traditional methods

7/29/2019 Traditional Methods

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Teaching

Strategies


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TRADITIONAL METHODS

Lecture- can be defined as a highly

structured method by which the

teacher verbally transmits informationdirectly to group of learners for thepurpose of instruction

- one of the oldest & most oftenused methods

- comes from the Latin term

lectura, w/c means to read


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Purposes

Means of introducing learners to

new topics

Stimulate students interest in a

subject Inspire people

Integrate & synthesize a largebody of knowledge from severalfields of sources

Difficult concepts can be clarified


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Advantages

Useful to demonstrate patterns,

highlight main ideas, or presentunique ways of viewing info

Efficient, cost-effective method for

getting large amounts of info across alarge # of people at the same timew/n reasonable time frame

Useful in providing foundationalbackground info

Helps students develop their listening

ability


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*Stunkel asserts that student

must discipline themselvesto listen, remember, track

arguments, decide what totake notes, relate what isbeing said to the assignedreading


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Disadvantages

Focus on facts rather thanproblem-solving, decision making,

analytical thinking or transfer oflearning

Limited attention span on the part

of the learners Ineffective in influencing affective

& psychomotor behaviors


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Group Discussion

- learners get together to exchange

info, feelings, & opinions w/ oneanother & w/ the teacher

Purposes & advantages Give learners an opportunity to apply,

principles, concepts, & theories

Clarification of info & concepts Can learn the process of group

problem-solving


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Attitudes can be changed

Disadvantages Takes a lot of time

The teacher cannot be the moderator& facilitator for all groups

Few people monopolize the

discussionValuable only if the participants come

prepared w/ the necessary

background info


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Discussion techniques

Make your expectations clear. Set the ground rules.

Arrange the physical space. Plan a discussion starter.

Facilitate, dont discuss. Encourage quiet groupmembers.


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Dont allow monopolies.

Direct the discussion amonggroup members

Keep the discussion on track. Clarify when confusion reigns.

Tolerate some silence. Summarize when appropriate.


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Questioning

Functions Places learners in an active role

Used to assess a baseline ofknowledge

Help educator to assess

understanding & retention of info Used to review content

Motivate learners to come up with

solutions


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Classifications:

Convergent questions thatrequire the learner to recall orintegrate info they have learned

- specific, usually short &expected answer

ex. Compare what happens in abronchiole during pneumoniaversus an asthma attack


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Divergent ask the learner togenerate new ideas, draw

implications, or formulate newperspective on a topic

- no single correct answer

- requires higher level of cognitiveactivity

ex. What might happen if yourelocate an elderly person w/dimentia to another rtype of

residence?


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Lower-order questions require

the learner to recall info theyhave read or memorized

Higher-order questions requiremore than recall


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NONTRADITIONAL METHODS

Gaming is an instructional method

requiring the learner to participate ina competitive activity with preset

rules

Goal: To win a game by applyingknowledge and rehearsing skills

previously learned.


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Effective for improvingcognitive functioning but can

also be used to enhance skillsin the psychomotor domainand to influence affectivebehavior through increasedsocial interaction.

At the start of the game, thegroup needs to be told theobjectives and the rules.


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Simulation is a method whereby

an artificial or hypotheticalexperience is created thatengages the learner in anactivity that reflect real-lifeconditions but w/o the risk-

taking consequences of anactual situation.

d l l


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Provides realistic learnerinvolvement in a real-life

situation with consequencesdetermined by variablesinherent in the situation

Effective for teaching higher-level of learning in the

cognitive domain as well aspromoting the attainment ofpsychomotor and affective

skills.


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Role-playing is a method by whichlearners participate in an

unrehearsed dramatization.

Technique to arouse feelings andelicit emotional responses in thelearner.

Used primarily to achievebehavioral objectives in theaffective domain.


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Learning from role-modeling

is called identification andemanates from socialization

theories that explain howpeople acquire newbehaviors and social roles.


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Self-instruction activity is usedto provide or designinstructional activities thatguide the learner in

independently achieving theobjectives of learning.

Goal: To master information and

apply it to practice.


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Elements:

1. An introduction and statement of

purpose2. A list of prerequisite skills

3. A list of behavioral objectives4. A pretest

5. An identification of resources andlearning activities

6. Periodic self-assessments

7. A post-test


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Computer-assistedinstruction (CAI)is an individualized method of

self-study using computers todeliver an educational activity.

Allows learners to proceed at theirown pace with immediate and

continuous feedback on theirprogress as they respond to a

software program.


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Nursing informatics is an area ofspecialization that weds nursing

education and practice withinformation and computer sciences.

Evidence suggests that nurses have

a slightly positive attitude towardcomputers, which will surely

increase as nurses as well as thegeneral public become morefamiliar with this relatively new

technology.


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Distancelearning is a

telecommunicationsapproach to instructionusing video technology totransmit live or tapedmessages directly from the

instructor to the viewer.


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General characteristics of instructional methods

Methods Domain Learnerrole

Teacherrole

Advantages

Limitations

Lecture Cognitive Passive Presentsinfo

Cost-effective

Targetslarge

groups

Not ind.

Groupdiscussio

n

Affective

Cognitive

Active-iflearner

participates

Guides &focusesdiscussion

Stimulatessharingideas &emotions

Shy ordominantmembers

One-to-oneinstruction

Cognitiveaffectivepsychomotor

Acitve Presentsinfo &facilitatesind.Learning

Tailored toind. Needs7 goals

High-levelsof diversity

Labor-intensive

Isolateslearner


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Return demo Psychomotor

Active Individualizesfeedbackto refine

performance

Immediateindividualguidance

Labor-intensiveto viewind.

Performance

Demonstration

cognitive Passive Modelsskill or

behavior

Preview ofexact

skill orbehavior

Sml groupsneeded to

facilitatevisualization

Gaming Cognitive

Affective

Active-if

learnerparticipates

Oversees

pacingReferees

Debriefs

Captures

learnerenthusiasm

Environme

nt toocompetitive for somelearners


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Simulation

Cognitive

Psychomotor

Active Designsenvironment

Facilitatesprocess

Debriefs

Practicereality insafe setting

Labor-intensive

Equipmentcosts

Role-playing

Affective Active Designsformat

Debriefs

Developsunderstandi

ng ofothers

Exaggeration or

underdevelopment ofrole

Role-modeling

Affective

Cognitive

Passive Models skillor behavior

Helps w/socializatio

n to role

Requiresrapport

Self-instructio

n

Cognitive

Psychomotor

Active Designspackage

Givesindividual

feedback

Self-paced

Cost-effective

Consistent

Procrastination

Requiresliteracy


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CAI Cognitive Active Purchasesor designsprogram

Providesindividualfeedback

Immediate&continuousfeedback

Private

Individualized

Costly todesign orpurchase

Must havehardware

Distancelearning

Cognitive Passive Presentsinformation

Answersquestions

Targetslearnerswho are atvaryingdistances

from expert

Lack ofpersonalcontact

Accessibility

traditional methods

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