teaching strategies

2. “If you teach a person what to
learn, you are preparing that
person for the past. If you
teach a person HOW TO
LEARN, you are preparing for
the future.” – Cyril Houle

3. provides visual representations as a means of organizing &
presenting information
Make visible the thinking of the students.
Display relationships between pieces of information, connect
new learning to prior learning & generally organize
information into amore useful form.

4.  Allows the students to write their
feelings/ideas into a bubble quote
topic

5.  Allows the steps in a chain of events to be
constructed in a logical fashion.
topic

6.  A set of linked bubbles of associated ideas.

7.  Show a step by step flow of information.
Step 1 Decision Step 3
Step 2
Step 4

8.  A set of ideas or options from which an ultimate
choice is to be made.
topic
Option 1
Option 2
Option 3
Option 4

9.  Illustrates the relationship between or among two
or more sets of information, comparing similarities
and differences.

10.  Generating ideas by looking at the objections and ways to
overcome the objections.
What if?
Yeah, but…
The problem or challenge

11. WHAT IS IT?
Group Strategy to explore values conflicts of the issues by considering as many
aspects of their responses as possible
HOW CAN I USE IT?
Students consider as many responses as possible.
Students take it in turns to share their responses with others in the group.
USEFUL FORTHE FOLLOWING STAGESOF LEARNING
* Practice and Application
* Closure

12. Issues/Topic
s

13. What is it?
Small Group or individual exercise that uses pictorial presentation.
How can I use it?
Students consider alternative ways forward in regard to a problem or
question.
Represent the decisions in a line form as a tree.
The trunk is the problem to be resolved and the branches form a decision
points.
Useful for the following Stages of Learning
• Closure

14. DECISION
POIs NTS
The Problem

15. What is it?
A Strategy to generate different perspectives on a given topic.
How can I use it?
For a defined set of perspectives, a star with that number is drawn
or provided – 6 perspectives requires a 6 pointed stars.
Each point on the star provides a space for details relating to each
perspective to be written.

16. Useful for the following stages of Learning
Activating Prior Learning
Setting the Context
Closure
TOPIC

17. Organizing a hierarchical set of information, reflecting
superordinate or subordinate elements, is made easier by
constructing a network.

19. When information contains cause and effect problems and
solutions, a Problem Solution Map can be useful for
organizing.

20. Cause
Influence
Influence
Effect
Solution

21. Helps Students to compare different solutions to a problem.

22. Who
Problem What
Why
Attempted Results
Solution Solutions
1. 1.
2. 2.
End Results

23. Useful for mapping Cause and Effect.

24. Main Idea
Cause Effect Cause Effect
Influence Influence Influence

25. When cause-effect relationships are complex and non-
redundant a Fishbone Map may be particularly useful.

26. Detail
Cause 1 Cause 3
Cause 2 Cause 4
Detail

27. Useful for organizing information that is circular or cyclical,
with no absolute beginning or ending.

28. 1
4 2
3

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30. Group 1
Using CHAIN OF EVENTS, show & briefly discuss the Nursing
Process in Action(a rational method of planning and
providing nursing care)
Group 2
Using a FlowChart, present an Overview of the Types of
Lawin Nursing Practice.

31. Group 3
Present a MATRIX OF INDIVIDAULIZED HANDWRITTEN NURSING
CARE PLANS for nursing diagnoses.
Group 4
Using a VENN DIAGRAM, differentiate active euthanasia and passive
euthanasia.

32. Group 5
Using Issues Circle, ENUMERATETHE 7 COMPONENTSOF WELLNESS.
Briefly explain how each component affects the wellness of an individual.
Group 6
Euthanasia is moral. Using See Saw, enumerate your reasons why you
agree or disagree.

33. Group 7
Can spiritual and religious beliefs significantly affect
health behavior?
Write your answers in Bubble Quotes.
Signature of each member should be indicated in every
Bubble Quote.

34. Group 8
Lady X, a 28 year old teacher, was admitted to the hospital with an elevated
temperature, a productive cough, and rapid, labored respirations. In taking a
nursing history, you find that lady X has had a chest coldfor two weeks and has
been experiencing shortness of breath upon exertion. Yesterday, she developed
an elevated temperature and begun to experience pain in her lungs.
Using PLAY OFFS, show a set of options from which an ultimate choice is to be
made.
Justify the options made before implementing something to the patient.

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