Teaching

Strategies N C M 1 0 2 / N : H E A LT H
E D U C AT I O N

PRESENTED BY
Group 2
Hello
classmates!
We are Group
2!
 Introduction
Start inspired with thousands of
templates, collaborate with ease, and
engage your audience with a
memorable Canva Presentation.

Apply page animations and transitions

to your Canva Presentation to
emphasize ideas and make them even
more memorable.
 Goals

OUR FIRST GOAL OUR SECOND GOAL

TO understand teaching To learn different types of

strategies teaching strategies
 LECTURING
Traditional
Lecture it is the most
Teaching traditional method associated
Strategies with teaching in which the
teacher simply conveys the
knowledge to the students in
a one-way channel of
communication.
 Having a specific period of time, it
allows uniformity of knowledge to be
learned for all students in a class.
ADVANTAGE
It is economical and cost-effective
since only one is entrusted to deliver
the topic

It helps develop students’ listening

abilities.
 DISADVANTAGES

•Few teachers are good lecturers who can deliver topics

according to students’ level of understanding.

•Allows limited attention span on the part of the learner.

 DISCUSSIONS
A discussion is a form of teaching that allows students to
share their insights and understanding of a topic, allowing
for greater student-teacher interaction and student-to-student
interaction.

In a discussion approach, a topic is announced in advance

and the class is asked to take part in the discussion by
reading a certain material or watching a videotape among
other activities.
 ADVANTAGES

• Helps students learn the process of group problem

solving.
• Supports students' ways to develop and evaluate
their beliefs and positions.
• Many students like and prefer this to other
methods.
 DISADVANTAGES
• Students use more time to think and interact.
• Effective only in small groups.
• May not be an efficient way of communicating
informative because sharing takes time to settle specific
topics for discussion.
• Useful only if the participants come prepared with the
needed background information.
Question The teacher initiates the learning process by asking
students about their insights and ideas regarding the
and subject matter. In this method, the teacher asks

Answer students what they understand of the subject to

determine what they have already learned and what
they need to learn.
1. Factual Questions. It demands simple recall or retrieval of
information from observed events.
2. Probing Questions. These are used when a teacher wants a
learner to further explain an answer, or dig deeper into the
subject matter.
3. Multiple choice questions. These can be oral or written. They 7 types of
usually test the recall of learners and can be used to begin a
discussion. Question
4. Open-ended questions. These encompass all questions that
require learners to construct an answer.
5. Discussion-stimulating questions. These are questions that
help the discussion move along for a clearer or better view of
the subject matter.
6. Problem-solving questions. The teacher needs to phrase and
sequence questions carefully in order to guide learners in the
problem-solving thinking process.
7. Rhetorical questions. Asking questions without answers can
stimulate thinking and guide learners to ask their own questions
while studying a topic.
Audiovisual is used as supplement to a
lecture, as a prelude to discussion, or a
part of questioning strategy.

When used appropriately, audiovisuals

can greatly enhance teaching and add to
Audiovisual Aid
students' interest and stimulates
understanding of the subject matter in the
classroom.

When not used appropriately, audiovisuals

simply become time fillers and
entertainment which make learning
insufficient or difficult.
 Types of traditional Visual Aids.
1. Handouts or printed materials used to help communicate facts, figures, and
concepts.
2. Chalkboards or whiteboards are universally used in education and allow
spontaneity in classroom discussions.
3. Overhead transparency is a sheet of acetate placed on an overhead projector that
enlarges and projects the image onto a screen.
4.PowerPoint slides are used to show words, and concepts, for discussion, pictures,
or project diagrams and charts.
5. 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 This following methods involved
teaching actively in our minds that includes
strategies experience that acquire an
opportunity to relate and
understand all the concepts, lessons
and activities with an actual
observations.
 Cooperative Learning

in this method the students in class are arranged into small groups
to facilitate the learning process where the educator give a tasks
that include the needs of brainstorming and cooperation from all
the members in the groups to work together during class activities.
Ex: reporting, group quiz
Somehow, in this method it also have advantages and
disadvantages
 ADVANTAGES

• Group members learn to cooperate and function

well as part of a team.
• Teachers can enhance their social skills
• and represent the spirit of team-building.
 DISADVANTAGES

• Students who are fast learner may be lag

because of the reason that it always needs an
opinion from all the members
• learning gap between fast and slow learners
may be different.
 Writing to Learn

writing to learn actively influences students dispositions

toward thinking and takes active participation in learning
because the more we write the more lessons we learn, where
we can relate or use in our field such writing on; patients chart,
NCP’s, SOAPIE, and more...
 Concept Mapping

concept mapping lends visual assistance to students

when asked to demonstrate their critical thinking in
a graphic manner to view interconnectedness of
concepts and ideas about the topics.
Ex: Graphic chart, Graphs
 DEBATE

when we hear debate we can easily define how it works and it's
contents. This includes our critical thinking, and wide
intelligence specially in arguing and talking that based on a
piece of idea and information given. It can helps student have
an ability to widen social skills and in-depth learning about the
topic.
 Simulations

Are practical exercises for the students representing controlled

manipulation of reality. These are exercise which learners
engage in, to know the real world without the risks of harm or
injury and make learning enjoyable.
It is intended to help learners in decision-making, problem-
solving, develop human interaction abilities and learn
psychomotor skills in a safe and controlled settings
 Problem based Learning

it is an approach to learning that involves confronting

students with real life problems which they are meant to
solve the given problem on their own or in a small
groups.

