GROUP 2

Topic: Teaching Strategies

7 Kinds of Teaching Strategies:
Traditional Teaching Strategies
Activity Based Teaching Strategies
Computer Teaching Strategies
Distance Learning
Clinical Teaching
Teaching Psychomotor skills
Classroom Management
Traditional Teaching Strategies:
1. Lecturing
2. Discussion
3. Question and Answer Teaching
4. Uses Audiovisual Aids

Lecturing
▪Most traditional method associated with teaching in which the
teacher simply conveys the knowledge to the students in a one-
way channel of communication.
▪ Can be an efficient means of introducing learners to new topics.
Advantages of the Lecture Method:
▪Allows uniformity of knowledge to be learned for all student in a
class.
▪Economical and cost effective.
▪Helps develop students’ listening abilities.
Disadvantages of the Lecture Method:
▪ Few teachers are good lecturers.
▪
Wow!

The lecture method lends itself to the

teaching of facts with little emphasis placed on
problem-solving, and transfer of learning.
▪ Not conducive to meeting students’
individual learning needs.
▪ Allows limited attention span.

Discussion
Give me a

▪Gives opportunities to share the student’s insight of

break.

understanding of the topic.

▪It allows teacher-student or student-student
interaction.
▪Its purpose is to give students an opportunity
to apply principles, concepts and theories as
well as clarify information and concepts.

▪A topic is announced in advance and the

class is asked to take part in the discussion by
reading a certain material or watching a
videotape among other activities.
 Advantages of the Discussion Method:

▪ Helps students learn the process of group problem-

solving.
▪ Supports student’s ways to develop and evaluate their
beliefs and positions.
▪ Can foster attitudes through understanding and allow
student freedom to assert their opinions hence,
application of new knowledge takes place.
▪ Many students prefer and like this method.


Disadvantages of the Discussion Method:

▪ Students use more time to think and interact.

▪ Effectively only in small groups.
▪ May not be an efficient way of communicating information.
▪ Useful only if the participants come prepared with the
needed background information.

 Question and Answer Teaching

▪Initiates learning by asking students about their

That's mine!

insights and ideas.

▪Use to assess students’ competencies and baseline
knowledge to find out what a group already knows
about the subject in order to review its content.
▪ Can increase motivation of learners as it brings
about eagerness to learn answers to questions asked.

 7 types of questions:
1. Factual questions – demands simple recall of
information.
2. Probing questions – used when teacher wants
a learner to further explain an answer.
3. Multiple choice questions – can be oral or
written, they usually test recall and can be used to
begin a discussion.
4. Open-ended questions – these encompass all
questions that require learners to construct an
answer.
5. Discussion-stimulating questions –help the
discussion move along for a clearer or better view of
the subject matter.
6. Questions that guide problem-solving –teachers
need to phrase and sequence questions carefully in
order to guide learners in problem-solving thinking
process.

 7. Rhetorical questions – questions for

which one expect no answers at the time.
Such questions can be used to stimulate
thinking in the class.

Uses Audiovisual Aids

▪ 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.
▪ Can greatly enhance teaching and add to
students’ interest.
 Types of Traditional Audiovisuals:

▪ Handouts or printed materials used to help

communicate facts, figures and concepts.
▪ Chalkboards or whiteboards are universally used
in education.
▪ Power-point slides are used.
▪ Videotapes, films, clinical procedures videos.
 Activity Based
Teaching Strategies
Cooperative Learning

Wow!

Writing to Learn
Concept Mapping
Debates
Simulations
Problem-Based Learning
Self-Learning Modules
1. Cooperative Learning
Give me a
break.

In cooperative learning, students from one class

are arranged into small groups to facilitate
learning process.
It is based on the premise that help each other
work together and are responsible for not only
their own learning but also for learning of other
group members(Bradshawe and Lowenstein:
2000)
These following strategies are examples of
cooperative learning. These reading strategies are
considered to be very effective particularly in
learning concepts in nursing.
Jigsaw
Think-Pain-Share
Numbered-Heads Together
Talking Chips
Murder Script
Advantages of Cooperative Learning:
Group members learn to function as
part of a team.
Teaches or enhances social skills.
Inculcates the spirit of team-building.


Disadvantages of Cooperative Learning:

Students who are fast learners may lag behind.

Learning gap may exist between the fast and
slow learners.

2. Writing to Learn
That's mine!

Writing to learn actively influences students'

dispositions toward thinking and takes active
participation in learning.
Writing serves as a stimulus of critical thinking
by immersing students in the subject matter
for cognitive utilization of knowledge and
effective of values and beliefs.
3. Concept Mapping
Concept mapping lends visual assistance to students
who asked to demonstrate their thinking in a graphic
manner to see interconnectedness of concepts or
ideas. This helps students see the own thinking and
reasoning of a topic, to depict relationship amuse
factors, causes and effects. Students become more
adept at creativeness and examining a map for
connections and using information (Young: 2003).
4. Debate
Debate is a strategy that fosters critical thinking
which require in-depth recall of topics for supporting
evidence and for developing one's position in a
controversial issue.
It encourages analytical skills, recognizes complex
issues and concerns, permits students to consider
alternative options with freedom to change one's
mind based on information, data, enhances
communication skills and listening skills.

