HE

• Teaching strategies


  Methods used by teachers to facilitate learning
• Traditional Teaching strategies

  • Lecturing
  • Discussion
  • Questioning
  • Using audio-visuals
  • Interactive lecture
• Lecturing


  A discourse given before an audience or class especially for instruction
• Types of lecture

  • Traditional oral essay type
  • Participatory type
  • With uncompleted handouts
  • Feedback type
  • Mediated type
• Hierarchical or classical lecture


  • The most commonly-used form especially in Nursing
  • Information is grouped, divided & subdivided in typical outline form
  • Most appropriate in teaching facts & introducing difficult material
• Problem-centered lecture


  • A problem is posed & various hypotheses & solutions are developed
  • Requires a lot of clarification & examples
• Comparative lecture


  • Differentiates between two entities
  • Chart-type: learners visualize the comparisons
• Thesis lecture


  • Lecturer takes a position on an issue or a particular viewpoint on a subject matter, then, supporting or justifying that view or position with evidence or logic
• Discussion


  The exchange of ideas by 2 or more people related to a central topic or problem
• Techniques for discussion


  • Make your expectations clear
  • Set the ground rules
  • Arrange the physical space
  • Plan a discussion starter
  • Facilitate, don't discuss
  • Encourage quiet group members
  • Don't allow monopolies
  • Direct the discussion among group members
  • Keep the discussion on track
  • Clarify when confusion reigns
  • Tolerate some silence
  • Summarize when appropriate
• Questioning


  Using questions to assess and guide learning
• Types of questions


  • Factual questions
  • Probing questions
  • Multiple-choice questions
  • Open ended questions
  • Discussion-stimulating questions
  • Questions that guide problem-solving
  • Rhetorical questions
• Techniques for questioning


  • Prepare some questions ahead of time
  • State questions clearly & specifically
  • Tolerate some silence
  • Listen carefully to responses
  • Use the "beam, focus, build" techniques
  • Provide feedback
  • Handle wrong answers carefully
• Using audio-visuals


  Using tools that aid an individual's memory to achieve higher memory, retention and comprehension
• Types of audio-visuals

  • Handouts
  • Chalkboards/whiteboards
  • Overhead transparencies
  • Slides
  • Videotapes
• Interactive lecture


  Techniques of lecture, discussion, questioning and audiovisuals are blended together
• How to do interactive lecture


  • Class time can be divided into sections for lecture, informal discussion, questioning, more lecturing combined with various audiovisuals and so on
  • Changing tactics every 15- 20 minutes may help to recapture learners' interest at points when attention naturally seems to wander
• VIDEOTAPES


  -used  for filming students while they role-play interviewing, communication and counseling skillsthe playback for individual or group critique is very instructional an effective means of health education
• Slides


  - used to show pictures or project diagrams, charts and word concepts- effective promoters of discussion, help to make abstractions concrete & can lend realism to an academic discussion
• Overhead Transparencies 


  -  Easy to make, use, store and transport

  -  Can be prepared for diagrams, drawings, charts, graphs, concepts and outline of lectures
• Hand-outs

  Used to communicate facts, figures and concepts; May save a lot of time to give information
• CHALKBOARDS/WHITEBOARDS


  -Allows for spontaneity in the classroomIdeas can be jotted down ,illustrated or sketched
• Factual Questions


  -to assess a learner’s understanding or to simply find out if learners are paying attention

  -demands a recall answer
• PROBING QUESTIONS 


  Learners further explain an answer or dig deeper into a subject.

  Assesses learner’s thought processes
• MULTIPLE-CHOICE QUESTIONS 


  -Oral & written

  -Tests recall & used to begin a discussion
• OPEN ENDED- QUESTIONS


  Require learners to construct an answer
• DISCUSSION-STIMULATING QUESTIONS   


  Once discussion about a subject has been initiated, the teacher can use various questions to promote it
• QUESTIONS THAT GUIDE PROBLEM-SOLVING


  A teacher needs to phrase and sequence questions carefully in order to guide learners through problem-solving thinking
• RHETORICAL QUESTIONS


  appropriate to ask questions for which you expect no answers at that time stimulate thinking in the class & may guide learners into asking some of their questions as they study a topic
• Teaching Strategies


  Defined as the methods and techniques used by educators to facilitate learning
• Teaching Strategies


  • Activity-based
  • Cooperative Learning
  • Simulations
  • Problem-based Learning
  • Self-directed Learning Modules
• Cooperative Learning


  • Learners work in small groups to accomplish learning tasks
  • The tasks are assigned by the educator with clear directions
  • Learners then work on the tasks together with defined roles
• Simulations


  • Controlled representations of reality
  • Exercises that learners engage in to learn the real world without the risk of the real world
• Types of Simulations

  • Simulation Exercise
  • Simulation Game
  • Role-playing
  • Case Study
• Problem-based Learning


  • An approach to learning that involves confronting students with real-life problems that provide a stimulus for critical thinking and self-taught content
• Self-directed Learning Modules


  • A self-contained unit or package of study materials for use by an individual
  • Components: Introduction & Instructions, Behavioral Objectives, Pre-test, Learning Activities, Self-evaluations, Post test
• Teaching strategies


  Methods used to facilitate student learning
• Teaching strategies


  • Clinical teaching
  • Preceptorship
  • Pre-conference
  • Practice sessions
  • Observation assignments
  • Nursing rounds
  • Shift reports
  • Learning contract
  • Written assignments
  • Post-conferences
• Clinical teaching


  Teaching students in the clinical setting
• Clinical teaching


  • Keeping nursing students in a skills laboratory until they are proficient with skills
  • Sending students to the clinical area, assigned to practice specific psychomotor & other skills not assigned to total patient care until late in the curriculum