TEACHING STRATEGIES
in a class of the topic. It may be formal or
Following are various methods
and strategies which a teacher
may adopt to address various
learning needs (Clark: 2008).
"The teacher is the best
audiovisual aids •
to students who influences her
personal and professional
development"
- St. Thomas Aquinas•
TRADITIONAL TEACHING
STRATEGIES
1. Lecturing
Lecture is the most
traditional method associated
with teaching in which the
teacher simply conveys the
knowledge to the students in a
one-way channel of
communication.
Lecturing can be an efficient
means of introducing learners
to new topics. It is used to
integrate and synthesize a large
body of knowledge from several
fields or sources and used to
clarify difficult concepts.
ADVANTAGES OF THE LECTURE
METHOD
● Having a specific
period of time, it
allows uniformity of
knowledge to be
learned for all students their insights or understanding
● It is economical and informal. It allows meter
cost effective since student teacher interaction
only one is entrusted and or student to student
to deliver the topic interaction.
● It helps develop
students’ listening Discussion presupposes
abilities that the learners have already
been introduced to a body of
Disadvantages of the Lecture information on which they can
Method base their discussion. Its
purpose is to give learners an
● Few teachers are good opportunity to apply principles,
lecturers who can concepts, and theories, as well
deliver topics as clarify information and
according to students' concepts.
level of understanding
● By nature, the lecture In a discussion approach, a
method lends itself to topic is announced in advance
the teaching of facts and the class is asked to take
with little emphasis part in the discussion by reading
placed on problem- a certain material or watching a
solving, decision videotape among other
making, analytical activities.
thinking, and transfer
of learning. Advantages of the Discussion
● Not conducive to Method:
meeting students'
individual learning • Helps students learn the
needs since it is limited process of group problem-
only to a single solving
approach of delivering • Supports students ways to
the topic. develop and evaluate their
● Allows limited beliefs 0 and positions
attention span on the • Can foster attitude change
part of the learner. through understanding and
allow students freedom to
2. Discussion assert their opinions of views
hence; application of new
Discussion retains some of knowledge takes place.
the features of lecturing when • Many students like and
the ocher still imparts the prefer this to other methods.
lessons to the students through
interaction. This time she gives Disadvantages of the
them the opportunity to share Discussion Method

• Students use more time to
think and interact
• Effective only in small groups
due to time constraints
• May not be an efficient way
of communicating information
because sharing takes time to
settle specific topics for
discussion
• Useful only if the
participants come prepared
with the needed background
information
3.Question and Answer
Techniques
The teacher initiates the
learning process by asking
students about their insights
and ideas regarding the
subject matter. In this
method, the teacher asks
students what they
understand of the subject
matter to determine what they
have already learned and what
they need to learn.
Questioning is integral to
teaching that is often taken
for granted. Its use places
learners in an active role. It can
be used to assess students'
competencies and baseline
knowledge to find out what a
group already knows about the
subject in order to review its
content.
Questioning can increase
motivation of learners as it
brings about eagerness to learn
answers to questions asked. It
can be used to guide learners'
thought process and direct
them to a certain area of
interest.
There are 7 types of questions,
as follows:
• Factual questions. It
demands simple recall or
retrieval of information.
Example: "What is fetal
monitoring?"
• Probing questions. These are
used when a teacher wants a
learner to further explain an
answer, or dig deeper into the
subject matter.
Example: Reasons why fetal
monitoring is done during labor.
• Multiple choice questions.
These can be oral or written.
They usually test recall and can
be used to begin a discussion.
Example: "What are the most
to least indicators of fetal
distress requiring close
monitoring?"
• Open-ended questions.
These encompass all questions
that require learners to
construct an answer.
Example: When should fetal
monitoring be used?
• Discussion-stimulating
questions. These are
questions which help the
discussion move along for a
clearer or better view of the
subject matter.
Example: What would be the
effect of fetal monitoring to
both the mother and the fetus?
• Questions that guide
problem-solving. The teacher
needs to phrase and sequence
questions carefully in order to
guide learners in the problem-
solving thinking process.