5. Simulations
Simulations are practical exercises
for the students representing controlled
manipulation of reality. These are
exercises which learners know the
learners engage in, to know the real world
without the risk of harm or injury and
make learning enjoyable.

4 Types of Simulation Techniques:

Simulation Exercise
Simulation Game
Role Playing
Case Study

 Simulation Exercise

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

Simulation Game
Give me a
break.

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 Playing

A form of drama in which

Wow!

learners spontaneously act out

roles through interaction
involving problems or
challenges in human relations.


Case Study

An analysis of an incident or situation in which

characters and in relationships. A described,
factual or are hypothetical, events transpired and
problems that need to be resolved or solved,

6. Problem-Based Learning

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. It is based on the premise that students,
working together in small groups, will analyze a case,
identify their own needs for information and solve
problems (Clark: 2008).
7. Self-Learning Modules
Self-Learning
That's mine!Modules completely doing away

traditional instruction. The student is provided

with the materials needed for the learning
process without the intervention of an teacher.
They are also called self-directed learning
modules, paced learning modules, self-learning
packets, and individual learning activity
packages.
 Computer Teaching Strategies
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 pro
simulations of reality, educate from a distance where students
study without going to the school. They can provide instant
feedback which is effective in learning. They can also
individualize learning an extraordinary degree time efficient
and effective. However, they may deprive students and
teachers to interact and discuss topics face-to-face (Bradshaw
2007). and Lowenstein.


A.Computer Assisted Instructions

B. Internet
C. Virtual Reality
A.Computer Assisted Instructions
Computer-based instruction (CBI) refers to virtually
any kind computer used in educational settings
including the following:
•drill and practice
•tutorials, simulations
•instructional management
•supplementary exercises
• programming and other applications
•database development
• writing using word processors


Computer-assisted instruction (CAI) is a

narrower term and most often refers to:
most often refers to:
•drill-and-practice
•tutorial
•simulation activities offered either by
themselves or as supplements to traditional,
teacher directed instruction

B. Internet

The 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 networks" that consists of
millions of smaller domestic, academic,
business and government
Wow! networks which
together carry various information and
internet based services, such as electronic
mail, online chat, file transfer, and the
interlinked web pages, networking and other
resources of the World Wide Web or www
(Wikipedia).
C. Virtual Reality

Virtual reality is a technology which allows the user to

interact with a computer-simulated environment, real
or imagined. Most current virtual reality environments
are primarily visual experiences, displayed either on a
computer screen or through special or stereoscopic
displays. Some simulations include additional sensory
information such as sound through speakers or
headsets.

 Question and Answer Teaching

▪Initiates learning by asking students about their

That's mine!

insights and ideas.

▪Use to assess students’ competencies and baseline
knowledge to find out what a group already knows
about the subject in order to review its content.
▪ Can increase motivation of learners as it brings
about eagerness to learn answers to questions asked.

 DISTANCE LEARNING

This method includes computer learning and other

ways o giving instructions to students without the
usual classroom setting such as teleconferencing or
use of telephone techniques. I encompasses
correspondence courses and courses delivered by
satellite, television and broadcasting, or telephone
lines. It involves two-way audio and video
technology (Bradshaw and Lowenstein 2007).

Advantages in Distance Learning:

People from the rural areas or those who
are homebound have greater access to
information and even education or degrees.
A larger variety of courses are accessible.
Ability to learn on one's own time frame, the
self-directed nature of the learning
experience and the opportunity to learn
more about technology.


Disadvantages in Distance Learning:

There is lack of face-to-face contact or non-
interactive process with the teacher.
Technology problems which may be similar to
systems shutting down and being inaccessible.
Some may not learn well with less structured
educationalexperience.
Others may struggle to use the technology while
learning the content at the same time.

Clinical Teaching

To provide and maintain a high standard of clinical

instruction the teacher in nursing should show academic
excellence, concern and commitment. The future nursing
student rest on the qualification and competence of the
nursing instructor (Emerson: 2007)

In developing a plan for clinical teaching the learners

need must be considered prior to formulation of course
objective and before the specific classroom content is
develop. Knowing the needs of student give direction for
the teacher to develop a plan for teaching. However after
formulation of the program , course and unit objective
the instructor must again evaluate student learning
needs. the educator should do the following means (De
Young:2003)

Assess learning needs of student by pre testing for

incoming knowledge.
Develop learning experience based on desired results;
Implement teaching strategies to meet learning needs.
Post-test student for outcome knowledge in planning for
clinical teaching, the following steps should be taken into
consideration.

