TEACHING

STRATEGIES AND
METHODOLOGIES
FOR TEACHING &
LEARNING
I. Traditional Teaching Strategies

Lecturing
Discussion
Questioning
Using audio-visuals

II. Activity based strategies

Cooperative learning
Simulations
Problem based learning
Self-learning modules
III. Computer teaching strategies

Computer-assisted instructions
Internet
Virtual reality

IV. Distance Learning
Interactive television
Classes via internet
V. Teaching Psychomotor Skills

Approaches
Assessment of pscyhomotor skills learning

VI. Clinical Teaching
Purpose of clinical laboratory
Models of clinical teaching
Preparation of clinical instruction
Conducting a clinical laboratory research
I. TRADITIONAL
1 Lecturing
2. Discussion
3. Questioning
4. Using Audio-visual
1. LECTURING
TYPES OF LECTURES
1. TRADITIONAL ORAL ESSAY
The teacher is the orator and ONLY speaker
Expositions done on topic inspirational or
information

2. PARTICIPATORY LECTURE
> Begins w/ brainstorming from what students
read
3. LECTURE W/ UNCOMPLETED
HANDOUTS
Resembles traditional oral essay but w/
handouts (blank spaces)

4. FEEDBACK LECTURE
> Consists of mini-lectures interspaced w/ 10
minute small group discussions

5. MEDIATED LECTURE
uses media such as films, slides or Web
based images + traditional lecture
PURPOSES OF
LECTURES
1. Efficient means of introducing learners to
new topic and sets the stage of learning
2. 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 are
not available
ADVANTAGES OF LECTURING
1. It is economical. Great deal of information
shared.
2. Supplies and textbooks become true to life
theater
3. Teacher serves as model students see a
creative mind at work
4. Helps students develop their listening
abilities
DISADVANTAGES OF LECTURING
1. 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 learning results in SURFACE
learning
3. Does not meet students individual learning
needs
4. Students have little attention time span
(15 minutes)
ORGANIZING LECTURES
Take time to plan for the objective of a
lecture
Make an outline
HEIRARCHICAL/CLASSICAL
LECTURE
Ex. Research Design
Example
Research Design
I. Why we need different research design
II. Research Design:
A. Research (clinical trials)
> Quasi-experimental
> Pre-experimental
B. Correlation
> Ex-post facto
> Restrospective
III. Validity and Reliability of Design
DELIVERING THE LECTURE
Plan your delivery
Rehearse
Consciously think of the delivery to
maximize effectiveness

2. DISCUSSIONS
TYPES OF DISCUSSIONS
1. FORMAL DISCUSSIONS
Announced topic
Reading, watching movie done in
advance

2. INFORMAL DISCUSSIONS
Spontaneous

PURPOSES & ADVANTAGES
1. Learns problem solving method
(groups)
2. Opportunity to apply principles,
concepts & theories
3. Clarifies information & concepts
4. Assists to evaluate beliefs/positions
(professional, societal or ethical issues)
> change in attitudes & values
DISADVANTAGES
1. Takes a lot of time
2. One person/few participants
(monopolies)
3. Gathering of uninformed opinions
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)
3. Arrange physical space.
Circle sitting arrangement

4. Plan a discussion starter.
Ask participants to come up with
opening questions
Study questions handed out prior to
meeting
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?
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.
9. Keep the discussion on track.
We seem to have strayed a little fro our
topic. 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.
11. Tolerate some silence. Silence gives
everyone a chance to think.

12. Summarize when appropriate.
3. QUESTIONING


Can be a teaching strategy
Ask questions higher order thinking
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

3. Helps review content
enlightens gray areas

4. Motivates students
Stimulates thinking & curiosity

5. Guides learners thought process
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 asthma
attack?
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?
2. According to BARDEN

A. LOWER-ORDER QUESTIONS
Recall information, read or memorize
B. HIGHER-ORDER QUESTIONS
> Requires comprehension and critical thinking
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?
3. MCQs
Tests recall or used to begin a discussion

4. OPEN-ENDED QUESTIONS
All questions that request learners to
construct an answer
Ex. When shall you use clean versus sterile
dressing technique?
5. DISCUSSION-STIMULATING Qs
Uses various questions to promote the topic
Ex. Do you agree with Johns position?

6. QUESTIONS THAT GUIDE PS
Guides learners through problem solving thinking
Ex. What information do you need to have before
we can solve this problem?
7. RHETORICAL QUESTIONS
Stimulates thinking
Guides learners into asking some of their own
questions
QUESTIONING TECHNIQUES
Supportive teachers promote 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?
3. Tolerate some silence.

4. Listen carefully to responses.
Dont interrupt.

5. Use the beam, force, build technique.
BEAM send Q to the class
FORCE call one student at a time
BUILD redirect the question to other students
6. Provide feedback.
Allow a few seconds of silence and ask, Can
anyone 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.
STIMULATING LEARNERS TO ASK
QUESTIONS
Learners should be rewarded for asking
good questions.
Thinking is driven not by answers by
good questioning.