Example: What other options do
we have to assess fetal status
aside from fetal monitoring?
• Rhetorical questions. It is
sometimes appropriate to ask
questions for which one expects
no answers at the time. Such
questions can be used to
stimulate thinking in the class
and may guide learners asking
their own questions while
studying a topic. What is used
as a rhetorical question in one
session may become a source
of discussion in a later session.
Example: In what way will fetal
monitoring promote safe labor
and/or predict complications of
labor?
It is important to note that the
teacher should give some time
for the learner to respond to a
certain question. Unexpected
answers should not be rejected
but rather processed by the
teacher until the learners have
realized the acceptable answer.
4.Use of Audiovisual Aids
Using audiovisuals is a
traditional method that can
reinforce teaching and
learning. It is used as a
supplement to a lecture, as a
prelude to discussion, or a
part of questioning strategy
(Clark: 2008).
When used appropriately,
audiovisuals can greatly
enhance teaching and add to
students' interest and facilitate
understanding of the subject
matter in the classroom.
When not used
appropriately, audiovisuals
simply become time fillers and
entertainers which make
learning insufficient or difficult.
Types of traditional
audiovisuals include:
• Handouts or printed
materials used to help
communicate facts, figures and
concepts
• Chalkboards or
whiteboards are universally
used in education and allow
spontaneity in classroom
discussion
• Overhead transparency is a
sheet of acetate placed on
overhead projector that
enlarges and projects the image
onto a screen
• Powerpoint slides are used
to show words, concepts for
discussion, pictures or project
diagrams and charts
• Videotapes are used to find
meaning in case scenarios,
biographic, clinical procedures,
or situations which the
students need to reflect on to
determine their relevance and
implications.
ACTIVITY-BASED TEACHING
STRATEGIES
1. Cooperative Learning
In cooperative learning,
students from one class are
arranged into small groups to
facilitate the learning process.
It is based on the premise
that learners help each other
work and think together and are
responsible not only for their
own learning but also for the
learning of other group
members (Bradshaw and
Lowenstein: 2007).
Cooperative learning
involves structuring small
groups of learners who work
together toward shared
learning goals. This may be
done through brainstorming
activities, demonstrations and
return demonstrations and
group projects (Emerson:2007).
The following strategies are
examples of cooperative
learning. These reading
strategies are considered to be
very effective particularly in
learning concepts in nursing.
• Jigsaw
• Think-Pain-Share
• Numbered-Heads Together
• Talking Chips
• Murder Script
Advantages of Cooperative
Learning
• Group members learn to
function as part of a team.
• Teaches or enhances social
skills.
• Inculcates the spirit of team-
building.
Disadvantages of Cooperative
Learning
• Students who are fast
learners may lag behind.
• Learning gap may exist
between the fast and slow
learners.
2. Writing to Learn
This actively influences
students' dispositions toward
thinking and takes active
participation in learning.
Writing serves as a stimulus of
critical thinking by immersing
students in the subject matter
for cognitive utilization of
knowledge and effective
internalization of values and
beliefs.
These activities include
journal writing, journal papers,
creative writing assignment,
research articles, paper
critique, etc (Keating: 2006).
“'There is in nursing a power to
create in a patient so strong a
desire to live that may become
the one factor which decides
the issue in the patient's
struggle with. disease. The
creative power of good nursing
is vividly manifested to one who
looks for it."
-Mary Beard
3. Concept-mapping
Concept mapping lends visual
assistance to students when
asked to demonstrate their
thinking in a graphic manner to
show interconnectedness of
concepts or ideas. This helps
students see their own thinking
and reasoning of a topic to
depict relationships among
factors, causes and effects.
Students become more adept at
creating and examining a map
for connections and using
information (De Young: 2003).
4. Debate
Debate is a strategy that
fosters critical thinking which
requires in-depth recall of
topics for supporting evidence
and for developing one's
position in a controversial issue
(Keating: 2006).
It encourages analytical skills,
recognizes complex issues or
concerns, permits students to
consider alternative options
with freedom to change one's
mind based on the
information, and enhances
communication skills and
listening skills.
