Teaching

Strategies and
Methodologies for
Teaching and
Learning

Traditional Teaching
Strategies

LECTURING

- means of conveying facts,

information and ideas that could not
be readily obtained else where.

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

Advantages of the Lecture Method:

1.Itiseconomical
2.It supplements a textbook
by enhancing a topic and
making it come to

3. Helps student develop

their learning abilities

Disadvantages of Lecture Method

1.Places little emphasis on problem

solving, decision making, analytical
thinking, ortransfer of learning
2.Not conducive to meeting students
individual learning needs.
3. Brings with it the problem of limited
attention span on the part of
learners.

ADVANTAGES
1.

It is economical.

2.It supplements a text

book by enhancing a
topic and making it
come to life.

3.Helps student
develop their
learning abilities.

DISADVANTAGES

1. Places little emphasis

on problem solving,
decision making,
analytical thinking
ortransfer of learning.
2. Not conducive to
meeting
students individual
learning
needs.
3. Brings with it the
problem of limited
attention span on the
part of learners.

Lecture Frameworks

1. Hierarchical or classical
format most commonly
used form; information is
grouped, divided and
subdivided in typical outline
form.

 it is the simplest lecture

framework and is very easy
forlearners to follow. It is
most appropriate for teaching
of facts and for introducing
difficult material

Lecture 2: Memory Processes

Outline

Levels of processing (LOP)

Forgetting
- trace Decay
- Interference
- Repression
Recall and Recognition
-generate/recognize models
-encoding specificity principles
-Multiple Route Models

By the end of the lecture you should

have learned:
Why the LOP approach to memory
was so influential- its weaknesses
and its legacy
Key theoretical accounts of how and
why we forget
Key theoretical accounts of retrieval
processes

2.Problem centered format

A problem is posed, and various
hypotheses and solutions are
developed. It is not advisable to
used for complex problems as
hypotheses and solutions may
overlap.

3.Comparative frameworkused when

the objective is to differentiate between
two entities
4.Thesis format involves the
lecturertaking a position on an issue or a
particular viewpoint on a subject and then
supporting or justifying that viewpoint or
position with evidence or logic.

Steps to Present an Organized Lecture:

1.Explainthe structureofthe
lecture verbally at the start of
the class.
2.Showthe outline ona
transparency, slide, or
handout.

3.Continue stressing the points in

the structure as the lecture
unfolds through using advance
organizers. These are statements
that form abridge between what
has been already discussed and
those to come.
4. Summarize the structure and
main points at the end of the
lecture.

Characteristics of Disorganized Lecture

1.Structure or outline is not obvious to the
listener. No apparent rationale for sequence of
topics.
2. Nomentionofthe objectivesordesired
learning outcomes of the lecture.
3. Lecturermentionsthesame topicat different
times for no apparent purpose other than failing
to complete a thought atone time.

4.No advance organizers before

new concepts are introduced.
5. Lack of smooth transition
between sections of the lecture.
6. No summary or synthesis at the
end.

Delivering the Lecture

1.Controlling your anxiety

through visualization
(visualizing yourself as you
want to appear to
youraudience) which
increases your self-concept
and confidence.

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.

3.Voice QualityLearn how to

project your voice with a few
pointers from a speech
teacher and with some
practice.
Bewareoflecturinginamono
tone.Vary the pitch and
volume of your voice as you

4.Body Language it adds a dramatic

quality to your lecture. Do not stand
glued to one spot but rather, move
occasionally. Use yourhands for
emphasis. Be aware of your annoying
mannerisms (if there is/are). Maintain
eye contact with the class. Move
your eyes around the class at times.

5.Speed of DeliveryIf its too

slow, it can induce boredom
and if its too fast, it can
result to writers cramp for
students as they struggle to
take notes and to understand
what is being said.

 6.Getting Off on the Right

FootAvoid just walking into
the class and immediately
launching into the lecture.
Have a casual conversation.
Start class with attention
getters.

7. Clarifying during the LectureGive

examples and analogies rather than repetition.
8.Facilitating Retrieval from MemoryUsing
these techniques:
Repetitionhelps in fixing information in
memory and make it more likely to be
retrieved at a later time.
Elaboration
Imagerybrain encodes in the form of either
words or mental pictures.

lecture Variations:
Traditional

oral essay
Participatory lecture
Lecture with completed
handouts
Feedback lecture
Mediated lecture

DISCUSSION
-

-a talk between two or more people

about a subject, usually to exchange
ideas or reach a conclusion, or talk of
this kind.

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?

Purposes and Advantages of

Discussion:
1.Givelearnersanopportunitytoapply principles,
concepts, and theories.
2.Clarification ofinformation and concepts.
3.Students can learn theprocess ofgroup problem
solving.
4.Help participantsdevelop and evaluate
theirbeliefs and positions.
5.Attitudes can be changed throughdiscussion.
6.Many students likeit.

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.

6.Encourage quiet group members.

7. Do not allow monopolies.
8. Direct the discussion among group
members.
9. Keep the discussion on track.
10. Clarify when confusion reigns.
11. Tolerate some silence.
12. Summarize when appropriate.

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.

2.Lower-order or higher-order questions:

Lower-order questions:
-those that require learners to recall
information they read or memorized.
Higher-order questions
- require more than recall
- the learner would have to be able to
comprehend or think critically about the
information.

3.Blooms Taxonomy composed of

questions that elicit thinking at the
levels of knowledge, comprehension,
application, analysis, synthesis and
evaluation

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

a. Extension Probes- ask learners to elaborate on a response

b. Clarification Probes-used when learners responses are unclear
c. Justification Probes- ask learners to justify their responses
d. Prompting Probes- help a responder who is unsure of an answer
or gives an incorrect answer
e. Redirection Probes- elicit a variety of responses from the group
of learners

3.Multiple-choice questions- such questions

can be oral as well as written, used to test recall
or start a discussion
4.Open-ended questions- encompass all
questions that require learners to construct an
answer.
5.Discussion-stimulating questions
6.Questions that guide problem solvingguide learners through problem-solving thinking.
7.Rhetorical 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.

Stimulating Learners to Ask

Questions:
1.Guide students thinking along a path that
will lead to the development of questions
and hypotheses about a subject.
2.Monitor behavior to ensure that youre not
unknowingly discouraging questions.
3.Praise and thank students for asking. Ask
them if youve answered their question.
When responding to the question, talk to
the class, not only to the questioner.

AUDIOVISUALS
-addressallthree modes of learning:
cognitive,affective, and
psychomotor. Examples include:
pictures and charts, overhead
transparencies, Powerpoint
presentation slides, and DVDs.

Factors Affecting Selection of Media:

1.Learningobjectives
2.Availability ofboth materials and
technical assistance
3.Level, number and ability of learners

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.

Guidelines for Preparing Quality

Handouts:
1.Includekeypointsandminimizeunnecessary
detail.
2.Format text withheadings, paragraphs, or bullets.
3.Use font size of 12 to14 for hard copy and online
use, powerpoint slides from 33 to
44.4.Includediagramorgraphics.
5.Addtovisualappealwith colors,borders orvaried
fonts.
6.Edit carefully.
7.Include appropriate references.

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.

-can be used at learners own pace. The

learner can replay and freeze frames
according to his or her needs.
- disadvantages include: (1) only oneway communication occurs; (2) fairly
fragile and; (3) can break or get
erased

3.Digital Video/Versatile Discs

(DVDs)
-smaller, more portable,more
durableand easier to store than
videotapes
-can include closedcaptioning and can
accommodate embedded Web links
-can be played on desktoporlaptop
computers with a DVD drive or on
televisions with a DVD player

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