Ex: Problem-Solving questions

Simulation VS. Problem-based
learning
PBL
• Conducted in small groups
• Students using PBL have little
background knowledge of
subject matter
• Cases are usually bride and
problems are ill structure
SIMULATION
• May be used by individuals or
groups
• Students using simulations have
most of the background
knowledge they need to apply to
the case
• cases are usually brief and
problems are ill structured
 Self-Learning Modules

when we hear this phrase we can easily understand how it

works to our daily life because we already experience it before
or this days also. In self-learning module from the word “self”
it is about learning by our own using the provided materials or
modules that given by our educators.
Computer
Teaching
Strategies
 Computer Assisted Instruction

Computer-based instruction (CBI) refers to virtually any kind of

computer used in educational settings including the following:
• Drills and practices
• tutorials, simulations
• instructional management
• supplementary exercises
• programming and other applications
• databased development
• writing using word processors.
These terms refer either to stand-alone computer learning
activities or to computer activities that reinforce material
introduced and taught by teachers.
Computer Assisted Instruction (CAI) is a narrower term and most
often refers to:
• Jason drill-and-practice
• tutorial
• simulation activities offered either by themselves or as
supplements to traditional, teacher directed instruction
 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 internet-based services,
such as electronic mail, online chat, file transfer, and the
interlinked web pages, networking and other resources of the
World Wide Web or www (Wikipedia)
 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 headsets.
 DISTANCE LEARNING

This method includes computer learning and other ways of

giving instructions to students without the usual classroom
setting, 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 a two-way audio and video
technology
 ADVANTAGES

• People from the rural areas or those who are homebound

can have greater access to information and even
educational degrees.
• 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.
 DISTADVANTAGES
• There is 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.
The role of the nurse educator gives
guidance support, simulation, and
facilitation of learning in nursing
practice settings.
Clinical
Teaching
This gives students a full
understanding of nursing and
engages them in a higher level of
practice and leadership in a variety
of setting along with commitment to
lifelong learning
 • Diagnose student's needs,
Steps taken interests, and abilities
• Set objectives and select content
into • Prepare areas for learning and
consideration select appropriate teaching
strategies
• Plan instructional units and make
lesson plans
• Motivate students in guided
learning activities
• Put up plans for follow-up
 Related Learning Experience

This requires learning by doing. The clinical instructor guides

students in acquiring
knowledge and learning nursing skills. The instructor also guides
students in formulating
nursing care plans. This takes place in schools, health care agencies,
laboratory, hospital and more.
Models of Clinical Teaching
 1. TRADITIONAL MODEL

the clinical instructor has the responsibility to instruct, supervise,

and evaluate for a small group of nursing students and is on-site
experience. The clinical instructor has maximal control of both
learning and evaluation. They guide students' thinking, assuring
accuracy and thoroughness.
 2. FACULTY DIRECTED
INDEPENDENT EXPERIENCE
MODEL

Used in community-based settings and to minimize the

number of students requiring directed faculty supervision in
acute or varied settings. The students are far from their school
and faculty, they are assigned in a geographic area
 3. COLLABORATIVE MODEL

hospital staff and clinical faculty share the teaching role. Staff
nurse also assumes the collaborative and preceptor role.

The following are the 3 ways of Collaborative Teaching...

 CLINICAL TEACHING CLINICAL
ASSOCIATE MODEL EDUCATOR/PAIRED MODEL
CLINICAL TEACHING
Staff nurses work with PARTNER This approach uses staff
the clinical faculty by nurses but differs in the
taking on certain a hospital-based ratio of students to
functions with a clinical nurse specialist educators. The faculty's
predetermined number and an academic responsibility is to
of students. They faculty member share integrate theory and
provide students in the management of a clinical practice,
supervision while group of students in the cultivate deliberate
freeing the clinical clinical setting. reflection on practice
faculty to fulfill other problems and decision
role obligation making, and evaluates
students' progress in
meeting goals.
 4. PRECEPTOR MODEL

an expert nurse in the clinical setting works with the student

on a one-on-one basis. They are the staff nurses employed by
the clinical agency who can provide on-site clinical
instructions for assigned students.
 Teaching Psychomotor Skills

• It is an another aspect of teaching which, in the nursing

environment is vital, considering the hands-on nature of the
nursing practice that requires understanding, and proper
demonstration to acquire skills.
• This is action oriented that requires neuromuscular
coordination.
• It promotes patient healing and/or comfort,
 This refers to the operation
and control of classroom
Classroom activities, the mechanical
Management aspects of handling classes
such as classroom policies
and regulations for the
seating arrangement,
attendance, handling
instructional materials and
equipment, and discipline
during the class period.
 PRINICIPLES OF CLASSROOM
MANAGEMENT

• Design classroom activities appropriate to the course

content or subject matter.
• Orient the students on the first day of class regarding the
internal policies on punctuality, behavior, course
requirements and criteria for grading and evaluation.
• Comply with administrative policies on handling of
teaching aids or materials and equipment.
 PRINICIPLES OF CLASSROOM
MANAGEMENT

4. Allow adequate student-teacher interaction to arouse

enthusiasm.
5. Be more positive and optimistic in dealing with students
particularly in citing practice examples of learning principles.
6. Sanction for misbehavior should be more constructive
rather than destructive.
 PRINICIPLES OF CLASSROOM
MANAGEMENT

7. Come to class or to the clinical area on time and prepared with resources
unit or clinical focus so students are properly guided and directed.
8. Present the learning expectations or the do's and don'ts of learning.
9. demonstrate to students desired behavior which she wants her students to
imitate.
10. Develop a sense of familiarization in order that everyone in the class has
a feeling of belongingness in sharing the same values and goals.
THANK YOU