Teaching Methodology Prepared by Samar Faltas 2 nd doctorate Under supervision of Prof.Dr/ Magda Abd- ElAziz

Teaching MethodologyTeaching MethodologyTeaching MethodologyTeaching Methodology

Prepared byPrepared by

Samar FaltasSamar Faltas

22ndnd doctorate doctorate

Under supervision Under supervision ofof

Prof.Dr/ Prof.Dr/ Magda Abd-Magda Abd-ElAzizElAziz

Outlines

• Related definitions • Teacher’s qualities• Effective educator• Events of instruction• Domains of learning• Teaching Methodology• Types of teaching methodology• Teaching audio visual media• Nurse educator

Objectives

At the end of this presentation the audience will be able to:

• Identify definitions related to teaching methodology

• Determine teacher's quality, effective educator, events of instruction and learning domains.

• Define teaching methodology.• Enumerate types of teaching methodology &

identify teaching audio visual media. • Identify role of nurse educator.

Related definitions

Education:Education:

• Is a systematic process, Is a systematic process, sequential, planned, course of sequential, planned, course of action consisting of two major action consisting of two major interdependent operations, interdependent operations, teaching and learning, which teaching and learning, which form a continuous cycle, and form a continuous cycle, and involves two interdependent involves two interdependent persons, the teacher and learnerpersons, the teacher and learner

Teaching:Teaching:• Is deliberate intervention that involves Is deliberate intervention that involves

the planning & implementation of the planning & implementation of instructional activities and experiences to instructional activities and experiences to meet intended learner outcomes meet intended learner outcomes according to a teaching plan. according to a teaching plan.

Learning:Learning:• It is a process of changing It is a process of changing

behavior( knowledge, skills and attitudes) behavior( knowledge, skills and attitudes) that can occur at any time or in way place that can occur at any time or in way place as a result of consciously or as a result of consciously or unconsciously exposure to environmental unconsciously exposure to environmental stimuli.stimuli.

Health teaching:Health teaching:• It is any interpersonal influence aimed at It is any interpersonal influence aimed at

changing the way which other persons changing the way which other persons can or will behave regarding their health.can or will behave regarding their health.

Health education:Health education:• It is the process through which hospitals It is the process through which hospitals

and other health care institutions can and other health care institutions can contribute to important health care goals contribute to important health care goals such as improved quality of patient care such as improved quality of patient care or community health care.or community health care.

Educational objectives:Educational objectives:• Are the behaviors, pattern that the Are the behaviors, pattern that the

school, institute, college tries to develop school, institute, college tries to develop in the student.in the student.

Teacher’s qualities

Enthusiasm Enthusiasm Control of anger Control of anger

Cheerfulness Cheerfulness Sense of humorSense of humor

Honestly Honestly Calmness Calmness

Patience Patience Neat appearanceNeat appearance

Flexibility Flexibility Good Good communication communication skillsskills

Effective educator

To be effective educator you must remember

• Sending a clear message: understandable information.

• Selecting learning format: decide how to teach, or which strategy for implementing the learning program.

• Create the best learning environment

• Organize learning experience: teach in a logical and integrated manner

Events of instruction

• To educate others effectively teacher needs to understand the basic sequence of instruction by following nine steps to learn how to instruct others so that learners gain as much as possible from the instruction

1. Gain attention; before learning can take place, the educator must gain the learner’s attention.

2. Informing the learner of the objectives so that the learners develop expectations about what they are supposed to learn.

3. Stimulate recall of prior learning to link new knowledge with prior knowledge.

4. Presenting the stimulus in a clear, organize and simple manner according to learners’ strengths, needs and limitation.

5. Providing learning guidance that the learner can recall information.

6. Eliciting performance; learners should be encouraged to demonstrate what they have learned, so they can correct errors and improve skills.

