Teaching Strategies

TRADITIONAL METHODS
Lecture - can be defined as a highly structured method by which the teacher verbally transmits information directly to group of learners for the purpose of instruction - one of the oldest & most often used methods - comes from the Latin term lectura, w/c means to read

Purposes Means of introducing learners to new topics Stimulate students interest in a subject Inspire people Integrate & synthesize a large body of knowledge from several fields of sources Difficult concepts can be clarified

Advantages Useful to demonstrate patterns, highlight main ideas, or present unique ways of viewing info Efficient, cost-effective method for getting large amounts of info across a large # of people at the same time w/n reasonable time frame Useful in providing foundational background info Helps students develop their listening ability

*Stunkel asserts that student must discipline themselves to listen, remember, track arguments, decide what to take notes, relate what is being said to the assigned reading

Disadvantages
Focus

on facts rather than problem-solving, decision making, analytical thinking or transfer of learning Limited attention span on the part of the learners Ineffective in influencing affective & psychomotor behaviors

Group Discussion - learners get together to exchange info, feelings, & opinions w/ one another & w/ the teacher Purposes & advantages Give learners an opportunity to apply, principles, concepts, & theories Clarification of info & concepts Can learn the process of group problem-solving

Attitudes can be changed

Disadvantages Takes a lot of time The teacher cannot be the moderator & facilitator for all groups Few people monopolize the discussion Valuable only if the participants come prepared w/ the necessary background info

Discussion techniques Make your expectations clear. Set the ground rules. Arrange the physical space. Plan a discussion starter. Facilitate, dont discuss. Encourage quiet group members.

Dont allow monopolies. Direct the discussion among group members Keep the discussion on track. Clarify when confusion reigns. Tolerate some silence. Summarize when appropriate.

Questioning Functions Places learners in an active role Used to assess a baseline of knowledge Help educator to assess understanding & retention of info Used to review content Motivate learners to come up with solutions

Classifications: Convergent questions that require the learner to recall or integrate info they have learned - specific, usually short & expected answer ex. Compare what happens in a bronchiole during pneumonia versus an asthma attack

 Divergent

ask the learner to generate new ideas, draw implications, or formulate new perspective on a topic - no single correct answer - requires higher level of cognitive activity ex. What might happen if you relocate an elderly person w/ dimentia to another rtype of residence?

Lower-order questions require the learner to recall info they have read or memorized Higher-order questions require more than recall

NONTRADITIONAL METHODS
Gaming is an instructional method requiring the learner to participate in a competitive activity with preset rules Goal: To win a game by applying knowledge and rehearsing skills previously learned.

 Effective

for improving cognitive functioning but can also be used to enhance skills in the psychomotor domain and to influence affective behavior through increased social interaction. At the start of the game, the group needs to be told the objectives and the rules.

Simulation is a method whereby

an artificial or hypothetical experience is created that engages the learner in an activity that reflect real-life conditions but w/o the risktaking consequences of an actual situation.

 Provides

realistic learner involvement in a real-life situation with consequences determined by variables inherent in the situation

Effective

for teaching higherlevel of learning in the cognitive domain as well as promoting the attainment of psychomotor and affective skills.

Role-playing is a method by which learners participate in an unrehearsed dramatization. Technique to arouse feelings and elicit emotional responses in the learner. Used primarily to achieve behavioral objectives in the affective domain.

Learning from role-modeling is called identification and emanates from socialization theories that explain how people acquire new behaviors and social roles.

Self-instruction activity is used to provide or design instructional activities that guide the learner in independently achieving the objectives of learning. Goal: To master information and apply it to practice.

Elements: 1. An introduction and statement of purpose 2. A list of prerequisite skills 3. A list of behavioral objectives 4. A pretest 5. An identification of resources and learning activities 6. Periodic self-assessments 7. A post-test

Computer-assisted instruction (CAI) is an individualized method of self-study using computers to deliver an educational activity.
Allows

learners to proceed at their own pace with immediate and continuous feedback on their progress as they respond to a software program.

Nursing informatics is an area of specialization that weds nursing education and practice with information and computer sciences. Evidence suggests that nurses have a slightly positive attitude toward computers, which will surely increase as nurses as well as the general public become more familiar with this relatively new technology.

Distance learning is a telecommunications approach to instruction using video technology to transmit live or taped messages directly from the instructor to the viewer.

General characteristics of instructional methods

Methods Lecture Domain Cognitive Learner role Passive Teacher role Presents info Advantag es Costeffective Targets large groups Stimulates sharing ideas & emotions Tailored to ind. Needs 7 goals Limitation s Not ind.

Group discussio n One-toone instructi on

Affective Cognitive

Active-if learner participates Acitve

Guides & focuses discussion Presents info & facilitates ind. Learning

Shy or dominant members High-levels of diversity Laborintensive Isolates learner

Cognitive affective psychomot or

Return demo Psychomot Active or

Individuali zes feedback to refine performan ce Models skill or behavior

Immediate Laborindividual intensive guidance to view ind. Performan ce Preview of exact skill or behavior Sml groups needed to facilitate visualizatio n Environme nt too competitiv e for some learners

Demonstratio cognitive n

Passive

Gaming

Cognitive Affective

Active-if learner participate s

Oversees pacing Referees Debriefs

Captures learner enthusias m

Simulatio Cognitive n Psychomot or

Active

Designs Practice environmen reality in t safe setting Facilitates process Debriefs Designs format Debriefs Develops understandi ng of others

Laborintensive Equipment costs

Roleplaying

Affective

Active

Exaggeratio n or underdevel opment of role Requires rapport

Rolemodeling

Affective Cognitive

Passive

Models skill Helps w/ or behavior socializatio n to role

SelfCognitive instructio Psychomot n or

Active

Designs package Gives individual feedback

Self-paced Costeffective Consistent

Procrastinat ion Requires literacy

CAI

Cognitive

Active

Purchases or designs program Provides individual feedback

Immediate & continuous feedback Private Individualiz ed

Costly to design or purchase Must have hardware

Distance learning

Cognitive

Passive

Presents information Answers questions

Targets learners who are at varying distances from expert

Lack of personal contact Accessibility