5. Simulations
Simulations are practical
exercises for the students
representing controlled
manipulation of reality. These
are exercises which learners
engage in to know the real
world without the risks of harm
or injury and make learning
enjoyable. This includes the use
of models of the human body or
clinical situations which
symbolizes reality.
Simulations are intended to
help learners in decision-making
and problem-solving, develop
human interaction abilities and
learn
psychomotor skills in a safe and
controlled setting. They can be
used to achieve various
learning objectives.
Simulations are used to
evaluate students' learning and
competence.
There are four types of
simulation techniques:
• Simulation exercise. A
controlled representation of a
piece of reality that learners can
manipulate to better
understand the real situation.
• Simulation game. A game
that represents real-life
situations in which learners
compete according to a set of
rules in order to win or achieve
an objective.
• Role-playing. A form of
drama in which learners
spontaneously act out roles
through interaction involving
problems or challenges in
human relations
• Case study. An analysis of an
incident or situation in which C
characters and relationships
are described, factual or
hypothetical, events transpired
and problems that need to be
resolved or solved.
6. Problem-based Learning
Problem-based learning is an
approach to learning that
involves confronting students
with real life problems which
they are meant to solve on their
own. It provides stimulus for
critical thinking and self-taught
content. It is based on the
premise that students working
together in small groups, will
analyze a case, identify their
own needs for information and
solve problems (Clark: 2008).
Table 2. Differences Between
Problem-based Learning: and
Simulation
PLEASE KO INSERT SA TABLE
7. Self-learning Modules
Self-learning modules are
completely doing away with
traditional instruction. The
student is provided with the
materials needed for the
learning process without the
intervention of the teacher.
They are also called self-
directed learning modules, self-
paced learning modules, self-
learning packets, and individual
learningcorm
activity packages.
Self-learning modules are
done in a unit of nursing or
instruction with a relatively low
student-to-teacher ratio, in
which a single topic or a small
section of a broad topic is
studied for a given period of
time.
Components of a self-learning
module consist of:
• introduction and instructions
• behavioral objectives
• pretest
• learning activities
• self-evaluations, and
• posttest.
COMPUTER TEACHING
STRATEGIES
Computer teaching strategies
are used to communicate
information to students and
nurses in a time-saving way and
to teach critical thinking and
problem-solving processes.
These provide simulations of
reality, educate from a distance
where
students can study without
going to the school. They can
provide instant feedback, which
is effective in learning. They can
also individualize learning to an
extraordinary degree and time
efficiently and effective.
However, they may deprive
students and teachers to
interact and discuss topics face-
to-face (Bradshaw and
Lowenstein: 2007).
a. Computer Assisted
Instructions
Computer-based instruction
(CBI) refers to virtually any kind
of computer used in
educational settings including
the following (Wikipedia):
• drill and practice
• tutorials, simulations
• instructional management
• supplementary exercises
• programming
• database development 101
• writing using word
processors
• other applications
These terms refer either to
stand-alone computer learning
activities or to computer
activities which reinforce
material introduced and taught
by teachers.
Computer-assisted instruction
(CAI) is a narrower term and
most often refers to:
• drill-and-practice
• tutorial
• simulation activities offered
either by themselves or as
supplements to traditional,
teacher directed instruction
b. Internet
The internet is a worldwide
and publicly accessible series of
interconnected computer
networks that transmit data
by packet switching using the
standard Internet Protocol (IP).
It is a "network of networks"
that consists of millions of
smaller domestic, academic,
business and government
networks which together carry
various information and
services, such as electronic mail,
online chat, file transfer, and
the interlinked web pages and
other resources of the World
Wide Web (www) (Wikipedia).
c. Virtual Reality
Virtual reality is a technology
which allows the user to
interact with a computer-
simulated environment, real
or imagined. Most current
virtual reality environments are
primarily visual experiences,
displayed either on a
computer screen or through
special or stereoscopic displays.
Some simulations include
additional sensory information
such as sound through speakers
or headphones.
