teaching strat & method

TEACHINGSTRATEGIES

AND METHODOLOGIES

Prepared by: Kathleen Kaye M. Laurente, R.N.Pinky Nunez, RN, MD

OBJECTIVE

This presentation aims to:

• differentiate Autocratic and democratic Teaching Strategies• discuss briefly some of its examples

• show the result of the survey conducted on students and clinical instructors perception on the aforementioned teaching strategies and methods through table and graphic presentation

• give recommendation

AUTOCRATICTEACHING STRATEGY

AUTOCRATICTEACHING STRATEGY

• content centered and dominated by the teacher

LECTURE STRATEGY

• Teacher plays virtually the role of a monarch and autocrate controlling each and every function of the classroom teaching.

LECTURE STRATEGY

• A planned scheme to present a unit of the desired content material of a subject to a group of learners through lecturing (verbal communication)

DEMONSTRATION STRATEGY

• Visual presentation of the action or practical work related to facts and principles of a delivered lesson by the teacher

DEMONSTRATION STRATEGY

• Demonstrates in a practical form, the objects, instruments, phenomenon, action and events related to the teaching of his lesson.

TUTORIAL STRATEGY• This tutors or teaches

the student a body of knowledge by presenting information and asking questions, giving hints of the student gets stuck.

ILLUSTRATION STRATEGY• Uses means and material-

verbal or concrete- to help students acquire correct knowledge of presented material by making it clear, interesting, intelligible or comprehensible.

PROGRAMMED INSTRUCTION

• A self-instruction instructional system which may employ programmed books, teaching machines, films in various forms of audio-visual devices.

ROLE PLAYING STRATEGY

• Situation is dramatized by group of students by playing roles, as desired by the situation, under the direction of a teacher to derive useful educational experiences.

DEMOCRATICTEACHING STRATEGY

DEMOCRATICTEACHING STRATEGY

• student centered and democratically organized

GROUP DISCUSSION

• A cooperative, problem-solving activity which seeks a consensus regarding the solution of a problem rather than decision by majority vote.

QUESTION-ANSWER STRATEGY

• Refers to an art and skill of managing the task of putting questions and receiving answers to these questions

PROBLEM SOLVING STRATEGY

• Provides opportunity to the students for analyzing and solving a problem on the basis of the previous stock of their knowledge

PROJECT METHOD

• For production of materials in like making of models of isolation unit, learning to make renal bed, and solving some patient’s problems.

INDEPENDENT STUDY STRATEGY

• Self-instruction where learners are provided with a psychomotor skills handbook containing all skills taught in the curriculum.

COMPUTER-ASSISTED INSTRUCTION

• Program using computers aimed toward instructional objectives and high quality educational process.

DRILL OR PRACTICE STRATEGY

• Presenting the learned information repetitively and application of this information.

THE SURVEY

• This survey used questionnaire to conduct a study last September 17, 2010, Friday,

among 10 random samples from San Pedro College clinical instructors and

another ten from students.

• The questionnaire aims to find out the following: a.) actual practice in classroom or clinical setting as remarked by the

nurse educators and students; b.) ideal teaching strategy as perceived by teachers and students; c.) teaching strategy or methodology which is thought of as the most

and least effective as depicted by teachers and learners; d.) collect their recommendation to transcend nursing education

process.

THE RESULT

  Rarely Sometimes Always Total

Setting of objectives 1 3 6

Organization of content   3 7

Adequacy of audio-visual materials   4 6

Preparation of learners   7 3

Appropriateness of evaluation tools   1 9

Stimulates students’ critical

awareness  2 8

Clear explanation of content   1 9

Use of modern technologies in

class1 3 6

Reinforces students’ participation   2 8

Aptness of assignments given   5 5

Total 2 31 67 100

Table 1.1 Result of the survey conducted on clinical instructors

  Rarely Sometimes Always Total

Setting of objectives 1 5 4

Organization of content 1 2 7

Adequacy of audio-visual materials 2 4 4

Preparation of learners 1 5 4

Appropriateness of evaluation

tools  3 7

Stimulates students’ critical

awareness2 2 6

Clear explanation of content 2 3 5

Use of modern technologies in

class1 4 5

Reinforces students’ participation 2 2 6

Aptness of assignments given 2 3 5

Total 14 33 53 100Table 1.2 Result of the survey on clinical

students

The result as revealed at Table 1.1 and Table 1.2 that there is a difference between the perception of the two groups on the implementation of teaching strategy and methodology.

Only two percent of CIs rated rarely while 14 percent of students expressed dissatisfaction of the former’s performance.

Moreover, 67% of CIs believed they had always operated according to standard, that is 15% more than the result of students’.

