Teaching

Strategi
es
Teaching Strategies/methods:
A teaching method is the
way information is taught
that brings the learner
into contact with what is
to be learned.
• lecture,
• group discussion,

Examples •
•
one-to-one instruction,
demonstration and return
demonstration,

include
• gaming,
• simulation,
• role play,
• role model,
• and self-instruction modules.
Instructional materials:

Instructional materials or tools, in contrast, are the objects or vehicles used to transmit information that
supplement the teaching.

• An audience response system (ARS),

• books,
• printed handouts,
• videos,
• podcasts,
• and posters

these are examples of materials and tools that serve as adjuncts to communicate information by
complementing the teaching method.
Effective Teaching Method:
• There is no one perfect method for teaching all learners in all settings.
Also, no one method is necessarily more effective for changing behavior in any of
the three learning domains (cognitive, affective, and psychomotor).

• Whatever the method chosen, people learn best when it is used in

conjunction with another method or with one or more of the
instructional materials available to accompany the teaching approach.
• For example, an educator may choose lecture as the primary teaching
approach but also allow the opportunity for question-and-answer
periods and short discussion sessions throughout the lecture.
 1st strategy -Lecture:
Lecture can be defined as
A highly structured method by which the
educator verbally transmits information directly
to a group of learners for the purpose of
instruction.

Origin of Lecture:
The word lecture comes from the Latin term
legere which means “to read.

The lecture is an ideal way to provide

foundational background information as a basis
for follow-up group discussions.
Limitations of lecture method:
• The lecture method has been highly criticized in recent years
because, in its purest form, the lecture format allows for only minimal
Information.

• And Learner is viewed as passive means it is not involved actively in

the sharing of Information.
Approaches to an effective Lecture:
• According to Silberman (2006), five approaches to the effective
transfer of knowledge during a lecture are the following:
1. Use opening and summary statements. At the beginning of the lecture,
present major points to help learners become oriented to the subject and at
the end provide conclusions to remind learners about the main points made.
2. Present key terms. Reduce the major points in the lecture to some key
words that act as verbal cues or memory jogs.
3. Offer examples. When possible, provide real-life illustrations of the ideas in
the lecture.
4. Use analogies. If possible, compare the content that is being presented to
the knowledge that learners may already have
5. Use visual backups. Use a variety of media to help learners see as well as
hear what is being said.
Parts of a Lecture:

Each lecture
• Introduction,
should
include three
• Body and
main parts:
• Conclusion.
1-Introduction phase:
• During the introduction phase of a lecture, the educator should
present learners with an overview of the behavioral objectives related
to the lecture topic, along with an explanation as to why these
objectives are significant.

• The use of set (the opening to a presentation) engages learners’

attention and focuses the group on the teacher, which creates the
stage for learners to be ready to listen.
2-Body:

The next portion of the lecture involves the actual delivery of the
content related to the topic being addressed.

Reading a printed copy of the entire presentation word for word is

extremely boring and is a sure way to turn off the audience.
Examples should be used throughout to enhance the salient points, but extraneous
Careful
facts preparationexamples
and unnecessary is needed so be
should that the important aspects are
avoided.
covered in an organized, accurate, logical, and interesting manner.
Because the lecture format tends to be a passive approach to learning, the
educator can enhance the effectiveness of the presentation by combining it with
other teaching methods, such as discussion or question-and-answer sessions.
3- Conclusion:
• The educator should include a wrap-up with every lecture. This final
section of the lecture format is reserved for summarizing the
information provided in the presentation.

• During this time, questions asked should be repeated so that the rest
of the audience can hear them and understand the response.

• If time runs short, the educator can limit the question-and-answer

session but then welcome immediate follow-up by meeting with
interested individuals alone or in a smaller group or by suggesting
relevant readings.
 2 nd
Strategy: Group discussion:
• Group discussion is defined as a method of teaching
whereby learners get together to actively exchange
information, feelings, and opinions with one another and
with the educator.

• It also includes other specific types of instruction, such

as guided learning, collaborative, small-group learning,
team-based learning, cooperative learning, case studies,
and seminars.

• learning in most instances is not be important for patient

and family teaching but is an effective strategy for staff
development and nursing students.
Benefits of group discussions:
• Lead to deeper understanding and longer retention
of information,

• Increased social support, greater transfer of

learning from one situation to another, more
positive interpersonal relationships and more
active learner participation.

• Learner centered as well as subject centered.

Group discussion is an effective method for
teaching in both the affective and cognitive
domains.
Team-based learning:
• Team-based learning is an innovative and newly
popular teaching method in nursing education.
• It offers Structured, student-centered learning
environment.
• Enrich the students’ learning experience through
active learning strategies.

• Team based learning uses a structured

combination of pre class preparation,
individual and group readiness assurance
Tests ( https://poorvucenter.yale.edu/Team-Based-Learning ) and application
exercises
 Cooperative learning:
• The terms team-based learning and cooperative learning sometimes
are used interchangeably.
• However, cooperative learning is the methodology
of choice for transmitting foundational
knowledge.
Additionally, cooperative learning
is distinguished by the educator’s role, in
which the educator is the center of authority
in the class, with group tasks usually more
closed ended and often having specific answers.
 Case Study:
• The case study approach offers learners an
opportunity to become thoroughly aware
with a patient situation before discussing patient
and family needs and identifying health-related
problems.