Simulated environment can
be similar to the real world, for
example, simulations for pilot
or combat training, or it can
differ significantly from reality
as in virtual reality (VR) games.
In practice, it is currently very
difficult to create a high-
fidelity virtual reality
experience, due largely to
technical limitations on
processing power, rage
resolution and communication
bandwidth. However, those
limitations are expected to
eventually be overcome as
processor imaging and data
communication technologies
become more powerful learning
and cost-effective over time.
Virtual reality is often used
to describe a wide variety of
applications, commonly
associated with its immersive,
highly visual and 3D
environments. The
development of software,
graphics hardware
acceleration, head mounted
displays, data base gloves and
miniaturization have helped
popularize the notion
(Wikipedia).
DISTANCE LEARNING
This method includes computer
learning and other ways of
giving instructions to students
without the usual classroom
setting, packet such as
teleconferencing or use of
telephone techniques. It
encompasses correspondence
courses and courses delivered
by satellite, television and
broadcasting, or telephone
lines. It involves various two-
way audio and video
technology (Bradshaw and
Lowenstein:2007).
Advantages in Distance
Learning
• People from the rural areas
or those who are homebound
can have greater access to
information and even
educational
• A larger variety of courses are
accessible
• Ability to learn on one's own
time frame, the self-directed
nature of the learning
experience and the opportunity
to learn more about technology
Disadvantages in Distance
Learning
•There is a lack of face-to-face
contact or non-interactive
process with the teacher.
• Technology problems which
may be similar to systems
shutting down and being
inaccessible
• Some may not learn well
with less structured educational
experience
• Others may struggle to use
the technology while learning
the content at the same time
CLINICAL TEACHING
To improve and maintain a
high standard of clinical
instruction the teacher in
nursing should show academic
excellence and clinical
expertise, as well as concern
and commitment to the nursing
profession. The future of
nursing students rests on the
qualifications and competence
of the nursing instructors
(Emerson:
2007).
In developing a plan for
clinical teaching, the learner's
needs must be considered prior
to the formulation of course
objectives and before the
specific classroom content is
developed. Knowing the needs
of students gives direction for
the teacher to develop a plan
for teaching. However, after the
formulation of the program,
course, and unit objectives, the
instructor must again evaluate
student learning needs, hence,
the educator should do the
following (De Young: 2003):
1. Assess learning needs of
students by pre-testing for
incoming knowledge,
2. Develop learning experiences
based on desired results,
3.. Implement teaching
strategies to meet learning
needs, and
4. Post-test students for
outcome knowledge
In planning for clinical teaching,
the teacher should take the
following steps into
consideration:
1. Diagnose student's needs,
interests and abilities. This
requires the necessity of
discovering the needs, interests
and capabilities of students
regarding the subject matter.
2. Set objectives and select
content. It involves selecting
learning materials appropriate
to the needs and interest of
students and what they are
expected to accomplish.
3. Prepare areas for learning
and select appropriate
teaching strategies. Once
objectives have been
established, the teacher has to
decide which clinical area and
techniques will help students
achieve goals.
4. Plan instructional units and
make lesson plans. This involves
organizing information about
individual students' objectives,
materials, and techniques into
resource units that can serve as
reference for the teacher as she
does her work from day to day.
5. Motivate students in guided
learning activities. This involves
techniques or ways by which
students may develop interest
and desire to learn and
planning interesting activities
to achieve desired objectives
using appropriate techniques.
6. Tasks that relate to plans
focus on measuring,
evaluating, grading and
reporting student's
performance and progress. This
involves development of plans
for testing and making
judgments about students'
performance. Actual evaluation
should be part of each task as a
built-in mechanism to help
modify previously prepared
plans.
7. Put up plans for follow-up.
Lessons on materials that
students have not learned well
as shown by the results of the
evaluation should be followed
up and monitored.
Clinical practice provides a
supplemental role to the
knowledge learned or taught in
the classroom. In clinical
practicum, students learn to
apply theory and skills
conceptualized in the classroom
and laboratory to real life
situations, such as the
following:
1. Related Learning Experience
(RLE) or Laboratory
RLE is an acronym for
Related Learning Experience.
