Teaching Methods

1. Teaching Methods Mary Ann Krisman-Scott, RN, PhD, FNP

2. Classroom Climate • Clear expectations • During first meeting clarify what is expected of students • Encourage students to verbalize their goals for the course • Make assignments clear with criteria for grading • Be clear about examinations – timing, number, % of final grade

3. Classroom Climate • Check out the physical environment • Temperature • Lighting • Seating • Equipment

4. Classroom Climate • Build in break time, be clear about timing • Start and end on time • Make the rules of the class clear • On the first day, greet learners with enthusiasm • Try to learn about each student • Learn their names and address them by name as soon as possible • The climate should be one of respect for each individual

5. Lecture • Advantages • Allows maximum teacher control • Presents minimal threats to students or teacher • Able to enliven facts and ideas that seem tedious in the text • Able to clarify issues relating to confusing/intricate points • Teacher knows what has been taught • Lecture material can become basis of publication • Able to accommodate larger numbers of students • Cost effective • Economy of time

6. Lecture • Advantages • Teacher controls pace of presentation • Teacher becomes known as an expert in a specific area or topic • Encourages and allows deductive reasoning

7. Lecture • Disadvantages • Attempt to cover too much material in given time • An easy teaching method but a far less effective learning strategy • 80% of lecture information forgotten one day later and 80% of remainder fades in one month • Presumes that all students are learning at the same pace • Not suited to higher levels of learning

8. Lecture • Classes tend to be too large for personalized instruction • Creates passive learners • Provides little feedback to learners • Student attention wavers in less than 30 minutes • Teacher attempts to teach all that he or she has learned in a lifetime about a subject in one hour • Poorly delivered lecture acts as a disincentive for learning • Affective learning rarely occurs

9. Lecture • Viewed by students as a complete learning experience; think lecturer presents all they need to know • Lowenstein and Bradshaw, 2001

10. Types of Lectures • Formal • Expository • Provocative

11. Types of Lectures • Formal lecture • In a formal setting the lecturer delivers a well-organized, tightly constructed, highly polished presentation • Preparation is time consuming • Ignores the interactive dimension of teaching • Sometimes fails to motivate students

12. Types of Lectures • Variation on Formal Lecture • Lecture/Recitation • During a formal lecture, the lecturer stops and asks students to respond to a particular point or idea by reading or presenting materials he/she had prepared for class.

13. Types of Lectures • Expository lecture • Less elaborate than the formal lecture • Faculty does most of the talking, questions from students are periodically allowed

14. Types of Lectures • Provocative • Instructor does most of the talking but challenges students knowledge and values with questions • Lecture-practice • Lecture-discussion • Lecture-lab

15. Planning a Lecture • Begin well in advance of the presentation date • Organize your thoughts and information • Write down what you want to say • Practice saying it • Time yourself – realize that it will take more time to present in front of a class then at home

16. Presentation • First five minutes • Teacher outlines the objectives, outcomes, and expectations held for the participants • Identify what learner should gain • Make a connection between what the lecture material is and real life • Outline the key concepts to be addressed • Describe rules of operation and establish open atmosphere • Students decide whether to trust the speaker to do what was promised and whether to attend to the lecture

17. Presentation • Body of lecture • Contains the critical information the learner needs to know • Must be well organized with smooth transitions between topics • Contains • General themes that tie together as many topics as possible • Sufficient depth and complexity • Testimonies and exhibits to support main points

18. Presentation • Conclusion (last 5 minutes) • Interaction deserves closure • Conclusion should tie the introduction and the body together • Contains a review of key points or topics covered • May offer suggestions related to the application and transfer of knowledge

19. Lecture Rules • Tell them what you are going to say • Tell them • Tell them what you have said

20. Lecture • Appropriate when objectives for the class are cognitive • Useful in helping students develop and apply concepts, generalize from knowledge already learned and practice problem solving skills

21. Lecture • Enthusiasm is key element • Understand the content • Use notes but do not read your lecture • Speak clearly and loudly enough to be heard in the back of the room • Make eye contact • Use creative movement • Create a change of pace • Distribute a skeletal outline only if it helps the learner identify key points

22. Lecture Problems • Student boredom • Institutional blocks • Class timing • Number of students • Size of the room • Seating • Knowledge retention

23. Evaluation • Ask a few specific questions • Anonymous comments

24. Group Discussion • Indicated when class objectives are cognitive and/or affective • Must have clear objectives conveyed to class • Preparatory work of students very important • Physical environment must be appropriate • Size of the group 10-20 • Teacher’s role – facilitator

25. Group Discussion • Set the ground rules for the discussion • Teacher prepares some questions or statements to get the discussion going • Allow for quiet times to process • Ensure that quiet students have an opportunity to join the discussion • Redirect group when they stray from topic • Ensure the tone of the group is respectful

26. Group Discussion • Be in tune with the feelings of the group and acknowledge them • Evaluate the discussion by determining whether critical thinking occurred • It is not the amount of discussion that occurred but the quality of the discussion that matters

27. Group Discussion • Advantages • Meets principles of adult learning • Excellent vehicle for affective content • Allows less experienced learners to benefit from more experienced nurses’ knowledge • Can stimulate critical thinking

28. Group Discussion • Disadvantages • Faculty may not feel in control • Sometimes difficult to keep on track • May be difficult to deal with emotions that arise • Challenging to prevent some students from monopolizing the discussion • Takes a great deal of preparation if done correctly • Must be able to establish a climate of trust and respect

29. Seminar • Learner-led group discussion • Develops skills in learners • Must have purposeful well timed consultation with faculty • Learner responsible for • Objectives • Handouts • Outline of material to be covered • References

30. Seminar • Faculty role to evaluate the class process, the seminar leader, participation and cooperation of other students • Self eval by seminar leaders • Peer eval by other students