• Additionally, case studies increase learner motivation and engagement and help to
develop reading, writing, and listening skills as learners work on teams to make
decisions based on their problem-solving skills.
 Seminar Groups:
• Interactions in seminar groups are stimulated by
the posing of questions by the educator.
• Sessions in which a group of staff nurses or
students, facilitated by an educator, discuss
questions and issues that emerge from assigned
readings on a topic of practical relevance .
• Seminars should be designed so that each learner
reads an assignment and considers questions prior
to the discussion; with such preparation, all
learners can actively participate in the discussion.
 One-to-one instruction:
• One-to-one instruction, which may be given either
formally or informally, involves face-to face delivery
of information specifically designed to meet the
needs of an individual learner.

• Teaching methods such as one-to-one instruction

have a positive effect on patient education and
compliance.

• Formal one-to-one instruction is a planned activity,

whereas informal one-to-one instruction is an
unplanned interaction, such as capitalizing on a
teachable moment that occurs unexpectedly when
the patient demonstrates a readiness to learn.
Major Advantages of One-to-One Instruction:

Advantages :
The pace and content of teaching can be tailored to meet
individual needs.
• Ideal as an intervention for initial assessment and
ongoing evaluation of the learner.
• Good for teaching behaviors in all three domains of
learning.
Especially suitable for teaching those who are learning
Disabled and low literate.
• Provides opportunity for immediate feedback to be
shared between the educator and the learner.
Limitations of One-to-One Instruction;

• The learner is isolated from others who have similar needs

or concerns.
• Deprives learners of the opportunity to identify with
others and share information, ideas, and feelings with
those in like circumstances.
• Can put learners on the spot because they are the sole
focus of the educator’s attention.
• Questioning may be interpreted by learners as a technique
to test their knowledge and skills.
• The learner may feel overwhelmed and anxious if the
educator makes the mistake of cramming too much
information into each session.
Demonstration And Return
Demonstration:
• It is important to begin this discussion by making a clear distinction
between demonstration and return demonstration. Demonstration by
the educator is done to show the learner how to perform a certain
skill.
Return demonstration:
• Return demonstration by the learner is carried out as an attempt to establish
competence by performing a task with cues from the educator as needed. These
two methods require different abilities of both the educator and the learner.

• They are especially effective in teaching

psychomotor domain skills.

However demonstration and return demonstration

also may be used to enhance cognitive and
member develop interactive skills for crisis intervention
or assertiveness training.
Gaming:
• Gaming is a method of instruction requiring the learner to participate in a
competitive activity with preset rules.

• The goal is for learners to win a game by applying knowledge and

rehearsing skills previously learned.

• Games can be simple, or they

can be more complex to
challenge the learner’s ability
to use higher order thinking
and problem-solving strategies.
Gaming Benefits:
 That creates a dynamic environment for learning.
As an experiential approach to learning, the Comparison with other
didactic methods, gaming is an interactive teaching method
 Use of games has been found to stimulate enjoyment of learning,
increase active participation and engagement of learners
 From a teaching/learning perspective, Enhance skill acquisition, and
improve problem-solving abilities.
English words Gaming for
patients:
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Simulation is a highly innovative teaching method to teach health
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professionals about the complex world of health care in their respective
disciplines
i in an effective, efficient, safe, and high-quality fashion.
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• “Simulation
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is a technique, not a technology, to
replace or amplify real experiences with guided
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experiences
c that replicate substantial aspects of
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thei real world in a fully interactive manner.
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 Simulation:
• When planning a simulation, it is most effective if the educator makes the learning
experience resemble real life as much as possible but in a nonthreatening way.

• The activity should challenge the decision-making ability of the learner by

imposing time constraints, providing realistic levels of tension, and using actual
equipment or other important features of the environment in which the specific
skill will be performed.

• For example, a scenario could be developed to help parents

prevent sudden infant death syndrome (SIDS) by working
through a situation in which a monitor signals respiratory
difficulty in their baby.
 Role Play:

• Role play, sometimes alternatively referred to as role playing, is a method

of instruction by which learners actively participate in an unrehearsed
dramatization.

• Participants are asked o play an assigned character as they think the

character would act realistically.

• This technique is intended to arouse feelings

and elicit emotional responses in the learners.
It is used primarily to achieve behavioral
objectives in the affective domain.
Role play:
Role play—a form of simulation—places
learners in real-life situations to help them
develop understanding of other people and
why they behave the way they do.

For example, a nurse attending an

education program on sensory disabilities
might be given the experience of wearing
special glasses to see how it feels to
function with impaired vision.
Role play:

Nurse educators have many opportunities to demonstrate behaviors

they would like to instill in learners, whether they are patients or family
members, nursing staff, or students.

The competency with which the educator performs a skill, the way he
or she interacts with others, the personal example he or she sets, and
the enthusiasm and interest he or she conveys about a subject or
problem all can influence learners’ motivation levels and the extent to
which they successfully perform a desired behavior.