7. Providing feedback.

8. Assessing performance; learner should be evaluated.

9. Enhancing retention and transfer of knowledge; educator must help learners to apply information in new situation.

Domains of learning

CognitiveCognitive• Describe the knowledge that learners Describe the knowledge that learners

are to acquire.are to acquire.

AffectiveAffective• Describe the attitudes, feeling& Describe the attitudes, feeling&

dispositions that learners are expected dispositions that learners are expected to develop.to develop.

PsychomotorPsychomotor• Related to manipulative and motor skills Related to manipulative and motor skills

that learners are to master.that learners are to master.

Educational objectivesEducational objectivesIssues to be considered in selecting objectives:Issues to be considered in selecting objectives:• Maturity level of learner.Maturity level of learner.• Content to be coveredContent to be covered• Environment, group sizeEnvironment, group size• Materials, equipment available & Time Materials, equipment available & Time

allowedallowed

Qualities of educational objectives:Qualities of educational objectives:• Precise, clear, realistic, logical, learner Precise, clear, realistic, logical, learner

centered.centered.• Relevant to learner and community needs.Relevant to learner and community needs.• Directed toward the learner expected to be Directed toward the learner expected to be

able to do not to what the teacher is able to do not to what the teacher is expected to teachexpected to teach

Teaching Methodology

Definitions

• Methods in which learner will interact with the content of teaching learning process in order to reach the desired learning goals in a Varity of ways (visual, oral,).

• Methods of assimilating content of teaching/ learning process so that the knowledge can be applied.

Types of teaching methodology

Lecture.Lecture. PortfolioPortfolio

Case study.Case study. Role playRole play

Cooperative Cooperative learning.learning.

Self learningSelf learning module module

Demonstration.Demonstration. SeminarsSeminars

Games.Games. Simulation Simulation

Imagery.Imagery.

Lecture

• A speech directed to large group of A speech directed to large group of learners.learners.

Uses:Uses:Clarify complex, confusing or Clarify complex, confusing or

conflicting concepts.conflicting concepts.Provide information which not Provide information which not

available to students.available to students.Change of pace learningChange of pace learning

strategies.strategies.

Skills required in presenting the lectureSkills required in presenting the lecture• Verbal skills.Verbal skills.• Non verbal communication skills.Non verbal communication skills.• Questioning skillsQuestioning skills• Motivational purposes.Motivational purposes.

1.1. To develop the learner interest and motivation. To develop the learner interest and motivation.

2.2. To focus attention upon an aspect of the To focus attention upon an aspect of the lecture. lecture.

3.3. To provide a change of stimulusTo provide a change of stimulus

during a lecture.during a lecture.

Planning the lecture

What am I lecturing for?To interest students & provide an overview

of a topicWhat content should be covered?Full-coverage, highlighting How should content be arranged?From simple to complex, basic to advancedHow should content be presented?Problem based, interactive,..

Advantage Disadvantage

Saving of time for teacher

Keep student in passive situation

Cover large number of student

Doesn't improve problem solving learning

Presence of teacher (showman ship)

Not allow for individual pace of learning

Give a feeling of security Hardly checking learning progress

Clarify complex concepts

Case study

• Is the analysis of a Is the analysis of a real life as a way to real life as a way to illustrate class illustrate class content and theory content and theory to real or simulated to real or simulated life.life.


Stimulate critical thinking, retention and recall

More effective when use with complex situation that require problem solving

Problem solving can be practiced

Time consuming & Need good questioning skills

Support for prior experience and validation of thinking

Developing cases is difficult

Cooperative learning

• Is the team of learners work on assignments and assume responsibility for group learning outcomes


Encourage team work Student may resist frequent use of group assignments

Use group dynamic skills Possibility of student that not participate

Promote active and reflect learning

Demonstration

• Is show how to do something• Uses for complex mental or psychomotor skill

acquisition


The teacher is present (showman ship)