The most and least effective as

perceived by teachers and

students

Figure 1. Graphical presentation of CIs perception on autocratic strategies

As the summary unveils, 80% of clinical instructors prefer a lecture-demonstration teaching in class. One CI commented that it is the most effective strategy as the students have the chance to observe how things are carried out appropriately.

Second to the survey include illustration and role playing strategy. Another CI supported this by quoting that role playing is one of the most effective since it is an experiential learning, thus retention is stronger.

The least tallied is the programmed instruction strategy. A CI commented that the school should provide more LCD projector to work on this aspect.

Figure 2. Graphical presentation of students’ perception on autocratic strategies

The least effective autocratic strategy on students’ point of view includes programmed instruction and lecture strategy. One student claimed, “The least effective teaching strategy is the lecture strategy because there are many distractions for the students and the teacher cannot effectively control his pupils.”

Another student commented, “Lecture strategy is the least effective since some students do not have long span of listening and so they end up sleeping or talking with their classmates in the class.”

One added that in lecture type, only the teacher may understand his lessons since only few, or sometimes none, would participate.

On the other hand, they find the demonstration, illustration and tutorial strategy the strongest link among the given options. Many had given appreciation especially with tutorial strategy. One respondent uttered, “Tutorial strategy is the most effective because both the teacher and student focus on the discussion; the latter becomes less distracted and could learn better.” Another added that, “Tutorial strategy allows a one on one discussion giving confidence for a student to raise queries or clarifications.”

Figure 3. Graphical presentation of CIs’ perception on democratic strategies

Democratic strategy is also utilized by some CIs to promote better teaching. Among these, group discussion strategy is the most preferred by CI that it encompasses 70% of the sample group, followed by question-answer strategy, assignment or project strategy and computer-assisted instruction strategy with 60%. The latter was lauded and recommended as one of the most effective teaching strategies for it catches the attention of students in a longer span. It also keeps the CI abreast to modern technology and modern generation.

On the other hand, one clinical instructor disapproved the use of independent study strategy for the fear of losing control on the performance of the learner. This type of strategy is believed to be ineffectual to undergraduates.

Figure 4. Graphical presentation of students’ perception on democratic strategies

70% of sample students highly agree of experiential learning, that is drill or practice strategy. One student commented that by constant practice, their skills would be made perfect. Another student added that by putting extra time and effort on the subject matter, retention becomes longer.

On the other hand, one respondent approved the use of question and answer strategy for its positive effect on remembering factual information and its ability to enhance the cognitive and logical skills of learners. But then again, this strategy puts a toll on some students who are poor in sudden oral recitation.

The least effective democratic teaching strategy as thought of by students is independent study strategy because of its lesser motivation in studying especially when students are indolent and moreover, this promotes a different scope of studying that learners tend to pay lesser attention on important yet uninteresting subjects.

Autocratic Teaching Strategy Versus

Democratic Teaching Strategy

 Autocratic 

StrategyStudents Instructors

Democratic 

Strategy Student Instructor

Lecture 1 8 Group Discussion 3 7

Demonstration 7 8 Question- Answer 3 6

Tutorial 6 4 Problem- solving 2 5

Explanation 3 6 Independent study 2 1

Illustration 6 7Assignment or  

Project2 6

Programmed 

Instruction1 3 Drill or Practice 7 4

Role-playing 5 7Computer- assisted 

Instruction 4 6

Total 29 43 Total 23 28

The above table reveals that generally, clinical instructors utilize and prefer autocratic form of teaching strategy compared to democratic teaching strategy by 15 percent advantage while only meager difference, six percent, on the preference of students on autocratic over democratic.

THE RECOMMENDATION

Courtesy of SPC Clinical Instructors Regular teaching strategies’ seminars should be conducted for the instructors.

Congruence must be emphasized- that is lecture to RLE, objectives to evaluation.

It is best to combine strategies if such is applicable to the situations.

Whatever strategy one is using if the students aren’t interested, the teacher’s hands are tied. Another factor is the subject or concept. Teachers have to utilize or try out all the teaching techniques in order to make it more interesting.

Courtesy of SPC students There should be a proper way of communication between the students and the teacher for it enhances the learning imparted to us. With this open communication, more areas are tackled.

Teachers should make the discussion more interactive that would involve the active participation of the student nurses.

I suggest that there would be less seating rather more activities must be implemented for the students to easily remember the lesson. In this way, it will give a mark for us to grasp that idea based from the experience we have had during the lecture.

Reference: Basavanthappa, BT (2003). Nursing Education. Jaypee Brothers Medical Publisher Ltd, ND, India Emerson, R (2007) Nursing Education in the Clinical Setting. Mosby Elsevier, Missouri Reilly D, Oermann, M. (1992) Clinical Teaching in Nursing Education 2nd Edition. Port City Press Inc. New York

End

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