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| Traditional Teaching Strategies: 1: The most traditional method associated with teaching in which the teacher simply conveys the knowledge to the students in a one-way channel of communication | Lecturing |
| Lecturing: Advantages or disadvantages: having specific period of time, it allows uniformity of knowledge to be learned for all students in a class.
It is economical and cost effective since only one is entrusted to deliver the topic.
It helps develop student's listening abilities | Advantages |
| Lecturing: Advantages or disadvantages: Few teachers are good lecturers who can deliver topics according to students level of understanding
By nature, the lecture method lends itself to the teaching of facts with little emphasis placed on problem solving, decision-making, analytical thinking and transfer of learning
Not conducive to meeting students' individual learning needs since it is limited only to a single approach of delivering the topic
Allows limited attention span on the part of the learner | Disadvantages |
| Traditional Teaching Strategies: 2: The teacher imparts the lesson to the students through interaction, this time she gives them the opportunity to share their insights or understanding of the topic. It may be formal or informal
Its purpose is to give learners an opportunity to apply principles, concepts and theories as well as clarify information concepts | Discussion |
| Discussion: Advantages or disadvantages: Helps the students learn the process of group problem-solving
Supports students' ways to develop and evaluate their beliefs and positions
Can foster attitude change through understanding and allow students freedom to assert their opinions or views hence, application of new knowledge takes place.
Many students like and prefer this method. | Advantages |
| Discussion: Advantages or disadvantages: Students use more time to think and interact.
Effective only in small groups due to time constraints
May not be an efficient way of communicating information because sharing takes time to settle specific topics for discussion
Useful only if the participants comes prepared with the needed background information | Disadvantages |
| Traditional Teaching Strategies: 3: The teacher initiates the learning process by asking students about their insights and ideas regarding the subject matter.
The teacher asks the students what they understand of the subject matter to determine what they have already learned and what they need to learn. | Question and Answer |
| Types of questions: | 1 Factual question
2 Probing question
3 Multiple choice question
4 Open-ended question
5 Discussion-stimulating question
6 Questions that guide problem-solving
7 Rhetorical questions |
| Types of questions: 1: It demands simple recall or retrieval of information
Example: What is fetal monitoring? | Factual question |
| Types of questions: 2: These are used when a teacher wants a learner to further explain an answer or dig deeper into the subject matter
Example: Reasons why fetal monitoring is done during labor? | Probing question |
| Types of questions: 3: These can be oral or written. They usually test recall and can be used to begin a discussion.
Example: What are the most to least indicator of fetal distressing requiring close monitoring? | Multiple choice question |
| Types of questions: 4: These encompasses all questions that require learners to construct an answer
Example: What would be the effect of fetal monitoring be used? | Open-ended questions |
| Types of questions: 5: These are questions which help the discussion move along for a clearer of better view of the subject matter.
Example: What would be the effect of fetal monitoring to both the mother and the fetus? | Discussion-stimulating question |
| Types of questions: 6: The teacher needs to phrase and sequence questions carefully in order to guide learners in problem-solving thinking process.
Example: What other options do we have to assess fetal status aside from fetal monitoring? | Questions that guide problem solving |
| Types of questions: 7: It is sometimes appropriate to ask questions for which one expect no answers at the time. Such questions can be used to stimulate thinking in the class and may guide learners asking their own questions while studying a topic.
Example: In what way will fetal monitoring promote safe labor and/or predict complications of labor? | Rhetorical question |
| Traditional Teaching Strategies: 4: Reinforce teaching and learning.
It is used as supplement to a lecture as a prelude to discussion, or a part of questioning strategy | Use of audiovisual aids |
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| Types of Use of Audio Visual: 1: | Handouts or printed materials |
| Types of Use of Audio Visual: 2: | Chalkboards or white boards |
| Types of Use of Audio Visual: 3: | Overheard transparency |
| Types of Use of Audio Visual: 4: | Power point slides |
| Types of Use of Audio Visual: 5: | Videotapes |
| Activity-Based Teaching Strategies: | 1
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| Activity-Based Teaching Strategies: 1: Students from one class are arranged into small groups to facilitate learning process.
