Teaching StrategyChapter VII

Objectives:At the end of this chapter, the students will be able to:

Discuss the difference teaching strategies available o the nurse educator.

Identify different traditional teaching strategies

Discuss activity-based teaching strategies

Explain the different computer teaching strategies

Discuss the concept of distance learning Explain various guidelines in teaching

psychomotor skills.

“The teacher is the best audiovisual aids to students who influence her personal and professional development”

-St. Thomas Aquinas

Traditional Teaching Traditional Teaching StrategiesStrategies

1.1. LecturingLecturing

Lecture is the most traditional method associated with teaching in which the teacher simply conveys the knowledge to the students in a one-way channel of communication

Lecturing can be efficient means of introducing learners to new topics. It is used to integrate and synthesize a large body of knowledge from several fields or sources and used to clarify difficult concepts.

Advantages of Lecture Advantages of Lecture Method:Method:

Having a specific period of time, it allows uniformity of knowledge to be learned for all students in a class.

It is economical and cost effective since only one is entrusted to deliver the topic.

It helps develop students’ listening abilities

Disadvantages of the Lecture Method:

Few teachers are good lecturers who can deliver topics according to students’ level of understanding

By nature, the lecture method lends itself to the teaching of facts with little emphasis placed on problem-solving, decision making, analytical thinking, and transfer of learning.

Not conducive to meeting students’ individual learning needs since it is limited only to a single approach of delivering the topic.

Allows limited attention span on the part of the learner.

2.2. DiscussionDiscussion

Retains some of the features of lecturing when the teacher still imparts the lessons to the students through interaction. This time she gives them the opportunity to share their insights or understanding of the topic. It may be formal o informal. It allows greater student teacher interaction and or student interaction.

Advantages of the Discussion Method:

Helps students learn the process of group problem-solving

Supports students ways to develop and evaluate their beliefs and position

Can foster attitude change through understanding and allow students freedom to assert their opinions or views hence, application of new knowledge takes place.

Many students like and prefer this to other methods

Disadvantage of the Discussion Method:

Students use more time to think and interact Effective only in small groups due to time

constraints May not be an efficient way of communicating

information because sharing takes time to settle specific topics for discussion.

Useful only if the participants come prepared with the needed background information.

3.3. Question and Answer Question and Answer TechniqueTechnique

The teacher initiates the learning process by asking students about their insights and ideas regarding the subject matter.

In this method, the teacher asks students what they understand of the subject matter to determine what they have already learned and what they need to learn.

Questioning is integral to teaching that is often taken for granted. Its use places learners in an active role. It can be used to assess students’ competencies and baseline knowledge to find out what a group already knows about the subject in order to review its content.

Questioning can increase motivation of learners as it brings about eagerness to learn answers to questions asked. It can be used to guide learners’ thought process and direct them to a certain area of interest.

7 types of Questions:

Factual Questions– It demands simple recall or retrieval of

information.

Example:

“What is fetal monitoring?”

Probing Question– These are used when a teacher wants a learner

to further explain an answer, or dig deeper into the subject matter.

Examples:

Reason why fetal monitoring is done during labor.

Multiple Choice Question– These can be oral or written. They usually test

recall and can be used to begin a discussion.

Examples:

“What are the most to least indicator of fetal distress requiring close monitoring?”

Open-ended Questions– This encompass all questions that require

learners to construct an answer.

Examples:

“When should fetal monitoring be used?

Discussion-stimulating questions.– These are questions which help the discussion

move along for a clearer or better view of the subject matter.

Examples:

What would be the effect of fetal monitoring to both the mother and the fetus?

Questions that guide problem-solving.– The teacher needs to phrase and sequence

questions carefully in order to guide learners in problem-solving thinking process.

Examples:

What other option do we have to assess fetal status aside from fetal monitoring?

Rhetorical questions– It is sometimes appropriate to ask questions for

which one expect no answer at the time.

Examples:

In what way will fetal monitoring promote safe labor and/or predict complications of labor.

4.4. Use of audiovisual AidsUse of audiovisual Aids

Using audiovisual is a traditional method that can reinforce teaching and learning. It is used as supplement to a lecture, as a prelude to discussion, or a part of questioning strategy (Clark :2008)

Types of traditional audiovisual include:

Handouts or printed materials used to help communicate facts, figures and concepts.

Chalkboards or whiteboards are universally used in education and allow spontaneity in classroom discussion

Overhead transparency is a sheet of acetate placed on overhead projector that enlarges and projects the image onto a screen

PowerPoint slides are used to show words, concepts for discussion, pictures or projects diagrams and charts.

Videotapes are used to find meaning in case scenarios, biographic, clinical procedures or situations which the students need to reflect on to determine their relevance and implications.

ACTIVITY-BASED ACTIVITY-BASED TEACHING STRATEGIESTEACHING STRATEGIES

1.1. Cooperative LearningCooperative Learning

In cooperative learning. Students from one class are arranged into small groups to facilitate learning process.

It is based on the premise that learners help each other work and think together and are responsible for not only their own learning of other group members (Bradshaw and Lowenstein: 2007)

Cooperative Learning involves structuring small groups of learners who work together toward shared learning goals. This may be done through brainstorming activities, demonstrating and group projects (Emerson: 2007)

ff strategies are example of CL:

JigsawThink-Pair-ShareNumbered-Heads TogetherTalking ChipsMurder Script

Advantages of CL:Group members learn to function as a part

of team.Teaches or enhance social skills. Inculcates the spirit of team-building.

Disadvantages of CL:Students who are fast learners may lag

behindLearning gap may exist between the fast

and slow learners.

2. Writing to learn

This actively influences students’ dispositions toward thinking and takes active participations in learning. Writing serves as a stimulus of critical thinking by immersing students in the subject matter for cognitive utilization of knowledge and effective internalization of values and beliefs.

