teaching methods

1. Unit Four
Teaching Methods
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2. OBJECTIVES
At the end of this unit , students should be able to :
 Describe the criteria for selecting different teaching
methods.
 List down the different methods of teaching
 Explain the different methods of teaching
 Specify at least two advantage and two disadvantages
for each technique
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3. How do you select teaching methods?
• Some students may learn better through
listening, others by reading, and still others
by viewing and doing something at the same
time.
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4. How do you select teaching methods?
Consider the following statistics on retention after
two weeks of learning: we retain
- 10% of what we read. - 20% of what we hear.
- 30% of what we see.
- 50% of what we hear & see. 70% of what we say
- 90% of what we say & do.
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5. When selecting teaching methods, consider the
following questions:-
 Is the method appropriate for the learning objective?
 Are the resources that this method requires available?
 Are special facilities required?
 What is the projected size of the class?
 Is a special room arrangement needed for this method?
 Will the methods selected stimulate interest and provide variety?
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6. Selecting Teaching Methods
• The primary factors affecting the selection of
teaching methods are the:
– Lesson Content
– Lesson Learning Objectives

7. Selecting Teaching Methods:
Learning Objectives
• Selection of the teaching method requires
consideration of the domain of learning
addressed by the objective.”

8. Review of the
Domains of Learning
• Cognitive (Informational)
– Knowledge and intellectual skills such as analysis,
decision-making
• Attitudinal (affective)
– Emotional components of learning such as
change/growth in interests, attitudes, or values
• Behavioral (psychomotor)
– Physical skills and task performance

9. Teaching Methods & Domains of
Learning
Cognitive Affective Psychomotor
Lecture
Panel
Debate
Presentation
Visual Aids (film, etc)
Group Discussion
Brainstorming
Reading
Role-play
Simulation games
Task groups
Role-play
Demonstration
Simulation games
Video Recording / Playback
Case Study
Skills Practice Lab

10. Examples of teaching Methods & Domains of
Learning
Cognitive Learning Objective
• By the end of this lesson
learners will be able to list
different routes of medication
administration.
• Methods:
• Individual reading assignments
• Lecture, Q&A
• Visual aids
Psychomotor Learning
Objective
• By the end of this lesson
learners will be able to
administer IV medication.
• Methods:
– Demonstration
• Skills practice

11. Selecting Teaching Methods:
Learning Styles
• Teachers should try to use a variety of
teaching methods in order to accommodate
different learning styles

12. Review of Learning Styles
Tactile
Learn after touching,
doing, and practicing
Auditory
Learn after hearing
Visual
Learn after watching,
seeing and reading.
F
O
D
Strive for
Variety

13. Learning Style Teaching Methodology
Visual • Demonstrations, maps, graphics,
• Individual reading
• Written materials such as PowerPoint slides, flip charts,
tables and figures
Auditory • Lecture
• Discussion
• Brainstorm
• Question and answer
• Reading aloud
Tactile • Demonstration
• Practicum
Teaching Methods & Learning Styles

14. Key points
• Teaching methods should be selected based on the
learning objectives.
• Different teaching methods are appropriate to
achieving objectives in the different domains of
learning (cognitive, psychomotor, affective).
• A variety of teaching methods should be used in
order to address different learning styles. Different
teaching methods can be used together to enhance
learning.
• Teaching methods should be carefully selected to
enhance the students’ learning.

