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