Involves structuring small groups of learners who work together toward sharing learning goals. This may be done through brainstorming activities, demonstrations and return demonstrations and group projects. | Cooperative learning |
| Examples of Cooperative learning: 1: a puzzle consisting of a picture printed on cardboard or wood and cut into various pieces of different shapes that have to be fitted together. | Jigsaw |
| Examples of Cooperative learning: 2: Is a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. This technique requires students to
(1) Think individually about a topic or answer to a question
(2) Share ideas with classmates | Think pair share |
| Examples of Cooperative learning: 3: Is a cooperative learning strategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group) | Numbered heads together |
| Examples of Cooperative learning: 4: This is a method to ensure equal participation in discussion groups. Each member receives the same number of chips (or index cards, pencils, pens, etc.). Each time a member wishes to speak, he or she tosses chip into the center of the table | Talking chips |
| Examples of Cooperative learning: 5:
M-mood
U-Understand
R-recall
D- digest. detect
- suggests that the individual should go back over each topic that he or she marked earlier and reread that material in an attempt to understand that material better.
E- elaborate
- suggests that the individual should go back and start asking and attempting to answer questions about the specific topics that he or she still does not understand even after completing the digest step.
R- review
- all of the material that the individual actually does understand in order to try to refresh that material in the individual's mind. | Murder script |
| Activity-Based Teaching Strategies: 2: These activities include journal writing, journal papers, creative writing assignments, research articles, paper critiques, etc. | Writing to learn |
| Cooperative-learning: Advantages or disadvantages: Group members learn to function as part of a team
Teachers or enhances social skills
Inculcates the spirit of team building | Advantages |
| Collaborative-learning: Advantages or disadvantages: Students who are fast learners may be lag behind.
Learning gap may exist between fast and slow learners | Disadvantages |
| Activity-Based Teaching Strategies: 3: Lends visual assistance to students when asked to demonstrate their thinking in a graphic manner to show interconnectedness of concepts or ideas. | Concept-mapping |
| Activity-Based Teaching Strategies: 4: Is a strategy to foster critical thinking which requires in depth recall of topics for supporting evidence and for developing one's position in a controversial issue | Debate |
| Activity-Based Teaching Strategies: 5: Practical exercises for the students representing controlled manipulation of reality | Simulations |
| Simulation: Four types: 1: A controlled representation of a piece of reality that learners can manipulate to better understand the real situation. | Simulation exercise |
| Simulation: Four types: 2: a game that represents real-life situations in which learners compete according to a set of rules in order to win or achieve an objective. | Simulation game |
| Simulation: Four types: 3: A form of drama in which learners spontaneously act out roles through interaction involving problems or challenges in human relations | Role playing |
| Simulation: Four types: 4: An analysis of an incident or situation in which characters and relationships are described, factual or hypothetical, events transpired and problems that need to be resolved or solved | Case study |
| Activity-Based Teaching Strategies: 6: Is an approach to learning that involves confronting students with real life problems which they are meant to solve on their own.
It provides stimulus for critical thinking and self-taught content. | Problem based learning |
| Difference between PBL and simulation: | PBL is conducted in small groups while simulation may be used by individual or groups
Students using PBL have little background knowledge of subject matter while students using simulation have most of the background knowledge they need to apply to the case.
PBL Cases are usually brief, and problems are ill while simulation cases are often long and detailed and problems are fairly well-defined. |
| Activity-Based Teaching Strategies: 7: Are completely doing a way with traditional instruction. The student is provided with the materials needed for the learning process without the intervention of the teacher.
They are also called self-directed learning modules, self-faced learning modules. Self-learning packets and individual learning activity packages. | Self-learning modules |
| Introduction and instructions
Behavioral objectives
Pretest
Learning activities
Self-evaluations; and
Post test | Components: Self-learning module |
| Used to communicate information to students and nurses in a time-saving way and to teach critical thinking and problem-solving processes.
Provide simulation of reality
Educate from a distance where the students can study without going to the school
Provide instant feedback
They may deprive students and teachers to interact and discuss topics face to face. | Computer teaching strategies |
| Refers to virtually any kind of computer used in educational settings including the following (Wikipedia):
drill and practice
Tutorials, simulations
Instructional management
Supplementary exercises
Programming
Database development
Writing using word processors
Other applications
These terms refer either to stand alone computer learning activities or to computer activities which reinforce material introduced and taught by teachers | Computer assisted instructions |
| Computer assisted Instruction (CAI) is narrower term and most often results to: | Drill and practice
Tutorial
Simulation activities offered either by themselves or as supplements to traditional, teacher directed instruction |
| Is a world wide and publicly accessible series of interconnected computer networks that transmit data by packet switching using the standard internet protocol (IP).
