Teaching Methods Mary Ann KrismanScott RN Ph D

Teaching Methods Mary Ann Krisman-Scott, RN, Ph. D, FNP

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

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

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

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

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

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

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

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

Types of Lectures • Formal • Expository • Provocative

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

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.

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

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

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

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

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

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

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

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

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

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

Evaluation • Ask a few specific questions • Anonymous comments

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

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

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

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

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

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

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