Running head: STRATEGIES 1

For EACH of the two teaching strategies discussed, the following points apply:
33 40 points Achieves all of the criteria 17 24 points Achieves at least 3 of the criteria
25 32 points Achieves 4 of the criteria 23 points or less Achieves less than 3 of the criteria

POINTS
INTRODUCTION (0 5% of total grade)
There is a clear introduction to the paper (0 5 points) 2
STRATEGY 1 (0 - 40% of total grade)
1. The chosen strategy is comprehensively described 35
2. The research article is outlined and major findings are highlighted.
3. Advantages of the strategy are discussed
4. Disadvantages of the strategy are discussed
5. There is discussion around:
Whether the student has experienced the strategy
How the strategy was used and if it was effective
If the student has no experience with a strategy, the student offers an example and analysis
about how effective the strategy might be

STRATEGY 2 (0 - 40% of total grade)

1. The chosen strategy is comprehensively described 30
2. The research article is outlined and major findings are highlighted.
3. Advantages of the strategy are discussed
4. Disadvantages of the strategy are discussed
5. There is discussion around:
Whether the student has experienced the strategy
How the strategy was used and if it was effective
If the student has no experience with a strategy, the student offers an example and analysis
about how effective the strategy might be

CONCLUSION (0-5% of total grade)

There is a conclusion that has greater depth than simple summary (0 5%) 5
WRITING/GRAMMAR/APA 10% of total grade
Writing, Grammar and APA 3
Academic and scholarly tone is used, with avoidance of slang and colloquial expressions
Correct spelling and punctuation are used
Organization of content is clear and follows a logical progression
Quoting is limited to less than 10% of the paper
APA elements are present (running head, page #, title page, abstract, references)

References and citations

In-text citations and references are accurate
Retrieval information is provided for journals and web-based references
All citations appear on reference list and all references are cited in posts
TOTAL SCORE 75
Comments:
Student B,
In all, your paper meets most of the criteria of the grading rubric and I will
provide feedback for areas to be improved. Not only does feedback assist you with
STRATEGIES 2

your learning, it can also make the topic more interesting and understandable for you
and the readers!
Your abstract and introduction are both problem areas where you lost
points. The abstract should provide a brief summary of what the paper is
about. You introduced valuable content in this abstract, which was
needed (and repeated) in the body of the paper. The introduction had
little information related to what teaching strategies are and how they
help with learning. Keep this in mind when you are starting a paper. Put
yourself in the place of a reader who needs some information in order to
understand what you are going to present to them.
Strategy 1 had some very good information in the body of the paper and
your writing was engaging and easy to read. Unfortunately it was very
light in discussion of experience in using the strategy. I provided
feedback for APA, grammar, and need for organizing content with the use
of headings related to lost points in this area.
Strategy 2 was less robust in your descriptions and accuracy of the
content from the article. Your writing style is good, but it does not read
as smoothly as strategy1. Be sure to elaborate when sharing how the
activities work, not just what they are. You seem to like them
(especially the video) so, help the reader understand how they are used
and why they helped. Your research article lacked details about the
study itself. A few of the points lost were related to need for a clearer
outline when asked to highlight important areas. Be sure to follow the
grading rubric and read the article then decide what was important.
APA, grammar, missing and misuse of citations, and organization of
content with use of headings were problematic.
I enjoyed reading your careful consideration for conclusions in this paper,
nicely done.
Your writing skills have developed quite nicely in some sections of this paper, so
it is clear you are capable of a higher level of reading and writing to meet the
requirements of the assignment. You lost points for not providing evidence you
understood the articles purpose. I had to charge you with points for multiple
violations related to the missing information in the title page, missing titles, and
spacing/heading issues. Additional lost points were for writing, grammar, APA,
citation use, and reference errors. Had you not lost these points the paper would be
at a passing grade. As you have progressed through this program you should be aware
these items are weighted heavier as you get nearer to completion. It is expected you
are proficient in the skills for scholarly writing by the time you graduate as they are
expected skills of a BSN prepared nurse. I want you to know you could prevent these
types of lost points by sending your paper to the writing tutor for review and
suggestions. Scholarly writing is not easy, but it can get better and easier with some
guidance!
As always, contact me with any questions,
Mrs. Ackerly
STRATEGIES 3

Commented [AMJ1]: Running head and numbering well

done!

