CHAPTER VII

Teaching
Strategies and
Methodologies
for Teaching
and Learning
Alyssa Ashley Diego-Malag, RN, Ed.D.
A. Traditional
Teaching
Strategies
I. LECTURE
• Derived from the Greek word
“lectura” which means to read
• Highly structured where the teacher
acts as the resource person and
transmitter of knowledge to
learners
• Oldest teaching method
• Very effective method to impart
knowledge in the lower level of
cognitive domain
I. LECTURE
Purposes:
1. Efficient means to introduce
learners to new topics
2. Stimulate students’ interest by
pointing out how the facts apply to
their lives
3. Inspire people to apply or emulate
the worthy personalities or
information
I. LECTURE
Purposes:
4. Helps the student to integrate or
synthesize a large body of
knowledge
5. Clarify difficult portions when
supplemented by graphics, charts,
and audiovisuals
6. Valuable where knowledge is
advancing rapidly and up-to-date
textbooks are not available
I. LECTURE
Advantages:
1. Economical – effective whether
the class is 20 or 200; student time
2. Lecturer can enhance the
textbook by enriching a topic with
his/her personal experience and
enthusiasm
3. Teacher serves a s a role model
4. Help students develop their
listening abilities
I. LECTURE
Disadvantages:
1. Learners in the passive role
2. Not all teachers are good lecturers
3. Students “tune out” before the end
of the class
I. LECTURE
10 Important Points About Lecturing
1. Fit the lecture material to the
available time
2. Express concepts in the simplest
possible way
3. Begin the class by arousing the
students’ interest, expressing
expectations positively, and sharing
the formulation with the students
I. LECTURE
10 Important Points About Lecturing
4. Follow a prepared outline but
deliver with spontaneity
5. Use different methods
6. Develop a varied and interesting
teaching style
7. Give students enough time to
digest the contents and ask
questions
I. LECTURE
10 Important Points About Lecturing
8. Conclude the lesson
9. Be guided by your students
(reactions or feedbacks)
10. Observe good interpersonal
relationships with your students
I. LECTURE
Organizing the Lecture
I. Introduction
• An effective introduction delineates
specific topics/subtopics to be
covered
• Provide an outline
• Specify ground rules
I. LECTURE
Organizing the Lecture
II. Body
• Logical flow of information
• Avoid including too much material
• Teacher should be sensitive to
feedbacks especially non-verbal
cues
• Maintain eye contact and exude
warmth, enthusiasm and motivation
I. LECTURE
Organizing the Lecture
III. Conclusion
• Achievement of the closure or the
successful termination which is
attained when the major principles
and objectives have been
achieved
• Closure provides students with the
needed sense of achievement
I. LECTURE
Organizing the Lecture
III. Conclusion
• 2 Types of Closure
– Instructional closure: when the class
is completed and the teacher has
shown link between past knowledge
and new knowledge
– Cognitive closure: when the student
has reached closure and makes the
link between old and new
knowledge. It provides more
relevant learning goal
I. LECTURE
Organizing the Lecture
III. Conclusion
3 Approaches to Help Students
Toward Closure
1. Review and summary
2. Application of what has been
learned
3. Extend what has been learned to
new situations
I. LECTURE
Organizing the Lecture
Transfer of Learning
• Most significant criterion of learning
• Extent or degree by which
knowledge and abilities learned or
studied in one situation are applied
to a new or different situation
• Use of audiovisual aids are
adjuncts
II. Discussion
a. Group Discussion – formed when
more than two persons are gathered
to discuss or resolve an issue,
problem, or idea. The ideal for
nursing seminars is 10-20 students.
b. Group Conference – following
clinical experiences. It is also known
as post clinical nursing conferences
II. Discussion
Purposes:
a. To give learners the chance to
apply the principles and concepts
b. To clarify information and
concepts or what may be termed as
“muddy points”
c. Enable the students to learn the
process of group problem solving
II. Discussion
Discussion Techniques:
a. Properly instruct your students
b. Set the ground rules
c. Physical arrangement
d. Plan a discussion starter
II. Discussion
4 Discussion Leadership Skills to
Keep the Discussion on Track
1. Focusing – concentrated effort or
attention that is given to a particular
task. The questions may be open-
ended
2. Refocusing is redirecting the
group’s attention
II. Discussion
4 Discussion Leadership Skills to
Keep the Discussion on Track
3. Changing the focus when the
topic has been sufficiently discussed
4. Recapping – giving a brief
summary or outline of what the
group has done.
