Reviewer

• TEACHING METHODS

  • Lecture
  • Group Discussion
  • One to one instruction
  • Demonstration and Return Demonstration
  • Gaming
  • Simulation
  • Role Play
  • Role Model
  • Self- Instruction
• Lecture

  Highly structured method by which the educator verbally transmits information directly to a group of learners for the purpose of instruction
• Lecture


  Comes from the medieval Latin term "leger", which means to read
• Lecture


  Ideal way to provide foundational background information as a basis for follow up group discussion
• 3 MAIN PARTS OF A LECTURE

  • Introduction
  • Body
  • Conclusion
• Introduction


  The educator should present learners with an overview of the behavioral objectives related to the lecture topic, along with an explanation as to why these objectives are significant

  
• Body


  The actual delivery of the content related to the topic being addressed
• Conclusion


  • Wrap up of every lecture
  • Summary of the information provided in the presentation
• Group Discussion


  Method of teaching where learners get together to actively exchange information, feelings and opinions with one another and with educator
• Group Discussion


  The benefit is it leads to deeper understanding and longer retention of information
• Team-Based Learning


  • The educator offers structured, student centered environment
  • Goal is to enrich the student's learning through active learning strategies
  • Compost of 5-10 students group together as a team throughout the semester
  • The team members are required to be prepared for the class and contribute to the team
• Cooperative Learning


  • Highly structured group work focusing on problem solving that leads to deep learning and critical thinking
  • Method of choice for transmitting foundational knowledge
  • The educator is the center of authority in the class, with group tasks usually more closed ended and often having specific answers
• 4 KEY COMPONENTS OF COOPERATIVE LEARNING

  • Extensive Structuring of the Learning tasks by the teacher
  • Strongly interactive student-student execution of tasks
  • Immediate debriefing or other assessment to provide teacher and students about the feedback of the intended learning
  • Instructional modifications by the teacher based on feedback
• Case Study

  • Offers the learners an opportunity to become thoroughly acquainted with patient situation before discussing patient and family needs and identifying health related problems
  • It leads to the development of analytical and problem-solving skills, exploration of complex issues and application of new knowledge and skills in the clinical practice arena
• Seminar

  • Interactions are stimulated by the posing of question by the educator
  • The format consists of several sessions in which a group of students, facilitated by the educator, discuss questions and issues that emerge from assigned readings on a topic of practical relevance
  • Seminars should be designed so that each learner reads an assignment and considers question prior to the discussion
• One to One Instruction

  • May be given formally or informally
  • Face to face delivery of information specifically designed to meet the needs of an individual learner
  • Formal – planned activity
  • Informal – unplanned activity
• Demonstration - Return Demonstration


  • Demonstration- done by the educator to show the learner how to perform a certain skill
  • Return Demonstration – done by the learner, carried out as an attempt to establish competence by performing a task with cues from the educator as needed
  • Effective in teaching psychomotor skills
• Gaming


  • Method of instruction requires the learner to participate in a competitive activity with preset rules
  • The goal is for the learner to win a game by applying knowledge and rehearsing skills previously learned
  • Games can be simple or can be more complex to challenge the learners ability to use higher order thinking and problem solving strategies
• Simulation


  • Trial and error method of teaching whereby an artificial experience is created that engages the learner in an activity that reflects real-life conditions but without the risk-taking consequences of an actual situation
  • Highly innovative teaching method to teach health professionals about the complex world of health care in their respective disciplines in an effective, efficient, safe and high-quality fashion
  • Allows participants to make decision in a safe and controlled environment, witness the consequences, and evaluate effectiveness of their action
• Gaba, 2004: 'Simulation is a technique, not a technology, to replace or amplify real experiences with guided experiences that replicate substantial aspects of the real world in a fully interactive manner'
• Role-Playing Approach


  • Method of instruction by which learners actively participate in an unrehearsed dramatization
  • Participants are asked to play an assigned character as they think the character would act realistically
  • This technique is intended to arouse feelings and elicit emotional responses in the learners
  • Used primarily to achieve behavioral objectives in affective domain
• Role Modeling