15. I. The Lecture Method
• Oldest and widely used method.
• Usually the complain is on the lecturer.
What is Lecture?
- An organized verbal presentation of subject matter
often supported by visual aids.
- Involves one – way communication.
- A period of uninterrupted talk from a teacher.
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16. What is a Good Lecture?
 The lecturer is knowledgeable;
 Skillful in delivering the material;
 Establish a comfortable relationship with students;
What is a Poor Lecture?
 The lecturer is ill-informed;
 Unable to communicate;
 Unable to deliver the material
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17. Preparation for Lecture
1. Prepare your lecture carefully
 Time needed for arranging points, examples, write
definitions and so on.
2. Structure the lecture to suit your audience and
subject matter
 Consider the difficulty of the material & students level
of ability to decide the amount of information to cover.
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18. Preparation for Lecture con...
 Omit “tell all complex”
 Lecturer should know the amount of information that
can be absorbed in a given period.
 Needs to be selective & use only relevant information.
 Organize in “must know”, “should know” “nice to
know”. But use must know
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19. Preparation for Lecture con...
3. Structure your lecture to help students retain the
most important material
Student’s retention is greatest at the beginning of
50 minute class, decrease as the period wears on
& then increase slightly in anticipation of the end.
Plan your classes on the main points when
students are most attentive.
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20. Preparation for Lecture con...
4. Design your lectures in ten or fifteen minutes block
• Each block should cover a single point with examples
and brief summary.
5. Rehearse your lecture
 This will give you confidence with the material and
the length of the presentation.
 To save time, practice only the most difficult sections,
the opening and ending.
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21. Preparation for Lecture con...
6. Begin & end with a summary statement
• Continuous & closure are important.
• Students need to see how each new topic relates to what
they have already learned.
7. The flow of ideas (presentation)
 Use short and simple sentences. Use of jargon words should
be avoided.
 Use visual aids to complement the spoken words.
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22. When Do We Use Lecture?
First know learning objectives;
It is effective tool for acquiring information,
knowledge & comprehension.
Not useful for analysis, interpretation of data,
solving problems, attitude change or practical
skills.
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23. Advantages of Lecture Method
It saves time and resources;
Presence of a teacher (showmanship);
Covers a large group of students;
Gives a feeling of security
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24. Disadvantages of Lecture Method
o Keep students passive;
o Does not facilitate learning in solving problems;
o Offers hardly the possibility of checking learning
progress;
o Low receptivity (less amount will be retained
from what has been communicated).
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25. II. Role Play
Learning activity in which students play out
roles in a simulated situation that relates to one
or more learning objectives.
Also called “Social – drama”.
Equivalent with drama.
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26. Cont…
Participants take the roles of other people and
act accordingly.
Others watch them and learn by seeing and
discussing how people behave in a certain
situations.
It shows real thing in the field to find the real
situations.
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27. Cont…
o Role playing teaches attitude and behavior.
o It shows more about the people and their behavior
than pictures, slides or demonstration does.
o The real learning comes out mainly from the
analysis of what we have seen.
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28. Techniques of Role-play
1. Prepare a short, 3-5 minutes, play or short play.
2. Brief the participants of the play what they act.
3. Ask the participants to act out the play. Ask the
rest to watch & listen to what happen in the
play.
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29. Techniques of Role-play Con…
4. When the play is over, ask question based on the different
categories as follows:
 Problem: - what did you see happening in the play?
- what problem does this cause?
- why is this problem?
 Real life: - does this happen? What are your experiences?
 Cause: - what is the cause of this problem?
 Solutions: - what can be done about it?
- how can you avoid these problem in future
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30. Advantages
• It is fun
• Develop real communication skills.
• Confidence building
• Provides a good opportunity to mix within the group-
work with a variety of partners
• Allow for exploration of solution.
• Adds “reality’’
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31. Disadvantages
• People may be too self-conscious
• Participants may feel threatened
• Is time consuming
• It requires expert guidance
• costumes, decors and preparation of physical
environment may create difficulties
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32. III. The Demonstration Method
• Other names for it?
SDL Skills development lab
CSC clinical skills center,
SPC student practice center,
SLC student learning center,and
DR Demonstration room
SE Simulated Environment
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33. Demonstration Method Cont’d
It is learning through observation.
Help students to be able to do skill.
Demo is part of a more complex skill, which
involves communication and decision-making.
There is a difference between knowing to do
something and actually being able to do it.
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34. The use of demonstration method
 To demonstrate experiment & equipment in science
lab;
 To demonstrate procedures in the class room;
 To teach a patient a procedures that could be carried
out at home;
 To demonstrate procedure at bed side;
 To establish rapport with the patient.
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35. Essential characteristics of a good demonstration
method
Understanding of the procedure beforehand;
Assemble all equipments beforehand;
A positive approach should be used;
Create a space of a good view of
demonstration;
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36. Cont…
The setting should be as true as life;
Discussion should follow demo;
Mimeographs should be given before the
procedure.
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37. Skill Development
 Introducing and demonstrating the skill
 Observing students as they practice the skill
 Giving feedback to students on how well they
performed the skill
 Assessing students for competency in the skill
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38. Skill Acquisition
• Students are aware of
the skill and know how
it should be performed,
but do not always
perform it correctly.
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39. Skill Competency
 Students perform the skill
correctly
 But may not always
progress from step to step
efficiently.
 This is the level of skill
expected of graduating
students.
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40. Skill Proficiency
 Last stage of skills
development.
 Occurs after graduation
and having practiced the
skill over time.
 Proficient professionals
consistently perform skills
correctly and efficiently.
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41. Competence based learning tools
Present the individual steps of a skill in a
standardized way.
Help students learn the correct steps for a
skill.
Help to measure students’ progress in learning
as they gain confidence in the skill.
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42. Examples of Tools
Learning guides
Decision trees
Flowcharts : diagram showing sequence of actions
Algorithms