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.
4. USING VISUAL AIDS
Can enhance teaching
Can add interest to the classroom
ISSUES
Correct choice?
Available?
Effective?
FACTORS TO CONSIDER:
SELECTING MEDIA
1. Learning objectives
Opt for variety

2. Availability of materials / technical
assistance

3. Level, ability & number of students
TYPES OF TRADITIONAL
AUDIOVISUALS
1. HANDOUTS
Printed materials communicate facts,
figures, concepts
Saves a lot of time for information

2. CHALKBOARDS/ WHITEBOARDS
Useful for mathematical problems

3. OVERHEAD TRANSPARENCIES (OHP)
Saves time, helps organize and illustrates
content
Costly

4. SLIDES
> Used to show pictures, project diagrams,
charts and word concepts
ADVANTAGES OF SLIDES:
Affordable
Easy to store
Easy to update/ recognize

DISADVANTAGES OF SLIDES:
Costly projector bulbs dont last long
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 exposure in spite of distance
Used at learners own pacing
DISADVANTAGES OF VIDEOTAPES
Costly
Communication is one way learners
become passive
SUMMARY: INTERACTIVE
LEARNING
Combine variety of techniques
Change tactics every 15 to 20 minutes to
recapture students interest
II. ACTIVITY BASED TEACHING
STRATEGIES
1. Cooperative learning
2. Simulations
3. Problem based learning
4. Self-learning modules
STRENGTH:
Students are involved in creating and
storing up knowledge for themselves
1. COOPERATIVE LEARNING
Small groups of learners work
together toward achieving shared
learning goal
Learners are aware that they are
responsible not only for their own
learning but also for that of the others
in the group.
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
B. INFORMAL COOPERATIVE LEARNING
GROUP
Can be used in any setting
Helps the members to understand and clarify
misconceptions as well as to share
experiences


C. BASE COOPERATIVE LEARNING
GROUP
surveys/focus groups
Applied easily to new staff orientation or
preceptor programs
ADVANTAGES OF COOPERATIVE
LEARNING
Promotes critical thinking varied positions
discussions --?
Enhances social skill.
Helps address learning needs & learning
styles
Members learn to function as a team.

DISADVANTAGES OF
COOPERATIVE LEARNING
> Does not cover all content/ topics in syllabus
2. SIMULATIONS
Controlled representations of reality
Exercises that learners engage in to learn in
the real world
PURPOSES & USES OF
SIMULATIONS
1. Enhances DM & PS skills
2. Enhances interaction abilities
3. Helps student learn psychomotor skills in a
safe and controlled setting
4. Chance to apply theories & principles in
practice
5. Achieves learning objectives
communication skills
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
LEARNING
1. Planner read carefully, assign reading
2. Facilitator introduce activity,
moderator
3. Debriefer summarize what happened,
let learners explain what they did and
why, point out principles and theories
applied
TYPES OF SIMULATIONS
1. SIMULATION EXERCISE
Focuses on process learning
Ex. Earthquake drills, fire drills

2. SIMULATION GAMES
> Focuses on CONTENT / PROCESS learning
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)

ADVANTAGES OF SIMULATION
GAMES
Teaches facts & application of information
Stimulates learning makes learning fun
Helps to evaluate learning
Increases interaction among learners
DISADVANTAGES OF SIMULATION
GAMES
1. Waste of time
2. Unprofessional
3. Teachers dislike competition which
games promote
3. ROLE PLAYING
Form of drama spontaneous acting out of
roles (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
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
Steps to follow in case studies:
1. Develop objectives What do you want
learners to learn?
2. Select a situation Choose a topic & a
scenario that fits the objectives & concept
you want to apply.
3. Develop the characters.
4. Develop the discussion questions.
5. Lead the group discussion.
Note: There is NO ONE RIGHT ANSWER
to a case. Many problems are so
complex that they have a variety of
resolutions rather than a solution.
3. PROBLEM BASED
LEARNING
Involves confronting students w/
real life situations enhances CT &
DM

POINTS IN PBL!
SMALL GROUPS Analyze The Case
Identify Their Own Needs
For Information
Solve Problems.
OUTPUT
Students will become GOOD PROBLEM
SOLVERS in their future work
Students become LIFE LONG LEARNERS
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
Example of PBL
A small community hospital is confronted with
a 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.

Identified Issues By The Group
I. NURSING SHORTAGES
a. 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?
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?
4. SELF-LEARNING MODULES
Also 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
MODULES
A self-contained unit or package of study
materials for use by an individual
Audience where this WORKS BEST:
Adult learners

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
MODULES
1. Introduction and instructions
2. Behavioral objectives
3. Pretest
4. Learning activity
5. Self-evaluation
6. Pretest
TIPS
1. INTRODUCTION & INSTRUCTIONS
Topic for module single topic
Ex. Problem of elimination divide this into
urinary elimination and intestinal elimination

2. BEHAVIORAL OBJECTIVES
Expected of the learner
Objectives over-all objectives / specific

3. PRETEST
Optional
Pretest diagnostic test / assesses
prerequisite knowledge
helps evaluate which sections of the
module to skip and which ones need to
be studied in depth
4. LEARNING ACTIVITIES
Most creative portion
Designed to help meet objectives
Must appeal to people diff. learning
styles
Ex. Attending short lectures, speeches,
demo
Watching a video or slide
Using a computer program
4. SELF-EVALUATION TOOLS
Assesses how the students are achieving the
objectives

5. POSTTEST
A self quiz (MCQ or short answer questions)
Retake is okay
Determines mastery
DEVELOPING A MODULE
Takes time (weeks/months)
Begin with the body (behavioral objectives,
pretest, learning activity, self-evaluation,
posttest)
Last to write introduction & instructions
PILOT TESTING have one or two people
work at the module for feedback (e.g.
unclear objectives etc)

ADVANTAGES OF SELF-LEARNING
MODULES
Very flexible do it at your own pacing, done
independently
Individualized approach helps students
Sparks interest in teaching creativity
Standardized
Reduces travel time
Reduces costs
DISADVANTAGES OF SELF-LEARNING
MODULES
Miss interactions with people
May lead to further procrastination lack of
structures and deadlines
Promotes dishonesty
Takes many hours to design and test
THANK YOU!
Mabelle B. Consulta
BSN II-A