This requires learning by doing.
Teachers guide students in
acquiring knowledge and
learning nursing skills. The
teacher also guides students in
the formulation of nursing care
plans and expectations upon
completion of the activity.
Related learning experiences
take place in the laboratory,
hospital, community,field
practice,industry,
schools, health care agencies,
government and
nongovernment organizations,
among others.
2. Models of Clinical Teaching
a. Traditional Model.
The oldest and common
model of clinical teaching. The
clinical instructor has the
primary responsibility for
instruction, supervision, and
evaluation for a small group of
nursing students, usually eight
to ten (8-10) students, and is
on-site during the clinical
experience. The teacher selects
clinical activities that best meet
the students' needs and are
consistent with course goals
and objectives (Emerson: 2007).
The clinical instructor has
maximal control of both
learning and evaluation. The
instructor presents both
concepts and skills exactly as
desired based on clinical focus
and resource units of concepts
taken in the classroom. They
guide students' thinking and
acting, assuring accuracy and
thoroughness. In a
sense,students are learning
what they need to know, at the
level they need to know it.
Because of direct instruction
and supervision, when time
comes for evaluation, the
faculty theoretically has the
needed information to provide
the best feedback for students.
b. Faculty-directed
Independent Experience
Model.
Faculty directed independent
experience model is used in
community-based settings and
to minimize the number of
students requiring direct faculty
supervision in acute or varied
settings. This is situated in a
large geographic area and the
faculty are miles away from
their students, although
remaining accessible through
cell phones, and making
periodic visits to observe and
interact with their students
(Stokes and Kost: 2005).
Examples of these are: school
nursing, clinic, out-patient,
ambulatory care centers, day
care centers, orphanages,
health care agencies, among
others.
c. Collaborative Model
Collaborative models of
clinical teaching address the
fiscal issue concerning cost
associated with clinical
instruction when student-
faculty ratio is very high. This
endeavors to provide
excellent role models of
expert nursing practice. Hospital
staff and clinical faculty share
the teaching role. Staff
nurses also assume the
collaborative and preceptor
role, hence, the staff nurse is
expected to be knowledgeable
about the nursing program and
its curriculum, concepts to be
learned, procedures to be
taught, teaching-learning
strategies to be shared,
methods of evaluation and the
theoretical foundations for
clinical nursing education.
Following are Three Ways of
Collaborative Teaching:
• Clinical teaching associate
(CTA) model. Staff nurses
work with the clinical faculty by
taking on certain functions with
a predetermined number of
students. They provide students
supervision while Cri freeing
the clinical faculty to fulfill
other role obligations (Stokes
and Kost: 2005).
• Clinical teaching partner
(CTP) model. A hospital-based
clinical nurse specialist (CNS)
and an academic faculty
number share in the
management of a group of
students in the clinical setting.
The CNS holds an adjunct
faculty appointment with the
academic institution who
should comply with clinical
policies and procedures(Shah
and Pennypacker: 1992).
• Clinical educator/ Paired
model. This approach uses staff
nurses but differs in the ratio of
students to educators.
Student/clinical educator pairs
are created. Faculty may use
this model on a 1- to 20-
students per day basis with a
selected number of students;
thus, freeing up time that can
be used to
work with other non-paired
students(Stokes and
Kost:2005). On the other
hand, one faculty
member may work with 8 to10
pairs for a fullw:
academic term. Faculty
responsibility is to integraten;
theory and clinical practice,
cultivate deliberateno reflection
on practice problems and
decision making and evaluate
students' progress in meeting
defined goals (Roche: 2002).
d. Preceptor Model
An expert nurse in the clinical
setting works with the student
on a one-on-one basis.
Preceptors are staff nurses and
other nurses employed by the
clinical agency who can provide
onsite clinical instructions for
assigned students. The
preceptor guides and supports
learners and serves as a role
model.