1. Diagnose student’s needs, interest and abilities.

2. Set objectives and select contents.
3. Prepare areas for learning and select appropriate teaching
strategies.
4. Plan instructional units and make lesson plans.
5. Motivate students in guided learning activities.
6. Task that relate to plans focus on measuring evaluating,
grading and reporting students performance and progress.
7. Put up plans for follow-up.

1. Related Learning Experience (RLE) or laboratory

This requires learning by doing. The teacher

guide students in acquiring knowledge and
learning nursing skills.
2. Model of Clinical Teaching

A. Traditional model
The traditional model os the oldest and common model of clinical
teaching. The clinical instructor has the primary responsibility for
instruction, supervision, and evaluation for a small group of
nursing students, usually to 8-10 students, and is on-site during
the clinical experience. The teacher selects clinical activities that
best meet the students needs and are consistent with course
goals and objectives (Emerson: 2007)
B. Faculty-directed Independent Experience Model

It is used in community-based settings and to

minimize the number of students requiring direct
faculty supervision in acute or varied settings.
C. Collaborative model

It address the fiscal issues concerning cost associated with

clinical instruction when students-faculty ratio is very high.
This endeavor to provide excellent role models expert
nursing practice.
3 Ways of Collaborative Teaching

* Clinical teaching associate (CTA) model.

Staff nurses work with the clinical faculty by taking on
certain functions with a predetermined number of
students. They provide students supervision while
freeing the clinical faculty to fulfill other role obligations
(Strokes and Kost: 2005).
3 Ways of Collaborative Teaching

*Clinical teaching partner (CTP) model.

A hospital-based clinical nurse specialist (CNS) and
an academic faculty member share in the
management of a group of students in the clinical
setting. The CNS holds an adjunct faculty
appointment with the academic institution who should
comply with clinical policies and procedures (Shah
and Pennypacker :1992).
3 Ways of Collaborative Teaching

*Clinical educator/paired model.

This approach uses staff nurses but differ in the ratio
of students to educator. Students and clinical educator
pairs are created. Faculty may use this model on a 1
to 20 students per day basis with a selected numbers
of students; thus, freeing up time that can be used to
work with other non-paired students (Strokes and
Kost: 2005).
D. Preceptor model

An expert nurse in the clinical setting works with

the student on a one-on-one basis. Preceptors are
staff nurses and other employees by the clinical
agency who can provide on site clinical instruction
for assigned students. The preceptor guides and
supports learners and serves as role model.
Criteria for choice of a clinical teaching model
1. Educational philosophy of the nursing program.
2. Philosophy of the faculty about clinical teaching.
3. Goals and intended outcomes of the clinical course and
activities.
4. Level of nursing students.
5. Type of clinical settings.
6. Availability of preceptor, expert nurses, and other people in the
practice setting to provide clinical instruction.
7. Willingness of the clinical agency personnel and partners to
participate in teaching students and in other educational activities.
TEACHING PSYCHOMOTOR SKILLS

Teaching psychomotor skills is another aspect of

teaching which, in the nursing environment, is vital
considering the hands-on nature of the nursing
practice. This is action-oriented and requires
neuromuscular coordination. It promotes patient
healing and/or comfort (Gaberson and Oerman:
2007).
Following are vital considerations in teaching
psychomotor skills. This must be:
1. Appropriate for the objective of the course;
2. Adapted to the capacity of students;
3. According to sound psychological principles,
motivation and interest of the students.
4. Appropriate to the teacher's personality and capitalize
on her
5. Creative and stimulates students interest to learn.
CLASSROOM MANAGEMENT

This 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 (Gregorio: 1981).
Principles of Classroom Management
The teacher, in order to manage the classroom well, must be able to
do the following:
1. Design classroom activities appropriate to the course content or subject
matter.
2. Orient the students on the first day of class regarding the internal policies
on punctuality, behavior, course requirements and criteria for grading and
evaluation.
3. Comply with administrative policies on handling of teaching aids or
materials and equipment.
4. Allow adequate student-teacher interaction to arouse enthusiasm.
5. Be more particularly in citing practical examples of learning principles.
positive and optimistic in dealing with students.
Principles of Classroom Management

6. Sanction for misbehavior should be more constructive rather than

destructive.
7. Come to class or to the clinical area on time and prepared resources
unit or clinical focus so students are properly guided and directed.
8. Present the learning expectations or the do's and don'ts of learning.
9. Demonstrate to students' desired behavior which she wants her of
students to imitate.
10. Develop a sense of familiarization in order that everyone in the class
has a feeling of belongingness in sharing the same values and goals.
Thank you for listening!!