Title Commented [AMJ2]: Paper requires a title

Assignment 1: Teaching Strategies Paper

Student Name Commented [AMJ3]: Your name here

SUNY Delhi

NURS 402 CRN 11156, Teaching and& Learning in Nursing

Instructor Name Commented [AMJ4]: My name here

Date Commented [AMJ5]: Important to include the date of

this paper
STRATEGIES 4

Commented [AMJ6]: Inserting a page break will prevent

the content on this page from dropping down

AbstractBSTRACT Commented [AMJ7]: First letter only capitalized

Learners have traditionally been exposed to a classroom where an instructor stood in the front of

the class and lectured on read material. This type of learning is an acceptable method to teaching,

but caters to auditory learners. A great number of learners prefer a visual, tactile, or kinesthetic

style of learning and traditional teaching fails to satisfy these types of learners. Learner-centered Commented [AMJ8]: This is true!

teaching methods use question and answer, opening question, think-pair-share, stump your

partner, show your work, concept map, and one last question exercises to engage students in

learning (Schroeder, 2012). These types of exercises promote learner involvement in their own Commented [AMJ9]: This is a good thing!

education, and place more responsibility on the student than the traditional teaching method. The

active learning method encompasses techniques like;: small group work, computer-managed Commented [AMJ10]: Semi-colon verses colon use.

instruction, role playing, integrated case teaching, and recording of skills on videotape to

challenge the student (Waltz, Jenkins, and Han, 2014). The learner-centered and active learning

strategies are similar in nature. The end-goal of each strategy is to engage the student in takingto Commented [AMJ11]: Yes!

take control of their own learning experience. When the student contrasts their current

knowledge with new knowledge they gain a better understanding of the information. The

identification a student makes entices the learner to seek a life-long experience of learning. Commented [AMJ12]: An abstract is a summary of what
the paper is intended to present. This entire section should
be in the body of the paper.
STRATEGIES 5

Title Here Commented [AMJ13]: Provide the title centered and

unbolded followed by introduction.
Commented [AMJ14]: Page break again

There are many teaching strategies available to achieve the goal of learning. Assessment

of the learner and learning style is key to successful teaching. Through the human developmental

ages, learning styles change and require adjustments by teachers. Infancy relies on self- Commented [AMJ15]: Is this ages or stages?

exploration and natural curiosity; whereas, the toddler stage is egocentric, yet cautious (Bastable,

2014). Adolescents build upon previous experiences and move into young adulthood where they

become self-directed and able to analyze information. As middle-aged adults, learners are

peaking in their independence and reflect on their own contributions (Bastable, 2014). Older Commented [AMJ16]: What is meant by contributions?

adults experience cognitive changes and mellow in their approach. In this paper I will focus on Commented [AMJ17]: Expand on the introduction to
include more about learning styles influence on
effectiveness of teaching strategies. This is the area you are
the young adult and middle-aged adult while exploring learner-centered and active learning
introducing your readers to the use of strategies.

methods. Commented [AMJ18]: Some of this content belongs in

the abstract.

Learner-Centered Method

The learner-centered method is a shifting relationship between the teacher and the

student. A give and take balance where the learner accepts the responsibility to learn and the

teacher facilitates learning through various classroom activities (Schroeder, 2012). Initially, the

teacher leads the classroom, but the teacher-student balance changes and the teacher backs off Commented [AMJ19]: Improper comment with use of a
colloquial expression.
allowing the students to drive their own learning. As Tthe activities of learning engage the

student, the teacher can challenge the learner with additional material. The student then becomes

aware of their own feelings, actions, and reactions to new knowledge. Learner-centered strategy
STRATEGIES 6

is important to life-long learning, because learning does not stopend with the end of a class.

AAbove a standard lecture session is not as effective as a, learner-centered strategy usinges Commented [AMJ20]: Sentence structure is awkward.
Read aloud and revise as needed.
multiple teaching techniques. Question and answer sessions, opening question, think-pair-share,

stump your partner, show your work, concept map, and one last question methods are employed

to give students opportunity of involvement (Schroeder, 2012). Commented [AMJ21]: Good information for opening
information from your article.

