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Traditional Learning Strategies

This document discusses different teaching strategies used in traditional classrooms, including lecturing, discussion, questioning, and using audiovisual aids. It provides details on types of each strategy and considerations for effective implementation. For lecturing, it describes 5 types of lectures and discusses organizing and delivering lectures. For discussion, it outlines types of discussions, purposes, advantages/disadvantages, and techniques. It also discusses levels and types of questioning, as well as stimulating learners to ask questions. Finally, it reviews factors to consider when selecting media and types of traditional audiovisual aids.

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Gabriel Ramos
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331 views37 pages

Traditional Learning Strategies

This document discusses different teaching strategies used in traditional classrooms, including lecturing, discussion, questioning, and using audiovisual aids. It provides details on types of each strategy and considerations for effective implementation. For lecturing, it describes 5 types of lectures and discusses organizing and delivering lectures. For discussion, it outlines types of discussions, purposes, advantages/disadvantages, and techniques. It also discusses levels and types of questioning, as well as stimulating learners to ask questions. Finally, it reviews factors to consider when selecting media and types of traditional audiovisual aids.

Uploaded by

Gabriel Ramos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TRADITIONAL Lecturing

TEACHING Discussion
Questioning

STRATEGIES Using Audio Visuals


LECTURING: TYPES OF
1.
LECTURES
Traditional Oral Essay
The teacher is the orator and only speaker
Expositions done on topic – inspirational or informative
2. Participatory Lecture
Begins from brainstorming from what students read.
3. Lecture with uncompleted handouts
Resembles traditional oral essay but with handouts (blank spaces)
4. Feedback Lecture
Consists of mini – lectures interspaced with 10 minutes small group discussion
5. Mediated Lecture
Uses media such as films, slides or web based images + traditional lecture
PURPOSE OF LECTURES
1. Efficient means of introducing learners to new topic and sets the
stage of learning
2. Stimulates learner’s interest
3. Helps to integrate and synthesize a large body of knowledge
4. For clarification of difficult parts (arrythmia, acid-base balances)
5. To advance knowledge when textbooks are not available
ADVANTAGES OF LECTURES
1. It is economical. Great deal of information – shared.
2. Supplies and textbooks become true to life  ‘theater’
3. Teacher serves as model  students see a ‘creative mind at work’
4. Helps students develop their listening abilities
DISADVANTAGES OF
LECTURES
1. Puts learners in the PASSIVE ROLE of a sponge
2. Focuses on the TEACHING OF FACTS with little focus on Problem
Solving, Decision Making, analytical thinking or transfer of learning
 results in SURFACE learning
3. Does not meet student’s individual learning needs
4. Student’s have little attention time span (15 minutes)
ORGANIZING LECTURES
1. Take time to plan for the objective of a lecture
2. Make an outline

