teaching strategies part 2

8/10/2019 Teaching Strategies Part 2

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II. ACTIVITY BASED TEACHING

STRATEGIES1. Cooperative learning

2. Simulations

3. Problem based learning4. Self-learning modules


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STRENGTH:

Students are involved in creating andstoring up knowledge for themselves


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1. COOPERATIVE LEARNING

Small groups of learners worktogether toward achieving shared

learning goal

Learners are aware that they are

responsible not only for their own

learning but also for that of theothers in the group.


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TYPES OF COOPERATIVE LEARNING

GROUPS

A. FORMAL COOPERATIVE LEARNING GROUP Done in traditional class / distance learning groups

Individual or group accountability

Most useful in group setting


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B. INFORMAL COOPERATIVE LEARNING GROUPCan be used in any setting

Helps the members to understand and clarify

misconceptions as well as to shareexperiences


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C. BASE COOPERATIVE LEARNING GROUP surveys/focus groups

Applied easily to new staff orientation or preceptor

programs


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ADVANTAGES OF COOPERATIVE

LEARNING

Promotes critical thinkingvaried positionsdiscussions --?

Enhances social skill.

Helps address learning needs & learning stylesMembers learn to function as a team.


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DISADVANTAGES OF COOPERATIVE

LEARNING

> Does not cover all content/ topics in syllabus


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2. SIMULATIONSControlled representations of realityExercises that learners engage in to learn in the real world


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PURPOSES & USES OF SIMULATIONS

1. Enhances DM & PS skills2. Enhances interaction abilities

3. Helps student learn psychomotor skills in a

safe and controlled setting4. Chance to apply theories & principles in

practice

5. Achieves learning objectivescommunication skills


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6. Ensures attitudinal changeHelps discover factors affecting people &

situations (exercise, game, role-playing)

7. Helps in mastery of skills

8. Helps evaluate learning (simulation

tests)


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ROLE OF EDUCATOR IN SIMULATION

LEARNING

1. Plannerread carefully, assign reading2. Facilitatorintroduce activity,

moderator

3. Debriefersummarize what happened,

let learners explain what they did and

why, point out principles and theories

applied


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TYPES OF SIMULATIONS

1. SIMULATION EXERCISE Focuses on process learning

Ex. Earthquake drills, fire drills

2. SIMULATION GAMES

> Focuses on CONTENT / PROCESS learning


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TYPES -- SIMULATION GAMES

A. CONTENT LEARNING Focuses on teaching / reinforcing factual

information (ex. Crosswords, word games,

bingo gaes)

B. PROCESS LEARNING

> Emphasizes problem solving & application ofinformation (ex. Sim City)


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ADVANTAGES OF SIMULATION GAMES

Teaches facts & application ofinformation

Stimulates learningmakes learning fun

Helps to evaluate learning

Increases interaction among learners


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DISADVANTAGES OF SIMULATION

GAMES

1. Waste of time2. Unprofessional

3. Teachers dislike competition whichgames promote


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3. ROLE PLAYINGForm of dramaspontaneous acting out of

roles (interaction)

Lasts for 3 to 5 minutes (illustrates one aspectof human relationship)

Expression of non-verbal and verbal behavior,

response patterns and implementation ofprinciples


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4. CASE STUDIES> An analysis of an incident or situation on

which characteristics and relationships are

described, factual or hypothetical eventstranspire, and problems need to resolved or

solved


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Steps to follow in case studies:1. Develop objectivesWhat do you want

learners to learn?

2. Select a situationChoose a topic & a scenariothat fits the objectives & concept you want to

apply.

3. Develop the characters.4. Develop the discussion questions.

5. Lead the group discussion.


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Note: There is NO ONE RIGHT ANSWER to acase. Many problems are so complex that they

have a variety of resolutions rather than a

solution.


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3. PROBLEM BASED LEARNING

Involves confronting students w/

real life situationsenhances CT &DM


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POINTS IN PBL!

SMALL GROUPS ANALYZE THE CASEIDENTIFY THEIR OWN NEEDS

FOR INFORMATION

SOLVE PROBLEMS. OUTPUT

Students will become GOOD PROBLEM

SOLVERS in their future work

Students become LIFE LONG LEARNERS


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DIFFERENCES

PBL CASE STUDIES> CONDUCTED IN SMALL

GROUPS

> USED BY

INDIVIDUALS/GROUPS

> STUDENTS HAVE LITTLEBACKGROUNDS

KNOWLEDGE OF SUBJECT

MATTER

> STUDENTS HVE MOST OFTHE BACKGROUND

LEARNING THEORY TO

APPLY TO THE CASE

> CASES ARE USUALLYBRIEF & PRESENTING

PROBLEMS ARE ILL-

STRUCTURES

> CASES ARE OFTEN LONG& DETAILED, AND THEIR

PROBLEMS ARE WELL-

DEFINED


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Example of PBL

A small community hospital is confronted with asevere nursing shortage. They are considering

a change in the nursing delivery system to a

model that involves cross training of

personnel and increased use of assistive

personnel. Rumors about a change began to

circulate around the hospital and many staff

seem unhappy.


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Identified issues by the group

I. NURSING SHORTAGESa. How often do they occur?

b. How severe do they get?

c. What causes them?d. What past solutions have been tried and do

they work?