The question and answer sessions implore the student to be prepared to ask questions of

another student on material read. This method provides a sense of responsibility for the learner,

without a test-like atmosphere. Using an opening question assesses the students current

knowledge of material, and allowed students to share their ideas. This method assesses if

students are prepared for class, requires little class time, and shows if students are blending ideas

together. Think-pair-share is unique, because it utilizes critical thinking of each student. A

question is posed to each student, and then each student participates in a small group before a

final answer is achieved. The immediate feedback students receive gives a sense of inclusion

without answering directly to the instructor. The stump your partner activity gives the student an Commented [AMJ22]: The writing in this paragraph is
very clear and concise. Noticeable improvement.
opportunity to form their own questions and ask their class partner for an answer. This method

has shown to activate participants in searching for more knowledge. Show your work and Commented [AMJ23]: Maybe encourage rather than
activate?
concept map techniques are closely related, because they allow the student an opportunity to

journey from question to answer. A clear pathway can be achieved and different pathways Commented [AMJ24]: No need for quotation marks.

discovered. Finally, one last question technique is used by teachers to ask the class what they

have learned. This method assesses what students have learned and initiates learner curiosity into

their future (Schroeder, 2012). Commented [AMJ25]: Good descriptions of most of

these techniques!

Schroeder (2012) conducted a study that sought to show the advantages of using learner- Commented [AMJ26]: This is a new section of the paper
and should have a heading identifying the topic.
centered strategies for student engagement over a lecture and listen classroom. The background
STRATEGIES 7

described a standard lecture hall where students were described as passive and the teacher was

authoritative. When learner-centered strategies were used, the learner took responsibility and Commented [AMJ27]: Big difference in teaching
approaches!
activities were engaging and fun. A disadvantage was found for students with an auditory

learning style, because some learn best through lecture. However, the learner-centered style Commented [AMJ28]: Good observation.

appealed to the majority of students. The outcome resulted in a more successful learning

experience, teaching experience, and well-rounded classroom experience leading to life-long

active learning. Commented [AMJ29]: How did the study prove there
was life-long active learning?

I have experience with learner-centered strategies such as: question and answer, opening Commented [AMJ30]: Again, new section need a
heading for the topic.
question, think-pair-share, stump your partner, and concept mapping. Learner-centered

strategiesy wereas effective for me, because there was variety resulting in less boredom. Concept Commented [AMJ31]: Sentence structure is awkward-
say this out loud to yourself and then rephrase.
maps are my favorite technique in learner-centered strategies, because they allow me to discover

new ideas and develop a complete picture. I am a visual learner and concept maps give insight to Commented [AMJ32]: Concept maps are very helpful,
can you elaborate?
more possibilities and answers.

Active Learning Method

Active learning methods are closely related to learner-centered methods and activate the Commented [AMJ33]: How do you activate a student?
Word choice should be revised.
student to participate in their own learning. The learning in Aactive learning places greater

responsibility on the learner than on the teacher, but the teacher or facilitator is critical in Commented [AMJ34]: Does it really place more
responsibility on the learner than the teacher?
delivering sound evidence-based knowledge. There are several techniques used in active learning Commented [AMJ35]: Yes, you have brought some good
information into this section of the paper.
such aslike;: small group work, computer-managed instruction, role playing, integrated case

teaching, and recording of skills on videotape (Waltz et al., 2014). Small group work is similar to Commented [AMJ36]: Could you describe how these are
used in teaching and learning?
the think-pair-share technique in the learner-centered method of teaching.; whereas Aa question

is posed to students and a discussion ensues before a final answer is achieved. Computer-

managed instruction has become the staple of online classes, where the student initiates Commented [AMJ37]: No need for quotation marks.
STRATEGIES 8

interest in learning and manages their own time schedule of engagement. The online facilitator

presents new problems and assesses student understanding through interactive assignments.

Adult learners have been shown to utilize online classes, because they can manage school and

life simultaneously. Role playing is a technique of creativity, and the student can tap into their Commented [AMJ38]: Citation(s) needed.
Commented [AMJ39]: New paragraph needed for new
right-brain thinking. The right-brain hemisphere is emotional, visual, subjective, and relational thoughts.