II. Discussion
What to Avoid: the Discussion
Stoppers
1. Insufficient wait time – teacher is
too impatient
2. The rapid reward – too rapid
acceptance of a correct response
3. The programmed answer – trying
to put words or ideas in the student’s
mouth
II. Discussion
What to Avoid: the Discussion
Stoppers
4. Nonspecific feedback questions –
vague, global, diffuse questions that
do not foster discussion
5. Teacher’s ego-stroking – Teachers
who act as the ultimate authority or
who do not appreciate student’s
observations
II. Discussion
What to Avoid: the Discussion
Stoppers
6. Low level questions – questions
that require facts or information
would end the discussion
7. Intrusive questioning – questions
that invade a person’s privacy
8. Judgmental response to student
answers – teacher incorporates her
own values
II. Discussion
What to Avoid: the Discussion
Stoppers
9. Cutting students off
10. Creating a powerful emotional
atmosphere and then ignore feelings
and responses
III. Questioning
• It is what teachers need to give
and what they need to ask
• A situation where the teacher is
probing or inquiring from the
student as a feedback mechanism
III. Questioning
• Types of Questions:
1. Factual or Descriptive questions –
can be answered from memory or
by description. It deals with the who,
what, when or where. Descriptive
question usually elicits simple
descriptive statements where longer
answers are required
III. Questioning
• Types of Questions:
2. Clarifying questions – illuminating,
revealing, informative, or enlightening
questions
a. Asking clarification questions
b. Requiring the student to justify
c. Refocusing the student’s attention
d. Prompting the student like giving a
hint
e. Redirecting the questions
III. Questioning
• Types of Questions:
3. Higher-Order Questions
• This is a step towards the
development of critical thinking
III. Questioning
3. Higher-Order Questions
• Special functions:
1. Seek or obtain an evaluation
2. Seek or search for inference –
Deductive and inductive
3. Seek comparisons
IV. Using Audiovisuals
• Can greatly enhance teaching and
stimulate the student’s interest and
participation
V. Interactive Lecture
• Mixture of the combination of
lecture/discussion, film-showing
• Board work and write a teaching
plan or an NCP
B. ACTIVITY-
BASED
TEACHING
STRATEGIES
I. Cooperative Learning
• Is a system of learning where the
members of the group are aware
that they are not only responsible
for their own learning but also for
the learning of others
• It involves structuring small groups
of learners who work together
toward achieving shared learning
goals
I. Cooperative Learning
3 Types of Cooperative Learning Groups
1. Formal Groups – most effective or
useful in the academic or classroom
setting. Ex. Nursing Research Course
2. Informal Groups – can be used in any
setting, even in the community. Ex.
Mothers’ Class
3. Base Cooperative Learning Groups –
could be most applicable to
preceptorship programs or new staff
orientation
II. Simulation
• Is an imitation, recreation or
representation of the structure or
dynamics of a real thing or situation
• Examples: role-playing, practice of
skills (return demonstration),
simulation games and clinical
simulation
II. Simulation
• Game – any event or activity
conducted in accordance with
rules that involves varying degrees
of chance or luck and one or more
players who compete through the
use of knowledge or skill in an
attempt to reach a specified goal
II. Simulation
Types of Simulation:
a. Written Simulation – paper and
pencil presentation
b. Role-played Simulation – one
person portrays the role of another
whose primary purpose is to help
participants and observers obtain
insights
II. Simulation
Types of Simulation:
a. Written Simulation – paper and
pencil presentation
b. Role-played Simulation – one
person portrays the role of another
whose primary purpose is to help
participants and observers obtain
insights
II. Simulation
Types of Simulation:
c. Mediated Simulation – uses audio
and/or visual media to present a
problem, case, task, or an aspect of
an interpersonal encounter.
Ex. Video, electronic, and physical
stimulators
d. Computer simulation – uses a
computer to present cases, provide
information and feedbacks
III. Case Studies
• Is an analysis of an incident or
situation in which characters and
relationships are described, factual
or hypothetical events transpire,
and problems need to be resolved
or solved
• The student’s ability to see and
appreciate more than one
perspective or point of view is one
of the primary objectives of case
studies
IV. Problem-Based Learning (PBL)
• Involves exposing the students to
real-life problems and working
together in small groups, analyzing
the case, deciding what
information they need and then
solving the problems
V. Self-Learning Modules
• Self-directed learning modules,
self-paced learning modules, self-
learning packets, and
individualized learning activity
package
• Self-contained unit or package of
study materials for use by an
individual
VI. Critical Thinking Approach
• Views learning as a shared
responsibility between the teacher
and the learner.
• Learners are empowered because
they have control of the learning
process
• Teacher acts as a mentor and
facilitator
VI. Critical Thinking Approach
Strategies that Enhance Critical
Thinking:
1. Discussion
2. Asking effective questions
3. Text interaction
4. Concept mapping
C. COMPUTER
TEACHING
STRATEGIES
Terms
1. WWW
2. Internet
3. Web browser
4. Web page
5. Search engines
Technology in Nursing Education
and Communication
1. Distance Education
2. E-Learning
3. Internet
Strategies that Uses CAI in
Nursing
1. Tutorial Mode
2. Drill-and-Practice
3. Simulation
4. Games
D. TEACHING
OF
PSYCHOMOTOR
SKILLS
Teaching Methods for
Psychomotor Domain
• Demonstration and return
demonstration
• Self-directed study
• Role-playing, peer teaching
Methods of Evaluation
• Written or oral tests, return
demonstrations, case studies
• Observation, interview, self-reports
and self-monitoring
• Journals or learning feedback
diaries