Criteria for Choice of a Clinical
Teaching Model
1. Educational philosophy of the
nursing program
2. Philosophy of the faculty
about clinical teaching
3. Goals and intended outcomes
of the clinical course and
activities
4. Level of nursing students
5. Type of clinical setting
6. Availability of preceptors,
expert nurses, and other people
in the practice setting to provide
clinical instruction
7. Willingness of the clinical
agency personnel and partners
to participate in teaching
students and in other
educational activities
TEACHING PSYCHOMOTOR
SKILLS
Teaching psychomotor skills
is another aspect of teaching
which, in the nursing
environment, is vital
considering the hands-on
nature of the nursing practice.
This is action-oriented and
requires neuromuscular
coordination. It promotes
patient healing and/or comfort
(Gaberson and Oerman: 2007).
Following are vital
considerations in teaching
psychomotor skills. This must
be:
• Appropriate for the objective
of the course
• Adapted to the capacity of
students
• According to sound
psychological principles,
motivation and interest of the
students
• Appropriate to the teacher's
personality and capitalize on
her special assets
• Creative and stimulates
students interest to learn
OTHER TEACHING STRATEGIES
1. Peer review assignments.
Posting assignments via email,
bulletin board, etc. Peer
review assignments encourage
students' feedback on each
other's performance.
2. Informal socializing. Assisting
students having difficulty to
learn through social
communication or informal
discussion
of topics with the group.
3. Student presentations.
Develop students'
understanding of materials and
actively engage them in
learning process
through reporting, simulations,
role playing, among others.
4. Structure seminar. A more
formal example of a public
tutorial which requires strict
structured program for
interaction and tight linkaging
to modules on specific topics for
discussion.
5. Public tutorial. Allows
students to interact with the
staff and other students outside
the classrooms.
6. Reflective Journals. Allows
students to give their insights
and perspectives on current
issues and share these with
others.
7. Peer learning groups. Allows
students to help one another
with assignments, problem-
solving and projects through
discussion and sharing of
knowledge and experiences.
8. Role playing. Students
assume roles to solve problems
or issues. This can be used to
apply and test knowledge in
simulated situations.
9. Previous discussions. Provide
a basis for recall and insights on
the topics discussed or
experienced. This also provides
examples of teacher
expectations to students.
10. Special interest groups.
Self-selecting groups who
choose to meet to discuss issues
which interest them.
CLASSROOM MANAGEMENT
Classroom management
refers to the operation and
control of classroom activities,
the mechanical aspects of
handling classes such as
classroom policies and
regulations for seating
arrangement,
attendance, handling
instructional materials and
equipment and aiding of
discipline during the class
period. The teacher who can
manage the classroom well
provides students with
opportunities for mental growth
and development (Gregorio:
1981).
Principles of Classroom
Management
The teacher, in order to manage
the classroom well, must be
able to do the following:
1. Design classroom activities
appropriate to the course
content or subject matter.
2. Orientation of students on
the first day of class regarding
the internal policies on
punctuality, behavior, course
requirements and criteria for
grading and evaluation.
3. Compliance with
administrative policies on
handling of teaching rough aids
or materials and equipment.
4. Adequate student-teacher 9. Demonstrates students'
interaction to arouse desired behavior, which she 2. Activity-Based Teaching
enthusiasm. wants her students to imitate. Strategies

5. More positive and 10. Develops a sense of A. Cooperative Learning

optimistic in dealing with familiarization in order that B. Simulations
students particularly in citing everyone in the class has a C. Problem-based Learning
practical examples of learning feeling of belongingness in D. Self-learning Modules
principles. sharing the same values and
goals. 3. Computer Teaching
6. Sanctions for misbehavior Strategies
should be more constructive
rather than destructive. A. Computer Assisted
MEMORY AID Instructions
7. Come to class or to the B. Internet
clinical area on time and I. Remember the Following
prepared with resource unit or Concepts
clinical focus so students are
properly guided and directed. 1. Traditional Teaching
Strategies
8. Presents the- learning
expectations or the do's and A. Lecturing
don'ts of learning. B. Discussion
C. Questioning
D. Audiovisual use