It is a "network" of networks that consist of millions of smaller domestic, academic, business and government networks which together carry various information and services, such as electronic mail, online chat, file transfer and interlinked web pages and other resources of the world wide web (www). | Internet |
| Is a technology which allows the user to interact with a computer-simulated environment, real or imagined.
Is often used to describe a wide variety of applications, commonly associated with its immersive, highly visual, 3d environments.
The development of software, graphics hardware, acceleration, head mounted displays, database gloves and miniaturization have helped popularize the notion. | Virtual reality |
| This method includes computer learning and other ways of giving instructions to students without the usual classroom setting, such as teleconferencing or use of telephone techniques.
It encompasses correspondence courses and courses delivered by satellite, television and broadcasting or telephone lines.
It involves a two-way audio and video technology | Distance learning |
| Distance learning: Advantage or disadvantage: People from rural areas or those who are homebound can have greater access to information and even educational degrees
A larger variety of courses are accessible
Ability to learn on one's own time frame, the self-directed nature of the learning experience and the opportunity to learn more about technology | Advantage |
| Distance learning: Advantage or disadvantage: There is lack of face-to-face contact or non-interactive process with the teacher.
Technology problems which may be similar to systems shutting down and being inaccessible
Some may not learn well with less structured educational experience
Others may struggle to use technology while learning the content at the same time. | Disadvantages |
| To improve and maintain a high standard of clinical instruction the teacher in nursing should show academic excellence and clinical expertise, as well as concern and commitment to the nursing profession.
The learners needs must be considered prior to the formulation of course objectives and before the specific classroom content is developed. | Clinical teaching |
| According to Deyoung, 2003 the educator should do the following: | 1
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| According to Deyoung, 2003 the educator should do the following: 1: | Asses leaning needs of students by pre-testing from incoming knowledge |
| According to Deyoung, 2003 the educator should do the following: 2: | Develop learning experiences based on desired results |
| According to Deyoung, 2003 the educator should do the following: 3: | Implement teaching strategies to meet learning needs and |
| According to Deyoung, 2003 the educator should do the following: 4: | Post test students for outcome knowledge |
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| Steps to consider clinical teaching: 1 | Diagnose students needs, interest and abilities |
| Steps to consider clinical teaching: 2 | Set objectives and select content |
| Steps to consider clinical teaching: 3 | prepare areas for learning and select appropriate teaching strategies |
| Steps to consider clinical teaching: 4 | Plan instructional units and make lesson plans |
| Steps to consider clinical teaching: 5 | Motivate students in guided learning abilities |
| Steps to consider clinical teaching: 6 | Tasks that relate to plan focus on measuring, evaluating, grading and reporting students performance and progress. |
| Steps to consider clinical teaching: 7 | put up plan for follow up |
| Is an acronym for related learning experience
This requires learning by doing
Teachers guide students in acquiring knowledge and learning nursing skills
The teacher also guides students in the formulation of nursing care plan and expectations upon completion of the activity | Related Learning Experience (RLE) |
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| Models of Clinical Teaching: A: The oldest and common model of clinical teaching
The instructor has the primary responsibility for instruction, supervision and evaluation for a small group of nursing students, usually 8-10 students and is on-site during the clinical experience.
The teacher selects clinical activities that best meet the students needs and are consistent with course goals and objectives
The CI has have maximal control of both learning and evaluation | Traditional model |
| Models of Clinical Teaching: B: Is used community based setting and to minimize the number of students requiring direct faculty supervision in acute or varied settings
This is situated in large geographic area and the faculty are miles away from their students. Although remaining accessible through cellphones and making periodic visits to observe and interact with students | Faculty-directed Independent Experience model |
| Models of Clinical Teaching: C: Address the fiscal issue concerning cost associated with clinical instruction when student-faculty ratio is very high
Hospital and clinical faculty share the teaching role
Staff nurses also assumes the collaborative and preceptor role; hence the staff nurse is expected to be knowledgeable about the nursing program | Collaborative model |
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| Three ways: Collaborative Teaching: 1: Staff nurses work with the clinical faculty by taking on certain functions with a predetermined number of students, They provide students supervision while freeing the clinical faculty to fulfill other role obligations | Clinical teaching associate (CTA) model |
| Three ways: Collaborative Teaching: 2: A hospital based clinical nurse specialist (CNS) and on academic faculty member share in the management of a group of students in the clinical setting. | Clinical teaching partner (CTP) model |
| Three ways: Collaborative Teaching: 3: This approach uses staff nurses but differs in the ration of students to educators..
