and controlled setting

4. Chance to apply theories & principles in

practice5. Achieves learning objectives

communication skills


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6. Ensures attitudinal change

Helps discover factors affecting people &

situations (exercise, game, role-playing)

7. Helps in mastery of skills

8. Helps evaluate learning (simulation tests)

ROLE OF EDUCATOR IN SIMULATION


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ROLE OF EDUCATOR IN SIMULATION

LEARNING

1. Plannerread carefully, assign reading

2. Facilitatorintroduce activity,

moderator

3. Debriefersummarize what happened,

let learners explain what they did and

why, point out principles and theories

applied


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TYPES OF SIMULATIONS

1. SIMULATION EXERCISE

Focuses on process learning

Ex. Earthquake drills, fire drills

2. SIMULATION GAMES

> Focuses on CONTENT / PROCESS learning


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TYPES -- SIMULATION GAMES

A. CONTENT LEARNING

Focuses on teaching / reinforcing factual

information (ex. Crosswords, word games,

bingo gaes)

B. PROCESS LEARNING

> Emphasizes problem solving & application of

information (ex. Sim City)


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ADVANTAGES OF SIMULATION

GAMES

Teaches facts & application of information

Stimulates learningmakes learning fun

Helps to evaluate learning

Increases interaction among learners


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DISADVANTAGES OF SIMULATION

GAMES

1. Waste of time

2. Unprofessional3. Teachers dislike competition which

games promote


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3. ROLE PLAYING

Form of dramaspontaneous acting out ofroles (interaction)

Lasts for 3 to 5 minutes (illustrates one aspect

of human relationship)Expression of non-verbal and verbal behavior,

response patterns and implementation of

principles


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4. CASE STUDIES> An analysis of an incident or situation on

which characteristics and relationships are

described, factual or hypothetical events

transpire, and problems need to resolved or

solved


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Steps to follow in case studies:

1. Develop objectivesWhat do you wantlearners to learn?

2. Select a situationChoose a topic & ascenario that fits the objectives & concept

you want to apply.

3. Develop the characters.

4. Develop the discussion questions.5. Lead the group discussion.


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Note: There is NO ONE RIGHT ANSWERto a case. Many problems are so

complex that they have a variety of

resolutions rather than a solution.


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3. PROBLEM BASEDLEARNING

Involves confronting students w/real life situationsenhances CT &

DM


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POINTS IN PBL!

SMALL GROUPS Analyze The Case Identify Their Own Needs

For Information

Solve Problems.

OUTPUT

Students will become GOOD PROBLEM

SOLVERSin their future work

Students become LIFE LONG LEARNERS

DIFFERENCES


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DIFFERENCES

PBL CASE STUDIES> Conducted in small

groups

> Used by

individuals/groups

> Students have little

backgrounds knowledge of

subject matter

> Students hve most of the

background learning

theory to apply to the case

> Cases are usually brief &presenting problems are

ill-structures

> Cases are often long &detailed, and their

problems are well-defined


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Example of PBL

A small community hospital is confronted witha severe nursing shortage. They are

considering a change in the nursing delivery

system to a model that involves cross training

of personnel and increased use of assistive

personnel. Rumors about a change began to

circulate around the hospital and many staff

seem unhappy.


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Identified Issues By The Group

I. NURSING SHORTAGESa. How often do they occur?

b. How severe do they get?

c. What causes them?

d. What past solutions have been tried and

do they work?


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II. NURSING CARE DELIVERY SYSTEM

a. What is this one called?b. Is it being used anywhere?

c. How would it work?

d. What might cross-training involve?e. Are there published job descriptions for

assistive personnel?


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4. SELF-LEARNING MODULESAlso Known As

A. Self-directed Learning Modules

B. Self-paced Learning Modules

C. Self-learning Packets

D. Individualized Learning Activity Packages

DEFINITION OF SELF LEARNING


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DEFINITION OF SELF-LEARNING

MODULES

A self-contained unit or package of study

materials for use by an individual Audience where this WORKS BEST:

Adult learners

i i l dli d l


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Principles In Handling Adult

Learners:1. Adults are self-motivated to learn (relevant)

2. Adults prior experience is a resource for

further learning.

3. Adults are problem focused and readily

learn material they can use to solve

problems.

COMPONENTS OF SELF-LEARNING


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COMPONENTS OF SELF LEARNING

MODULES

1. Introduction and instructions

2. Behavioral objectives

3. Pretest

4. Learning activity

5. Self-evaluation6. Pretest

TIPS


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TIPS

1. INTRODUCTION & INSTRUCTIONS Topic for modulesingle topic

Ex. Problem of eliminationdivide this into

urinary elimination and intestinal elimination

2. BEHAVIORAL OBJECTIVES

Expected of the learner

Objectivesover-all objectives / specific


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3. PRETEST

OptionalPretestdiagnostic test / assesses

prerequisite knowledge

helps evaluate which sections of themodule to skip and which ones need to

be studied in depth


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4. LEARNING ACTIVITIES

Most creative portion

Designed to help meet objectives

Must appeal to peoplediff. learning

styles

Ex. Attending short lectures, speeches,

demo

Watching a video or slide

Using a computer program


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4. SELF-EVALUATION TOOLS

Assesses how the students are achieving theobjectives

5. POSTTESTA self quiz (MCQ or short answer questions)

Retake is okay

Determines mastery

DEVELOPING A MODULE


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DEVELOPING A MODULE

Takes time (weeks/months) Begin with the body (behavioral objectives,

pretest, learning activity, self-evaluation,

posttest) Last to writeintroduction & instructions

PILOT TESTINGhave one or two people

work at the module for feedback (e.g.unclear objectives etc)

ADVANTAGES OF SELF LEARNING


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ADVANTAGES OF SELF-LEARNING

MODULES

Very flexibledo it at your own pacing, done

independently

Individualized approachhelps students Sparks interest in teachingcreativity

Standardized

Reduces travel timeReduces costs

DISADVANTAGES OF SELF LEARNING


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DISADVANTAGES OF SELF-LEARNING

MODULES

Miss interactions with people

May lead to further procrastinationlack of

structures and deadlines

Promotes dishonesty

Takes many hours to design and test


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THANK YOU!Mabelle B. Consulta

BSN II-A

teaching strategies and methodologies for teaching & learning

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