Number of students is limited

Give a feeling of security Keep students in a passive situation

Develops the quality of Develops the quality of observationobservation

Offers little possibility Offers little possibility of checking the learning of checking the learning processprocessEnsure closer contact with Ensure closer contact with

concrete problemconcrete problem

Facilitate of practice, Facilitate of practice, intellectual and intellectual and communication skillscommunication skills

Time consumingTime consuming

Present reality by logical step Present reality by logical step by step presentationby step presentation

Attention catching, allow Attention catching, allow student to ask questionsstudent to ask questions

Difficult to repeating the Difficult to repeating the demonstration in order demonstration in order to acquire competenceto acquire competenceDemonstrate the right way of Demonstrate the right way of

doing a taskdoing a task

Games

• An activity governed by precise rules that involves varying degrees of chance or luck by one or more players.


Increase cognitive & Increase cognitive & affective learningaffective learning

Time consumingTime consuming

Improve retention, fun and Improve retention, fun and excitingexciting

Difficult to evaluate Difficult to evaluate level of learning if level of learning if several players are several players are sharing.sharing.

Increase learner Increase learner involvement and attention.involvement and attention.

Need building Need building instructions so the instructions so the game doesn’t get out game doesn’t get out of controlof control

Student can learn from each Student can learn from each other through the other through the experience of gameexperience of game

Need greater places Need greater places according to game according to game typetype

Motivate learnerMotivate learner May be threateningMay be threatening

Role play

• It is a creative teaching strategy that allows the person to learn new behaviors and problem solve.

Goals: Learns how to interact with different persons Learns how to interact with different persons

in a variety of situationsin a variety of situations Allows student to experience Allows student to experience situation from more than one point.situation from more than one point. Is often constructive for clientsIs often constructive for clients with mental health problem, with mental health problem, irreversibleirreversible disease.disease.

Application of role playSelect the problem.Select the problem.Define the problem and objectives solving.Define the problem and objectives solving.Look for good role models in the group.Look for good role models in the group.Indicated the time for the play from 5-10 minIndicated the time for the play from 5-10 minIntroduce the situation to the group who will Introduce the situation to the group who will

observe the role-playing.observe the role-playing.At the end thank the participants for their At the end thank the participants for their

performance.performance.Discuss with the group the main ideas & Discuss with the group the main ideas &

emotional reactions.emotional reactions.Summarize the main point, evaluate& Summarize the main point, evaluate&

discus any mistakes discus any mistakes


Increase observational skills

High time and cost consuming

Provides immediate feedback about the interpersonal and problem solving

Players may sometimes not play they role good

Active participation and connection to real life

Group may be uncontroled

Portfolio

• It is documentation of student skills

from prior courses or life experiences.


Help teacher understand student goals

Time consuming for both teacher & student.

Help students to become independent, self-confident and self directed

May become bulky unless specific inclusion guidelines are established

Small group discussion

• Is a method of teaching whereby learners get together to exchange information, feeling, and opinions with one another and with the teacher.


Promote active thinking, problem solving, increase interaction between students

Pre class preparation by student and teacher

Allow student to discus concepts from their own experience

Also Called:• Buzz Groups, Huddle Groups, Phillips 66:

– 6 people per group– 6 ideas to be generated– 6 minutes

Conducting Small Group Discussion• Write question or topic on board or handout• Give specific instructions on how the group

will operate• Establish time limits• Circulate among the groups to help keep

them on task (Not as a participant!)• Give warning near end of time allocated• Reports: Rotate among the groups for

answers

Seminar • A meeting for an exchange of

ideas or discussion of concepts


Active student engagement with content, cooperative learning,& dialogue facilitate

Time consuming

Students can learn group problem solving technique

Need adequate knowledge for active discussion & comprehensive

Simulation

• Representation of an actual life event.


Provide immediate feedback, student receive the same experience.

All learners must involved in the situation & problem solving

Increase feeling of self confidence

Must be realistic enough for transfer of learning to real situation

Self learning module

• It is a document containing all that is necessary for a student to attain one or more educational objectives independently of the teacher

• Role of teacher:Teacher only is a facilitator resource person

to provide motivation & reinforcement for learning.