Student/ clinical educator pairs are created. Faculty may be used this model on a 1-20 students per day basis with selected number of students; thus freeing up time that can be used to work with other non-paired students
Faculty responsibility is to integrate theory and clinical practice, cultivates deliberation reflection on practice problems | Clinical educator/ Paired model |
| Models of Clinical Teaching: D: An expert nurse in the clinical setting works with the student on a one-on-one basis
Are staff nurses and other nurses employed by the clinical agency who can provide onsite clinical instructions for assigned students.
The preceptor guides and supports learners and serve as a role model | Preceptor Model |
| 1 Educational philosophy of the nursing program
2 Philosophy of the faculty about clinical teaching
3 Goals and intended outcomes of the clinical course and activities
4 Level of nursing students
5 Types of clinical setting
6 Availability of preceptors, expert nurse and other people in the practice setting to provide clinical instruction
7 Willingness of the clinical agency personnel and partners to participate in teaching students and in other educational activities | Criteria for choice of a Clinical Teaching Model |
| Vital considering hands-on nature of the nursing practice
This is action-oriented and requires neuromuscular coordination.
It promotes patient healing and /or comfort | Psychomotor Skills/ Teaching psychomotor Skills |
| Appropriate for the objective of the course
Adapted to the capacity of students
According to sound psychological principles. Motivation and interest of the students
Appropriate to the teachers' personality and capitalize on her special assets
Creative and stimulates students' interest to learn | Vital Consideration in Psychomotor Skills |
| Other teaching strategies: Posting assignments via email, bulleting board, etc.
Encourage students' feedback on each other's performance | Peer Review Assignments |
| Other teaching strategies: Assisting students having difficulty to learn through social communication or informal discussion | Informal Socializing |
| Other teaching strategies: Develop students understanding of materials and actively engage them in learning process through reporting, simulation, role playing among others | Student presentations |
| Other teaching strategies: A more formal example of a public tutorial which requires strict structured program for interaction and tight linkaging to modules on specific topics for discussion. | Structure seminar |
| Other teaching strategies: Allow students to interact with the staff and other students outside the classroom | Public tutorial |
| Other teaching strategies: Allow students to give their insights and perspectives on current issues and share these with others | Reflective journal |
| Other teaching strategies: Allows students to help one another with assignments, problem-solving and projects through discussion and sharing of knowledge and experiences | Peer-learning groups |
| Other teaching strategies: Students assume roles to solve problems or issues. This can be used to apply and test knowledge in simulated situations | Role playing |
| Other teaching strategies: provide basis for recall and insights on the topics discussed or experienced. This also provides examples of teacher expectations to students | Previous Discussions |
| Other teaching strategies: Self-selecting groups who choose to meet to discuss issues which interest them | Special Interest groups |
| Refers to the operation and control of classroom activities, the mechanical aspects of handling classes such as classroom policies and regulations for seating assignments, attendance, handling instructional materials and equipment and discipline during the class period. | Classroom management |
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| principles of Classroom Management: 1: | Designs classroom activities appropriate to the course content or subject matter. |
| principles of Classroom Management: 2: | Orientation of students on the first day of class regarding the internal policies on punctuality, behavior, course requirements and criteria for grading and evaluation. |
| principles of Classroom Management: 3: | Compliance with administrative policies on handling of teaching aids or materials and equipment |
| principles of Classroom Management: 4: | Adequate student-teacher interaction to arouse enthusiasm |
| principles of Classroom Management: 5: | More positive and optimistic in dealing with students particularly in citing practical examples of learning principles |
| principles of Classroom Management: 6: | Sanctions for misbehavior should be more constructive rather than destructive |
| principles of Classroom Management: 7: | Come to class or to clinical area on time and prepared with resource unit or clinical focus so students are properly guided and directed. |
| principles of Classroom Management: 8: | Presents the learning expectations or the do's and don'ts of learning |
| principles of Classroom Management: 9: | Demonstrates to student's desired behavior which she wants her students to imitate. |
| principles of Classroom Management: 10: | Develops a sense of familiarization in order that everyone in the class has a feeling of belongingness in sharing the same values and goals. |
