Post on 04-Jun-2018
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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