  • Use of self as a role model
  • Teaching method to achieve behavior change in the affective domain
  • "Action speaks louder than words"
• Self Instruction


  • Teaching method used by the educator to provide/design instructional activities that guide the learner in independently achieving the objectives of learning
  • Self contained educational activity that allows learners to progress by themselves at their own pace
  • Effective for learning in cognitive and psychomotor domain
  • Goal is to master information and apply it to practice
  • Other term for minicourse, self-instructional package, individualized learning activities, self-directed learning and programmed instruction
  • Forms: workbook, study guides, work stations, videotapes, internet modules and computer programs

  
• A teaching plan is a blueprint to achieve the goal and the objectives that have been developed
• 3 MAJOR REASONS FOR CONSTRUCTING TEACHING PLANS

  • To force the teacher to examine the relationship among the steps of the teaching process to ensure a logical approach to teaching, which can serve as a map for organizing and keeping instruction on target
  • To communicate in writing and in an outline format exactly what is being taught, how it is being taught, how it is evaluated
  • To legally document that an individual plan for each learner is in place and it is properly implemented

  
• ELEMENTS OF THE TEACHING PLAN

  • The purpose
  • A statement of the overall goal
  • A list of objectives (and sub objectives, if necessary)
  • An outline of the related content
  • The instructional method(s) used for teaching the related content
  • The time allotted for the teaching of each objective
  • The instructional resources (materials/tool needed)
  • The method(s) used to evaluate learning

  
• Learning Contract


  A mutually negotiated agreement, usually in the form of a written document drawn up by the teacher and the learner, that specifies what the learner will learn, how learning will be achieved and within what time allotment, and the criteria for measuring the success of the venture
• COMPONENTS OF A LEARNING CONTRACT

  • Content specifies the behavioral objectives to be achieve
  • Performance expectations, specify condition under which learning activities will be facilitated
  • Evaluation, specify the criteria used to evaluate achievement
  • Time frame, specify the length of time needed for successful completion of objectives

  
• Instructional goal


  A desired long-term outcome of Instruction
• Instructional objective


  The desired outcome of a lesson or unit

  
• Objectives should be what helps you and your students reach your goal. students should be told what the objectives of a lesson are
• This helps them focus their attention, allocate their study time, and more effectively use metacognitive strategies
• CRITERIA FOR FORMULATING USEFUL GOALS AND OBJECTIVES

  • Specific
  • Measurable
  • Achievable
  • Relevant
  • Time-bound
• Terms with many interpretation (NR)

  • To know
  • To apply
  • To explain
  • To understand
  • To choose
  • To identify
  • To appreciate
  • To classify
  • To list
  • To realize
  • To compare
  • To order
  • To be familiar with
• Terms with few interpretation (Recommended)

  • To construct
  • To predict
  • To enjoy
  • To contrast
  • To recall
  • To value
  • To define
  • To recognize
  • To be interested in
  • To describe
  • To select
  • To feel
  • To demonstrate
  • To state
  • To think
  • To differentiate
  • To verbalize
  • To learn
  • To distinguish
  • To write
• EXAMPLES OF USEFUL OBJECTIVES

  • The student will identify the main thesis or argument in a scholarly paper
  • The students will demonstrate effective ways of kicking, dribbling, and passing the ball
  • Given a sentence written in the future tense, the student will be able to rewrite the sentence in the past tense with no errors
• ABCD Approach


  • A - Audience
  • B - Behavior
  • C - Condition
  • D - Degree
• Audience


  • The learners, readers or participants, not the instructor
  • Who is this activity intended for? Be specific!
• Behavior


  • What the participants will do
  • What exactly is it that you want the learner to be able to do as a result of your...
• Condition


  • Imposed by the instructor
  • States what conditions the instructor will impose when the learners are demonstrating mastery of a skill
  • Usually a WHEN or WHILE statement