Traditional Teaching Strategies

Types of Lectures
1. Traditional Oral Essay
 The teacher is the orator and only speaker
 Expositions done on topic – inspirational or informative
2. Participatory Lecture
 Begins from brainstorming from what students read.
3. Lecture with uncompleted handouts
 Resembles traditional oral essay but with handouts (blank spaces)
4. Feedback Lecture
 Consists of mini – lectures interspaced with 10 minutes small group
discussion
5. Mediated Lecture
 Uses media such as films, slides or web based images + traditional
lecture
Purpose of Lectures
1. Efficient means of introducing learners to new topic and sets the stage of
learning
2. Stimulates learner’s interest
3. Helps to integrate and synthesize a large body of knowledge
4. For clarification of difficult parts (renal function, acid-base balances)
5. To advance knowledge when textbooks are not available
Advantage of Lectures
1. It is economical. Great deal of information – shared.
2. Supplies and textbooks become true to life  ‘theater’
3. Teacher serves as model  students see a ‘creative mind at work’
4. Helps students develop their listening abilities
Disadvantage of Lectures
1. Puts learners in the PASSIVE ROLE
2. Focuses on the TEACHING OF FACTS with little focus on Problem Solving,
Decision Making, analytical thinking or transfer of learning  results in
SURFACE learning
3. Student’s have little attention time span (15 minutes)
Organizing Lectures
1. Take time to plan for the objective of a lecture
2. Make an outline
Delivering the Lectures
1. Plan your delivery
2. Rehearse
3. Consciously think of the delivery  to maximize effectiveness
Discussion
Types of Discussion
1. Formal Discussions
 Announced topic
 Reading, watching movie – done in advance
2. Informal Discussions
 Spontaneous
Purpose and Advantages of Discussion
1. Learns problem solving method (groups)
2. Clarifies information & concepts
3. Assists to evaluate beliefs / positions (professional, societal or ethical issues) 
change in attitudes & values
Disadvantages of Discussion
1. Takes a lot of time
2. One person/few participants (monopolies)
3. Gathering of uninformed opinions
Discussion Techniques
1. Make expectations clear.
Students know exactly what they have to do for discussion’
Ex. Chapter to read, watch a video.
2. Set ground rules.
Limitations (e.g. time, no. of speakers, interruptions during speech)
3. Arrange physical space.
Circle sitting arrangement
Discussion Techniques
4. Plan a discussion starter.
o Ask participants to come up with opening questions
o Study questions – handed out prior to meeting
5. Facilitate, do not discuss.
o Refrain from talking. Watch group progress. Keep everyone engage in
discussions.
6. Encourage quiet members to participate.
o Make eye contact and smile.
o Give direct, simple questions: “Mary, what do you think?”
Discussion Techniques
7. Don’t allow monopolies.
o Eye contact.
o Be blunt when needed.. “We’ve been hearing a lot from Sarah. Now,
let us hear of the rest of you think.”
8. Direct the discussion among group members.
o Leaders facilitate.
9. Keep the discussion on track.
o “We seem to have strayed a little from our topic. Let’s pick up on the
last topic that a lot was talking about.”
Discussion Techniques
10. Clarify when confusion reigns.
o Recording may help the group.
o Let them learn the act of clear self-expression.
11. Tolerate some silence. Silence gives everyone a chance to think.
12. Summarize when appropriate.
Questioning
1. Can be a teaching strategy
2. Ask questions  higher order thinking
Functions of Questions
1. Places the learners in an active role
2. Assesses baseline knowledge
3. Helps review content
4. Motivates students
5. Guides learner’s thought process
Levels of Questioning
I. According to Wink Classification

1. Convergent Questions
o specific, usually short & expected answers
o Purpose: recall and integrate information
Levels of Questioning
I. According to Wink Classification

2. Divergent Questions
o Generates new ideas
o draws implications
o formulates a new perspective
Levels of Questioning
II. According to Barden (1995)

1. Lower – order questions

o Recall information, read or memorize
2. Higher – order questions
o Requires more than recall
o Requires comprehension and critical thinking
Types of Questioning
1. Factual Questions
o Requires simple recall questions
o Assess learner’s understanding
Types of Questioning
2. Probing Questions
o Seeks further explanation.
o Ex. “Can you explain that?”

Types of Probing
a. Extension probes
b. Clarification probes
c. Justification probes
d. Prompting probes
e. Redirection probes
Types of Questioning
3. Multiple Choice Question Tests

4. Open – Ended Question

o All questions that request learners to construct an answer
Types of Questioning
5. Discussion Stimulating Questions
o Uses various questions to promote the topic.
o Ex. “Do you agree with the CPD units imposed before renewing PRC
license?”
6. Questions that guide problem solving
o Guides learners through problem solving thinking
o Ex. “What information do you need to have before we can solve this
problem?”
7. Rhetorical Questions
o Stimulates thinking Guides learners into asking some of their own
questions
Questioning Techniques
• Students who perceive their teacher as supportive are more likely to ask question
than those who believe their teacher to be unsupportive. (Schell, 1998)
1. Prepare some questions ahead of time
- Match with objectives
2. State questions clearly and specifically
- “Can you give me examples of anticoagulants?”
3. Tolerate some silence.
Questioning Techniques
4. Listen carefully to responses. Don’t interrupt.
5. Use the “beam, focus, build” technique (Wigle, 1999)
o Beam – send question to the whole class
o Focus – call one student at a time
o Build – redirect the question to other students
6. Provide feedback
o Allow a few seconds of silence and ask, “Can anyone add to the answer?”
7. Handle wrong answers carefully.
o “I am sorry Edward but it’s not quite it.”
o “Yvette, you are correct in saying that , but that is not the best way to
go.”
Stimulate Learners to Ask Questions
o Learners should be rewarded for asking good questions.
o Thinking is driven not by answers by good questioning.

How to engage?
o Thank or praise the student for asking questions.
o Talk to the whole class not only the questioner. This keeps the whole class / group
involved.
Using Visual Aids
Can enhance teaching
Can add interest to the classrooms
Factors to Consider: Selecting Media
1. Learning objectives
2. Availability of materials / technical
3. Level, ability & number of students
Types of Traditional Audio Visuals
1. Hand outs
 Printed materials – communicate facts, figures, concepts
 Saves a lot of time for information

2. Chalkboards / Whiteboards
 Useful for mathematical problems
Types of Traditional Audio Visuals
3. Overhead Transparencies (OHP)
 Saves time, helps organize and illustrates content
 Costly

4. Slides
 Used to show pictures, project diagrams, charts and word
concepts
Advantage of Slides
o Affordable
o Easy to store
o Easy to update / recognize
Types of Traditional Audio Visuals
5. Video Tapes
 In – house filming, video clips
 Used during: 1) role playing 2) communication 3) counselling skills

Advantages of videotapes
 Provides personal touch
 Standardized exposure – in spite of distance
 Used at learner’s own pacing
Disadvantage of Videotapes
 Costly
 Communication is one way – learner’s become passive

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