Strategies for Teaching and Learning 2013

8/13/2019 Strategies for Teaching and Learning 2013

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Emmanuel D. Paragas Jr., RN, MANIrish Arvin Garcia, RN, MHSS


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Traditional Strategies

Activity-based StrategiesComputer teaching Strategies

Teaching Psychomotor Skills

Distance Learning

TEACHING

STRATEGIES


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TRADITIONAL

STRATEGIES


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Definition

An instructional method inwhich the teacher verballytransmits informationdirectly to groups oflearners for the purpose of

education. It is highlystructured.

LECTURING


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PURPOSES:

Introduce learners to new

topics Stimulate students interests

Integrate and synthesizeknowledge

Clarify difficult concepts

LECTURING


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DELIVERING THE LECTURE:

Controlling anxiety

Spontaneity

Voice quality

Body language

Speed of delivery

Getting off on the right foot

Clarifying during the lecture

Facilitating retrieval from memory

LECTURING


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Types:

Traditional Oral Essay teacher is an orator

Participatory brainstorming of learners

Uncompleted handouts Outline with blank spaces Feedback mini lectures with small group

discussions

Mediated used of media films

LECTURING


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Disadvantages:

Passive learner

High facts, low problemsolving, analytical transfer

Not conducive in meetingthe individual learningneeds of the students.

Limited attention span oflearners

LECTURING


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Definition

An instructional method inwhich learners are togetherto exchange information,feelings, and opinions with

each other and the teacher toachieve educationalobjectives

DISCUSSION


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FACTORS TO CONSIDER:

SIZE

Discussion is more effective with small groups (DeYoung,2003)

Patient education: 2-20 members, average number:10as most desirable size.

(Tang, Funnel, & Anderson, 2006)

CAREFUL ADHERENCE ON PRESET BEHAVIORALOBJECTIVES

Nurse - Facilitator

DISCUSSION


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ACCEPTABLE STRATEGIES:

The use of questioning

Small group activity

Role-play, debate

Use of case studies

Journaling

Simulations

Problem solving

DISCUSSION


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ADVANTAGES:

Apply Principles, Concepts, and

Theories

Clarification of info/concepts

Group problem solving

Immediate feedback

Attitude change

DISCUSSION


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DISADVANTAGES:

Takes a lot of time Effective to small group only

Expensive

Monopoly = Frustration

Uninformed+misinformed=ignorance sharing

DISCUSSION


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CLEAR EXPECTATIONS

SET RULES ARRANGE SPACE

PLAN STARTER

FACILITATE

ENCOURAGE QUIETMEMBERS

DISCUSSION

TECHNIQUES NO MONOPOLIES

DIRECT AMONGMEMBERS

KEEP ON TRACK

CLARIFY

TOLERATE SILENCE

SUMMARIZE


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FUNCTIONS:

Active role of learners

Assess BASELINE of

Knowledge

Asses Understanding

& Retention

Review Contents

Motivation

Guide

QUESTIONING


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TYPES:

Factual simple recall answer, YES or No

Probing explain an answer

Multiple Choice test recall

Open-ended construct an answer

Discussion- stimulating help discussion progress

Guide to Problem Solving guide to solve

Rhetorical stimulate thinking

QUESTIONING


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TECHNIQUES: Prepare ahead of time

Clear & Specific questions Tolerate some silence

Listen to carefully to responses

Beam, focus, build

Feedback Handle wrong answers carefully

QUESTIONING


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FUNCTIONS:

Greatly enhance teaching

Can address three modes of

learning: cognitive, affective

psychomotor

Time fillers and entertainers

AUDIOVISUALS


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HANDOUTS:

communicate facts, figures, concepts

save a lot of time to give information

learners can review and prepare

help learners to take class notes

AUDIOVISUALS


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CHALKBOARDS / WHITEBOARDS:

Allow spontaneity in classroom

New ideas can be jotted down

Ideas can be sketched/illustrated

AUDIOVISUALS


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OVERHEAD TRANSPARENCIES:

Can be used like a chalk-/whiteboard

Can save class time

Diagrams and drawings can be drawn or copied

Eye contact can be maintained

Easy to use ON AND OFF

AUDIOVISUALS


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VIDEOTAPES / DVDs

Can still maintain eye contact

Motion enhances the realism of the situation

Learners are exposed to the same teaching Help maintain consistency and quality of teaching

AUDIOVISUALS


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ACTIVITY-BASED

STRATEGIES


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Definition:

- It involves structuring small groups of learners

who work together toward achieving sharedlearning goals.

COOPERATIVE

LEARNING


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TYPES:

FORMAL to complete a specific learning taskconsisting of concepts or skills.

Ex: Development of a proposal for clinical research

INFORMAL to enhance understanding of a specificunit of information; to make connections to priorlearning.

Ex: Teaching about childbirth experience to a group of parents-to-be

BASE to provide encouragement and to monitorprogress throughout the learning experience.

Ex: New staff orientation or preceptorship programs

COOPERATIVE

LEARNING


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ADVANTAGES:

Collaborative work

Enhance social andcommunication skills

Variety of learning stylesare attended to

Critical thinking ispromoted

COOPERATIVE

LEARNING DISADVANTAGES:

Time consumingWont

be able to cover all the

content

Some learners would

much prefer working

individually rather than ingroup


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Definition:An instructional method requiring creation of

a hypothetical or artificial experience toengage the learner in an activity that reflectsreal-life conditions without the risk-takingconsequences of an actual experience.