Posters
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43. When can students use the learning tools?
Before, during, and after demo & practice
sessions.
– Before practice sessions, pairs of students can work
together to remind each other of the steps.
– While the teacher or other student demonstrates a skill.
– Students can also use them as a self or peer assessment
tool and give each other feedback.
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44. Ways to demonstrate a skills
o Demonstrate by following the list of steps
o Show the steps using slides or a videotape
o Perform a role play in which a student simulates a
patient
o Use anatomic models to demonstrate a skill
o Demonstrate the skill with simulated or real patients
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45. A Four steps approach
1. Demonstration: Trainer demonstrates at normal speed,
without commentary.
2. Deconstruction: Trainer demonstrates while describing
steps.
3.Comprehension/formulation: Trainer demonstrates while
learner describes steps.
4. Performance: Learner demonstrates with describing steps.
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46. Whole -part - whole approach
Demonstrate the whole procedure from beginning
to end
Isolate or break down the procedure into parts and
allow practice of the individual parts
Demonstrate the whole procedure again and then
allow students to practice it from beginning to end
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47. Advantages of demonstration method
 Activates several senses;
 Provides opportunity for observational learning;
 It clarifies the underlining principles by demonstrating
the “why” of the procedure.
 It commands interest by use of concrete illustration.
Why using procedure;
 It correlates theory with practice
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48. Advantages of demo con ’d
It is an inexpensive method since only the
demonstrator needs materials.
The proficiency displayed reduces the length
of trial and error time.
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49. Disadvantages of Demonstration
The assumption made that all the students see
and hear equally well does not necessarily follow.
Visibility of details of what is being demonstrated
is not assured in large classrooms or in
circumstances where extremely small objects are
used.
Where the demonstration is restricted to the
teacher alone, students will be denied the
opportunity to acquire manipulative skills in
handling of the materials and apparatus
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50. IV. Clinical Laboratory Teaching
• Purpose:
1. It provides an opportunity to apply the
theoretical concepts, rules, and propositions.
2. Helps in practicing complex psychomotor skills
following class demonstration.
3. Development of communication & assessment
skills
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51. Con...
4. Development of observational skills that helps in
looking for changing situations.
5. Learning skills of problem solving & decision making;
6. Setting priorities, organization and time management
skills;
7. Helps students to be professionally socialized
(acceptable & unacceptable values, behaviors).
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52. Misuse of the Clinical Laboratory
Sending students for work experience rather
than to achieve educational objectives;
Objectives for beginning learners should be
limited. Do not expect learners to provide
total patient care in the first or second clinical
experience.
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53. Preparation for Clinical Instruction
o Clinical sites must be selected;
o Discussion with the director of Nursing and head nurses
or Psychiatry profession;
o Available learning experiences
o Enough room for learners to use patients charts
o Availability of role models and their receptiveness for
students.
• Planning of assignments
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54. Preparation Con...
• Staff input is valuable in planning assignment.
The three most important criteria used in the
selection process are:
Students individual learning needs;
Patients care needs;
Matching of patients’ needs with students’ learning
needs.
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55. Conducting a Clinical Laboratory Session
A. Pre- Conference
• It is sharing of the previous day planning of the
patient care;
• Tentative diagnosis will be stated
• Possible interventions will be discussed.
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56. Con...
• Can also be used to help learners organize
their day activities and prioritize the care.
• Arrangements can be made to supervise
certain student activities throughout the day.
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57. B. The Practice Session
The aim is to provide some degree of care to
one or more patients and reporting directly to
the instructor with all the data.
Working closely with staff health
professionals.
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58. Teaching Methods in Practice Session
 Demonstration, Lecturing, Questioning
 Small group teaching, i.e. bed side discussion, etc. and
 Guided discovery techniques to enhance problem
solving & decision making skills.
 Observation assignments are also used to observe
professionals performing procedures that usually
students cannot perform.
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59. Con...
 Process recording that helps students develop
their communication and relationship skills.
• The format includes: -patient’s comment,
nurses’ reply, accompanying nonverbal
communication, interpretation of the
interaction.
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60. Con...
 Clinical logs or journals
- May also be assigned and students write
brief notes about clinical day.
 Round:- which a group of learners and their
instructor visit patients to whom the students are
assigned. Diagnosis and Planned care explained.
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61. C. Post Conference
This is reporting of what was done for the
patient.
One or two learners report and rotating the focus
discussion to different learners each week will
keep everyone involved.
Post conference should give an opportunity to
think critically about the care.
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62. V. Discussion
• Discussion is a participatory approach teaching
method that involves group.
• Is a co-operative, problem solving activity which
seeks a consensus regarding the solution of a
problem.
• Is a form of instructors led, participant centered
learning.
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63. Con...
o Is an effective way to motivate participants;
o Help students to apply what they have learned on the
job.
o Activity, Discussion and Application generates
maximum group involvement.
o Is like life is “do it yourself project”
o The role of the instructor is facilitating the learning
process, not playing as an expert with full authority.
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64. Common techniques in discussion methods:
Brainstorming – a technique for generating
different ideas from trainee which any critiques
and comment that could follow later.
Buzz groups – several small groups intensively
discuss in a given issue, often followed by
plenary feedback.
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65. Techniques con...
Case Study – an in-depth analysis of real or
simulated problems that help students to identify
principles.
Project work – involves giving the students a
project to complete in specified amount of time.
Eg. what local myths there are about mental illness.
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66. Techniques con...
Seminar – group discussion on a paper presented
by students.
Workshop – a “participating experience involving
several methods and directed at developing skill
or attitudes.
 Assembled group of 10-25 persons who share a
common interest or problem
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67. Techniques con...
• Panel:- is a discussion in which a few persons
carry out a conversation in front of an
audience
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