3. Concept-mapping

Concept mapping lends visual assistance to student when asked to demonstrate their thinking in a graphic manner to show interconnectedness of concepts or ideas.

4. Debate

Debate is a strategy that fosters critical thinking which requires in-depth recall of topics for supporting evidence and for developing one’s position in a controversial issue (Keating: 2006)

5. Simulation

Simulation are practical exercises for the students representing controlled manipulation of reality.

Simulations are intended to help learners in decision-making and problem-solving, develop human interaction abilities and learn psychomotor skills in a safe and controlled setting.

4 types of simulation techniques:

Simulation exercise. A controlled representation of a piece of reality that learners can manipulate to better understand the real situation.

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.

Role-Play. A form of Drama in which learners spontaneously act out roles through interaction involving problems or challenge in human relation.

Case Study. An analysis of an incident or situation in which characters and relationship are described, factual, or hypothetical, events transpired and problems that need to be resolved or solved.

6. Problem-Based Learning

Is an approach to learning that involves confronting students with real life problems which they are meant to solve on their own.

It provides stimulus for critical thinking and self-taught content.

PBL Simulation

•Conducted in small groups •May be used by individuals or groups

•Students using PBL have little background knowledge of subject matter

•Students using simulation have most of the background knowledge they need to apply to the case

•Cases are usually brief and problems are ill structured

•Cases are often long and detailed and problems are fairly well defined

Differences between Problem-based Learning and Simulation

7. Self-learning Modules Are completely doing away with traditional

instruction. The students is provided with the materials needed for the learning process without the intervention of the teacher.

Are done in a unit of nursing or instruction with a relatively low student-to-teacher ratio, in which a single topic or a small section of a broad topic or a small section of a broad topic is studied for a given period of time.

Components of S-LM:

Introduction and instructionBehavioral objectives PretestLearning activitiesSelf-evaluation, andPosttest

Computer Teaching Strategies

Are used to communicate information to students and nurses in a time-saving way and to teach critical thinking and problem-solving process.

These provide simulations of reality, educate from a distance where students can study without going to the school.

a) Computer Assisted Instruction (CAI)

Computer-based instruction (CBI) -refers to virtually any kind of

computer used in educational settings including the ff:o Drill and Practiceo Tutorials, Simulationso Instructional managemento Supplementary exerciseso Programmingo Database developmento Writing using word processorso Other applications

Computer-assisted instruction (CAI) -is a narrower term and most often to:

o Drill-and-practiceo Tutorialo Simulation activities offered either by

themselves or as supplements to traditional, teacher directed instruction.

b) Internet Is a worldwide and publicly accessible

series of interconnected computer networks that transmit data by packet switching using the Standard Internet Protocol (IP).

It is a network of network that consist of millions of smaller domestic, academic, business and government networks which together carry various information and services.

c) Virtual Reality

Is a technology which allows the user to interact with a computer-simulated environment, real or imagined.

Is often used to describe, a wide variety of application, commonly associated with its immersive, highly visual, 3D environment.

Distance Learning

method includes computer learning and other ways of giving instructions to student without the usual classroom setting, such as teleconferencing or use of telephone techniques.

Advantage of DL:Problem from the rural areas or those

who are homebound can have greater access to information and even educational degrees.

A large variety of courses are accessibleAbility to learn on one’s own time

frame, the self-directed nature of the learning experience and the opportunity to learn more about technology.

Disadvantage of DL:

There is lack of face-to-face contact or non-interactive process with the teacher.

Technology problems which may be similar to system shutting down and being inaccessible.

Some may not learn well with less structured educational experience

Others may struggle to use the technology while learning content at the same time.

Other Teaching Strategies:

Peer review assignments. Posting assignments via email, bulletin,

board, etc. encourages the students’ feedback on each other’s performance.

Informal socializing.Assisting students having difficulty to

learn through social communication or informal discussion of topics with the groups.

Student presentations.Develop students’ understanding of

materials and actively engage them in learning process through reporting, simulations, role playing among others

Structure seminarMore formal example of a public tutorial

which requires strict structured program for interaction and tight link aging to modules on specific topics for discussion.

Public tutorial Allows students to interact with the staff

and other students outside the classroom. Reflective journals

Allows students to give their insights and perspective on current issues and share these with others.

Peer learning groupsAllows students to help one another with

assignments, problem- solving and projects through discussion and sharing of knowledge and experience.

Role playingStudents assume roles to solve problems

or issues. Previous discussion

Provide basis for recall and insights on the topics discussed or experienced.

Special interest groupsSelf-selecting groups who choose to

meet to discussion issues which interest them.

Classroom Management

Refers to the operation and control of classroom activities, the mechanical aspects of handling classes such as classroom policies and regulations for seating arrangement, attendance, handling instructional materials and equipment and discipline during the class period.

The teacher who can manage the classroom well provides students with opportunities for mental growth and development.

Principles of Classroom management

Design classroom activities appropriateness to the course content or subject matter.

Orientation of students on the first day of class regarding the internal policies on punctuality, behavior, course requirement and criteria for grading and evaluation.

Compliance with administrative policies on handling of teaching aids or materials and equipment.

Adequate student-teacher interaction to arouse enthusiasm.

More positive and optimistic in dealing with students particularly in citing practical examples of learning principles.

Sanctions for misbehavior should be more constructive rather than destructive.

Come to class or to the clinical area on time and prepared with resource unit or clinical focus so students are properly guided and directed.

Presents the learning expectations or the do’s and don’ts of learning

Demonstrates to students’ desired behavior which she wants her students to imitate.

Develops a sense of familiarization in order that everyone in the class has a feelings of belongingness in sharing the same values and goals.

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