SIMULATIONS


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SIMULATION EXERCISE

- A controlled representation of a piece if reality thatlearners can manipulate to better understand thecorresponding real situation.

SIMULATION GAME

- A game that represents real-life situations in whichlearners compete according to a set of rules in order towin or achieve an objective

TYPES OF SIMULATIONS


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ROLE-PLAYING

- A form of drama in which learners spontaneously act

out roles in an interaction involving problems or challengesin human relations.

CASE STUDY

- An analysis of an incident or situation in whichcharacters and relationships are described, factual orhypothetical events transpire, and problems need to beresolved or solved.

TYPES OF

SIMULATIONS

PROBLEM BASED LEARNING


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Is an approach to learning that involves confronting students

with real-life problems that provide a stimulus for criticalthinking and self-taught content.

Is based on the premise that students, working together in

small groups facilitated by an educator, will analyze a case,identify their own needs of information, and then solveauthentic problems like those that occur in everyday life.

PROBLEM-BASED LEARNING(PBL)


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COMPUTER TEACHING

STRATEGIESA. Computer-Assisted

Instruction

B. Computer-ManagedInstruction

C. Internet

D. Virtual Reality


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Uses of Computers in

Teaching Communicate information

Teach critical thinking and problem solving

Provide simulations of reality Educate from a distance


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Applying Learning Principles

using ComputersMastery

Individual pacing (maximize time utilization)

Prompt feedback

Transfer of learning (cognitive residue)


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Advantages of Computer

InstructionInteractivity

Increased student motivation

Increased access to information

Instructional consistency

Reduction of repetitive tasks


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Advantages of Computer

InstructionIndividualized instruction

Time efficiency

Cost effectiveness


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Disadvantages of

Computer InstructionTeacher adjustments

Issue of socialization or personalcommunication

Time investment


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Computer-Assisted

Instruction (CAI)Using computer applications, software or

programs to deliver instructional content

Patient education

Nursing student and staff education


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Modes of CAI

Drill and Practice

Tutorials

Computerized Testing

Games

M d f CAI


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Modes of CAI

(Continuation)Simulations

Multimedia Presentations

Student Response Systems

C M d


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Computer-Managed

InstructionUsing computers to manage, prepare,

organize and evaluate educational

experiencese.g. Blackboard or e-LEAP, online courses

Authoring systems


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Internet in Nursing

Greater collaboration

Synchronous discussions (e.g. post clinicalconferences, support groups)

Source of information


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Virtual Reality

Computer-based, simulated, three-dimensional environment in which the

participant interacts with a virtual worldComplex and dangerous skills can be

practiced in a safe environment

Very expensive


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DISTANCE LEARNING

(Distributed Learning)Any method used to connect teachers and

learners who are geographically separated

Courses delivered by satellite, televisionbroadcasting or telephone lines

Involves two-way audio or two-way audio

and video technologyOnline courses

Ad t f Di t


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Advantages of Distance

LearningConvenient

Greater access to information and courses

Cost-efficient

Di d t f


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Disadvantages of

Distance LearningNo face-to-face contact

Limitations of technology

Learning technology vs. learning content

F f Di t


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Forms of Distance

Learning Interactive TV

Via Internet

Synchronous vs. Asynchronous Webcasting

Podcasting

Online courses

TEACHING


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TEACHING

PSYCHOMOTOR SKILLSNursing psychomotor skills

Skills that are action-oriented, that require

neuromuscular coordination, and that promotepatient healing or comfort


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Phases of Skill Learning (Gentile,

1972)Stage One: Getting the Idea of the Movement

Identify the need/problem; set the goal

Selective attention to regulatory stimuli

Closed vs. Open Skills

Create a motor plan


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Phases of Skill Learning (Gentile,

1972)Stage Two: Fixation or Diversification

Fixation being able to do the same skill the same

way any timeDiversification ability to modify the skill as

necessary to be applicable in changingenvironments

TEACHING


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TEACHING

PSYCHOMOTOR SKILLSATTENTION

Bottleneck theory of attention (Allport, 1980)

Limited availability of resources (Magill, 1988)

Arousal factor

TEACHING


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TEACHING

PSYCHOMOTOR SKILLSFEEDBACK

Intrinsic

Extrinsic or augmented

Knowledge of results

Knowledge of performance

TEACHING


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TEACHING

PSYCHOMOTOR SKILLSPRACTICE

Enables the learner to perform the skill with

mastery, greater control and less wasted time andmotion

Necessary for fixation/diversification

The teachers role is to arrange for or supervise

practiceDepends on the complexity of skill, learners

motivation and knowledge of related skills

TEACHING


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TEACHING

PSYCHOMOTOR SKILLSPRACTICE

Massed Practice

Repeated practice sessions with very short orno rest periods between trials

Distributed Practice

Planned rest periods that are equal to or

greater than the time given to trials

Mental Practice

Whole vs. Part Learning

APPROACHES TO


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APPROACHES TO

TEACHING SKILLSIndependent Learning vs. Teacher Instruction

Demonstrations

Simulations

Documents

Strategies for Teaching and Learning 2013