Maintenance of educational standards, teaching objective writing and evaluation


Enable learners to meet their own needs & promote independence

Lack of instruction between learners and instructor

Portability in locating instructional programs at sites most convenient to learners as unit, home.

Format may be too structured and visually uninteresting

Eliminate costs as travel, meals, lodging associated with sending learners outside program

Program need time for design, develop and pilot test & need frequent updating & revision

Teaching audio visual media

Media: is anything that helps people learn through seeing, hearing or touching either printed or non printed, electronic or non electronic.

Uses: Show steps in doing a task.Show something people can't see in real

lifeProvide information in absence of trainer.Make difficult idea or concept easier to

understand.Compare similarities and differences.Consider basis for discussion.

Selection depends on:The teaching situation; whom, where, whatMost easy to use and understand.Well organized, simple and clearDirect the eye to important informationAttractive to gain and hold attentionAdaptable for sizeNot offensive to peopleNeeds electricity or not.

Types of media

• Non projected

• Projected

• Sound media: as broad cast radio

Books, handouts White boardReal objects & specimen Field tripsModels, simulation device

Graphic; chart, poster

Transparencies Microfiche, Slide & film

Non projected

Media Advantage Disadvantage

1.Books & handout

Some learn best through reading

Expensive

Allow self-pacing Need frequent updating

Good for reference and revision

Need good typing

Handout easily duplicated for large number of students


2. Real objects & specimen

Present reality not substitutes

May not easily obtained

Three dimensional Only usable in small groups

Permit use of all senses in study

Easily damaged problem in storage

Sometimes danger in use


3. Models and simulation devices

Three dimensional and concept or realty

Models often easily damaged

Size allow close examination

Never same as performing technique on a patient

Good for magnified situation

Stable for small groups

Can permit learning and practice of different technique


4. Graphic (chart, posters, photos)

Photographic near to reality

For small audience only

Usually easily produced and copied

Easy to stores

Promote correction of information


5. White board

Inexpensive can be made locally

Back to audience

Usable for wide range of representation

Audience limited to 50 for view

Allow step by step and organization of concept

Erased not preserved for future


5. Filed trips

Observation of a participation in reality

Costly in time & transport

Motivation and Cooperative group work and sharing responsibility

Requires careful planning and destructors can’t controlled

Projected media


Transparencies

Use for large audiences

Demands total dark for clear view

Presented facing audiences

Require electric

Enlargement of printed materials for large audiences


2. Slides & films

Suitable for large audiences

Expensive

Easily adaptable to self instruction

Need partial darkness


3. Microfiche

Easy storage Too small for clear eye view

Use for large audiences

Electricity requires

Sound media


Broad cast radio

Adaptive to large and small audiences

No immediate feedback

Capable of gaining and maintain attention

Need load speakers

Nurse Educator

Is a registered nurse who has advanced education and advanced clinical training in a health care

Characteristics of effective nurse educator

1. Instructional ability/ communication skills Interacts with students, Organized,

energetic, creative, Self-confident, well-prepared, Communicates effectively

2. Interpersonal skills; Respectful, supportive, motivational,

nonjudgmental, open minded2.Personality traits; Attentive, flexible, sense of humor2.Professionalism; Good role model, skilled clinician, reflect

course objectives, constructive

Role of Nurse Educator

• Designing and development of curriculum based on mission, vision, philosophy, and framework of the program

• Acts as facilitator and motivator

• Advising students and guide them through the learning process.

• Use technology in teaching

• Assessment of learners needs.

• Use appropriate evaluation instruments to assess learning and achievement of goals.

• Assess her own knowledge and skills to be updating and maintain clinical competence.

Documents

Teaching Methodology Prepared by Samar Faltas 2 nd doctorate Under supervision of Prof.Dr/ Magda Abd- ElAziz