(Bastable, 2014). Integrated case teaching provides an experience into the desired profession, Commented [AMJ40]: Where did you find this? Can you
cite the source? Is this another teaching method?
and is supported by clinical reasoning. The experience allows the student to think like a seasoned

professional in the field. The use of recorded skills on videotape takes students out of their Commented [AMJ41]: Is this from a new source? How is
it used?
comfort zone, but gives greater independence from the instructor. A practice makes perfect

approach, videotaping skills can be repeated until the student achieves an acceptable level of

competency. Some disadvantages of active learning exist, as some students are reluctant in Commented [AMJ42]: Great approach!

demonstration of skills and are introverted in nature. This introversion produces an

uncomfortable atmosphere for those students. Commented [AMJ43]: Citation needed

Waltz et al. (2014) conducted a literature review to determine how effective active Commented [AMJ44]: Again new section, need a
heading for the topic.
learning methods are in health professions. The study used peer-reviewed and published studies

between 2000 and 2012, and included twenty-two articles with a sample size of 21 to 3000

participants. Active learning methods were compared to traditional learning methods in Commented [AMJ45]: How was this study conducted?

successful course completion. The study concluded there is limited evidence that supports active

learning over traditional teaching methods; although, health professions are supportive of active

learning methods. More research is needed to produce evidence of active learning effectiveness

for the health professions (Waltz et al., 2014). Commented [AMJ46]: Is there content within this
paragraph that is new and not covered by the initial citation
of the article? Did you need another citation here?
I have experienced active learning methods, mainly with videotaping of skills. This Commented [AMJ47]: Again, new section need a
heading for the topic.
method was enjoyable for me, because I like to perfect my technical skills. The ability to re-tape
STRATEGIES 9

skills until a personal satisfaction level was achieved added to my learning experience. Once the Commented [AMJ48]: Word choice, was beneficial
instead of was added?
video was graded, feedback was given for greater understanding. Admittedly, role playing does

not fall into my comfort zone. However, learning the skill of empathy can be taught easily with Commented [AMJ49]: Is empathy a skill or an attribute?

role playing and empathy is important to my profession. Commented [AMJ50]: Yes it is!

Conclusion Commented [AMJ51]: Spacing is incorrect, double

spacing only at the start of a new heading.

The advantages and disadvantages of using different teaching strategies begins with

learner style assessment. Knowing who the learner is provides the teacher with data used for Commented [AMJ52]: Yes!

planning and implementing a teaching plan based on the learners characteristics (Bastable,

2014). The instructor has a responsibility to provide the student with an environment conducive

to learning, and resources that allow the student greater exploration. Utilizing learner-centered or Commented [AMJ53]: Yes they do!

active learning methods are useful for many students who desire a variety of activities. However,

the instructor needs to be aware of individuals who prefer traditional learning styles. The student

must show a willingness to learn, as emphasis of knowledge and skill are constructed by the Commented [AMJ54]: Has a huge impact on student
success!
student. The teacher becomes a facilitator of learning, not a dictator of knowledge. The learning

is then more complex, meaningful, and concrete to the learner (Brackenbury, 2012). Moving

forward using different teaching strategies, based on preferred learning styles, will give greater

merit to the teaching and learning process. Commented [AMJ55]: Again, writing is improved in this
paragraph. Thoughts are clear and wording is concise.
STRATEGIES 10

Commented [AMJ56]: Page break again

References Commented [AMJ57]: Bring this to the top of page and

keep centered.

Bastable, S.B. (2014). Nurse as educator: Principles in teaching and learning for nursing Commented [AMJ58]: Place a space between initials

practice (4th ed.). Burlington, MA: Jones & Bartlett.

Brackenbury, T. (2012). A qualitative examination of connections between learner-centered

teaching and past significant learning experiences. Journal of the Scholarship ofTeaching Commented [AMJ59]: Missed the word of in the
journal name
and Learning, 12(4), 12-28. Retrieved from:

http://ezproxy.delhi.edu:2123/ehost/pdfviewer/pdfviewer?vid=3&sid=f55b81f6-e153-

4fc8-9364-c49d5de636ea%40sessionmgr4002&hid=4111

Schroeder, S.J. (2012). Infusing learner-centered strategies into the classroom. Occupational Commented [AMJ60]: Space between initials

Therapy In Health Care, 26(4), 218-223. doi: 10.3109/07380577.2012.725880

Waltz, C.F., Jenkins, L.S., & Han, N. (2014). The use and effectiveness of active learning Commented [AMJ61]: Space again
Commented [AMJ62]: Space again
methods in nursing and health professions education: A literature review. Nursing

Education Perspectives, 35(6), 392-400. doi: 10.5480/13-1168 Commented [AMJ63]: Nicely referenced
STRATEGIES 11