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Strategies and
Methodologies for
Teaching and
Learning
Traditional Teaching
Strategies
LECTURING
Purposes of Lecturing:
Means of introducing
learners to new topics
-setting a stage fornew area of
learning and placing the topic
into the perspective of what
is already known
1.
2.means of stimulating
students interest
3.Use to inspire people
4.To integrate and synthesize a
large body of knowledge from
several fields or sources
5.Clarification of difficult
concepts can be clarified in
lectures
6.Means of transmitting a
certain topics recent
knowledge advances and
when up-to-date textbooks
are not available
1.Itiseconomical
2.It supplements a textbook
by enhancing a topic and
making it come to
ADVANTAGES
1.
It is economical.
3.Helps student
develop their
learning abilities.
DISADVANTAGES
Lecture Frameworks
1. Hierarchical or classical
format most commonly
used form; information is
grouped, divided and
subdivided in typical outline
form.
1.Explainthe structureofthe
lecture verbally at the start of
the class.
2.Showthe outline ona
transparency, slide, or
handout.
2.Spontaneityavoid reading
to the class as it kills
spontaneity and can be
anesthesizing. Do not write
your lecture out in full
sentences but do not conduct
lecture with no notes at all.
lecture Variations:
Traditional
oral essay
Participatory lecture
Lecture with completed
handouts
Feedback lecture
Mediated lecture
DISCUSSION
-
Types:
1.FormalDiscussion topic is announced
in advance and the class is asked to
prepare to take part in the discussion by
reading certain materials or watching a
videotape.
2.Informal Discussiontakes place
spontaneously at any point during the
class including at the end of the lecture
when the teacher asks, Are there any
questions?
Disadvantages of
Discussion:
It takes a lot of time.
Expensive strategy (effective only for
small groups)
Has a tendency to be either
monopolized by few members or result
into few members participating.
Valuable only if participants come
prepared with the necessary
background information.
Discussion Techniques:
1.Makeyourexpectationsclear.
2.Set thegroundrules.
3.Arrange the physical space.
4.Plan adiscussionstarter
.5.Facilitate,donotdiscuss.
QUESTIONING
a strategy of which the origin is traced
way back from Socrates in which
every question ofa student is
answered back by a question by the
teacher. These are questions that
test a students critical thinking and
not just for recalling factual material.
Functions of Questioning
1.Placeslearnersinanactiverole.
2.Can beusedto assess abaseline of
knowledge.
3.Can be used toreviewcontent.
4.Can bea motivationtolearn.
5.Can be used to guide
learnersthoughts in a certain
direction.
levels of Questions:
1.ConvergentorDivergent
Convergent Questions:
- require learners to recall or integrate
information they have learned
- require fairly low-level cognitive activity
- have specific, usually short and expected
answers
Divergent Questions:
- ask the learner to generate new
ideas, draw implications orformulate
a new perspective on a topic.
- there is no single correct answer.
-require a higher level of cognitive
activity.
Types of Questions:
1.Factual questions- demand a simple recall answer.
2.Probing questions- teacher wants a learner to furtherexplain an
answer.
5 TYPES OF PROBING QUESTIONS
Questioning Techniques:
1.Prepare some questions ahead of
time.
2. State questions clearly and
specifically.
3. Tolerate some silence.
4. Listen carefully to response.
5. Use the beam, focus, build
technique
6. Provide feedback.
AUDIOVISUALS
-addressallthree modes of learning:
cognitive,affective, and
psychomotor. Examples include:
pictures and charts, overhead
transparencies, Powerpoint
presentation slides, and DVDs.
Types of Traditional
Audiovisuals:
1.Handouts
- used to communicate facts,
figures and concepts
- ensure that all learners have access
to the same information and can
review that information whenever
necessary.
2.Chalkboards or Whiteboards
- outstanding feature: allow for spontaneity in the
classroom.
-useful in working out mathematical problems, for
spelling new words, for outlining material to be
covered in class.
-must be placed where the entire class can see it
easily.
-writeonlyinthe upper two-thirdsofthe board.
-the method is notgoodfor theinstructorwho has
poor handwriting.
3.Overhead Transparencies
- are sheets or acetates placed on
overhead projector that enlarges and
projects the image onto a screen.
4.Videotapes
-used to film students while they role-play
interviewing, communication, and counseling
skills, and while they practice psychomotor
skills.
- cost-effective, learning outcomes similar to inperson teaching.
- teacher can still maintain an eye to eye contact
- motion enhances the realism of the situation and
often increases interest and affective learning.
INTERACTIVELECTURE
combination of all other traditional
strategies makingthe learners
periodically active in class.
Approaches:
1.Eachparticipant prepares asummary of the
main points at the end of a presentation.
Teams of participants switch their summaries
and select the best summary from each set.
2.Participantswriteclosedand openquestions
and gain points by answering each others
questions.
3.Presenter conducts a coaching sessionwith
an individual participant. Other participants
observe and learn vicariously.
References:
Davis, B.,Tools for Teaching,2nd Edition
Deyoung, S.,Teaching Strategies
forNurse Educators, 2nd Edition
Ferguson, S.,Social and
EmotionalStrategies
Gaberson, K., Oermann,
M.,ClinicalTeaching Strategies in
Nursing, 3rd Edition