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II. NURSING CARE DELIVERY SYSTEMa. What is this one called?

b. Is it being used anywhere?

c. How would it work?d. What might cross-training involve?

e. Are there published job descriptions for

assistive personnel?


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4. SELF-LEARNING MODULES

Also known as

A. SELF-DIRECTED LEARNING MODULES

B. SELF-PACED LEARNING MODULES

C. SELF-LEARNING PACKETS

D. INDIVIDUALIZED LEARNING ACTIVITY PACKAGES


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DEFINITION OF SELF-LEARNING

MODULES

A self-contained unit or package of studymaterials for use by an individual

Audience where this WORKS BEST:

Adult learners


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Principles in handling adult learners:

1. Adults are self-motivated to learn(relevant)

2. Adults prior experience is a resource for

further learning.3. Adults are problem focused and readily

learn material they can use to solve

problems.


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COMPONENTS OF SELF-LEARNING

MODULES

1. Introduction and instructions2. Behavioral objectives

3. Pretest4. Learning activity

5. Self-evaluation

6. Pretest


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TIPS

1. INTRODUCTION & INSTRUCTIONS Topic for modulesingle topic

Ex. Problem of eliminationdivide this into urinary

elimination and intestinal elimination

2. BEHAVIORAL OBJECTIVES

Expected of the learner

Objectivesover-all objectives / specific


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3. PRETESTOptional

Pretestdiagnostic test / assesses

prerequisite knowledgehelps evaluate which sections of the module

to skip and which ones need to be studied in

depth


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4. LEARNING ACTIVITIESMost creative portion

Designed to help meet objectives

Must appeal to peoplediff. learning stylesEx. Attending short lectures, speeches, demo

Watching a video or slide

Using a computer program


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4. SELF-EVALUATION TOOLSAssesses how the students are achieving the

objectives

5. POSTTEST

A self quiz (MCQ or short answer questions)

Retake is okay

Determines mastery


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DEVELOPING A MODULE

Takes time (weeks/months) Begin with the body (behavioral objectives,

pretest, learning activity, self-evaluation,

posttest)

Last to writeintroduction & instructions

PILOT TESTINGhave one or two people work

at the module for feedback (e.g. unclearobjectives etc)


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ADVANTAGES OF SELF-LEARNING

MODULES

Very flexibledo it at your own pacing,done independently

Individualized approachhelps students

Sparks interest in teachingcreativity

Standardized

Reduces travel timeReduces costs


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DISADVANTAGES OF SELF-LEARNING

MODULES

Miss interactions with people May lead to further procastinationlack

of structures and deadlines

Promotes dishonesty

Takes many hours to design and test


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IV. COMPUTER TEACHING

STRATEGIES

1. Computer Aided Instruction

2. Computer Managed Instruction3. Internet


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LEVELS OF Computer Aided Instruction

1. Drill and Practice Recognition and application of information

Ex. Drugs names and actions

2. Tutorials

Useful teaching material at the rule/concept level

Forces teachers from learning some basic material


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3. GamesGame mode can teach

4. Simulation

Provides off real world experiences

Provides chances to learn how to solve clinicalproblems


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5. Multimedia presentationsAlso called hypermedia

Older form: Interactive videodisc (IVD) program


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EVALUATING SOFTWARE: CRITERIA

1. AccuracyUp to date?2. Easy to usecomputer friendly?

3. DesignInteractive?

4. AppearanceGraphics? Animation & sound?5. Feedbackrationale?

6. Cost-effectivenessprice? Discounts?


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2. COMPUTER-MANAGED

INSTRUCTION


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Any system of record keeping Use of authoring systems

pre-developed software packages that

guide the educator t process ofdevelopment of CAI


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3. THE INTERNET

> A mammoth complex of computer

connections across continents,

connecting many millions of computers


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1. EMAIL (electronic) Greater collaboration between teachers vs.

students and between students vs. students

Source of peer support

Means to seek referrals, for consultation and for

post-discharge follow-up

EX. LIST SERVSa group of people who have similar

interests and want to share information and experience

regarding their interest in a type of discussion groups


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2. NEWS GROUPSDiscussions groups of people with same interest

Messages appear in general mailbox

Ex.Sci.med.nursinggroup discussing all kinds of

nursing issues (needs a news render softward)

Also used for online support groups

Ex. Groups for caregivers of Alzheimers disease


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3. World Wide Web

A collection of documents found on Web pages

A place to find specialized knowledge and multimediapresentations

Ex. MEDLINEfor National Library of Medicine

Criteria to choose WWW site

1. Purposeaudience?

2. Currency

3. Credibility

4. Content accuracy

5. Design


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ADVANTAGES IN HOSPITAL USEProvides home-based care support for the

chronically ill

Tool for patient care managementpart ofhospital information system

Provides patient teaching

Supports mastery learning


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> Maximizes time on task and helps developoverlearning (beyond mastery, responses

becomes automatic)

> Provides instant feedback

> Develops cognitive residues (skills in

researchingskills in managing information)

> Promotes interactivity, institutionalconsistency, individualized instruction, time

efficiency and cost-effectiveness (savings)


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DISADVANTAGES1. High-costinitial outlay for hardware and

software

2. Negative effect

personal and professionalcommunication

teaching strategies part 2

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