HEIRARCHICAL/CLASSICAL LECTURE
Ex. Research Design
EX. RESEARCH DESIGN
Research Design
I. Why we need different research design
II. Research Design:
 A. Research (clinical trials)
 Quasi-experimental
 Pre-experimental
 B. Correlation
 Ex-post facto
 Retrospective
III. Validity and Reliability of Design
DELIVERING THE LECTURES
1. Plan your delivery
2. Rehearse
3. Consciously think of the delivery  to maximize effectiveness
DISCUSSION
DISCUSSION: TYPES OF
DISCUSSION
1. Formal Discussions
 Announced topic
 Reading, watching movie – done in advance
2. Informal Discussions
 Spontaneous
PURPOSE AND ADVANTAGES
OF DISCUSSION
1. Learns problem solving method (groups)
2. Opportunity to apply principles, concepts & theories
3. Clarifies information & concepts
4. Assists to evaluate beliefs / positions (professional, societal or
ethical issues)  change in attitudes & values
DISADVANTAGES
1. Takes a lot of time
2. One person/few participants (monopolies)
3. Gathering of uninformed opinions
DISCUSSION TECHNIQUES
1. Make expectations clear.
o‘Students know exactly what they have to do for discussion’
oEx. Chapter to read, watch a video.
2. Set ground rules.
oLimitations (e.g. time, no. of speakers, interruptions during
speech)
3. Arrange physical space.
oCircle sitting arrangement
DISCUSSION TECHNIQUES
4. Plan a discussion starter.
oAsk participants to come up with opening questions
oStudy questions – handed out prior to meeting
5. Facilitate, do not discuss.
oRefrain from talking. Watch group progress. Keep everyone
engage in discussions.
6. Encourage quiet members to participate.
oMake eye contact and smile.
oGive direct, simple questions: “Mary, what do you think?”
DISCUSSION TECHNIQUES
7. Don’t allow monopolies.
oEye contact.
oBe blunt when needed.. “We’ve been hearing a lot from Sarah.
Now, let us hear of the rest of you think.”
8. Direct the discussion among group members.
oLeaders facilitate.
9. Keep the discussion on track.
o“We seem to have strayed a little from our topic. Let’s pick up on
the last topic that Lot was talking about.”
DISCUSSION TECHNIQUES
10. Clarify when confusion reigns.
oRecording may help the group.
oLet them learn the act of clear self-expression.
11. Tolerate some silence. Silence gives everyone a chance to
think.
12. Summarize when appropriate.
QUESTIONING
1. Can be a teaching strategy
2. Ask questions  higher order thinking
FUNCTIONS OF QUESTIONS
1. Places the learners in an active role
oSimple recall
oHelps students analyze concepts
oEvaluate worth of ideas
oSpeculate “if”
2. Assesses baseline knowledge  retention
3. Helps review content  enlightens gray areas
4. Motivates students  Stimulates thinking & curiosity
5. Guides learner’s thought process
LEVELS OF QUESTIONING
I. According to Wink Classification

1. Convergent Questions
o specific, usually short & expected answers
o Purpose: recall and integrate information
o Ex. What happens to the blood sample if tourniquet was
applied for more than 1 minute?
LEVELS OF QUESTIONING:
ACC. TO WINK
CLASSIFICATION
2. Divergent Questions
oGenerates new ideas
odraws implications
oformulates a new perspective
oEx. What might happen if you relocate an elderly person with
dementia to another type of residence where he or she is presently
living?
LEVELS OF QUESTIONING
II. According to Barden (1995)

1. Lower – order questions


oRecall information, read or memorize
2. Higher – order questions
oRequires more than recall
oRequires comprehension and critical thinking
TYPES OF QUESTIONING
1. Factual Questions
oRequires simple recall questions
oIt might be a Yes / No question
oRequires simple recall questions
oAssess learner’s understanding
oTo check if students are listening
TYPES OF QUESTIONING
2. Probing Questions
oSeeks further explanation.
oEx. “Can you explain that?”

Types of Probing
a. Extension probes – ask learners to elaborate on a response
b. Clarification probes – used when learner’s response is unclear
c. Justification probes – ask learners to justify their responses
d. Prompting probes – help a responder who is unsure of an answer or
gives an incorrect answer.
e. Redirection probes – elicit a variety of responses from group of learners
TYPES OF QUESTIONING
3. Multiple Choice Question Tests
orecall or used to begin a discussion

4. Open – Ended Question


oAll questions that request learners to construct an answer
oEx. “When shall you use clean container versus sterile container in
stool examination?”
TYPES OF QUESTIONING
5. Discussion Stimulating Questions
oUses various questions to promote the topic.
oEx. “Do you agree with the CPD units imposed before renewing
PRC license?”
6. Questions that guide problem solving
oGuides learners through problem solving thinking
oEx. “What information do you need to have before we can solve
this problem?”
7. Rhetorical Questions
oStimulates thinking Guides learners into asking some of their own
questions
QUESTIONING TECHNIQUES
Students who perceive their teacher as supportive are more likely to ask
question than those who believe their teacher to be unsupportive. (Schell,
1998)
1. Prepare some questions ahead of time
oMatch with objectives
2. State questions clearly and specifically
o“Can you give me examples of anticoagulants?”
3. Tolerate some silence.
QUESTIONING TECHNIQUES
4. Listen carefully to responses. Don’t interrupt.
5. Use the “beam, focus, build” technique (Wigle, 1999)
oBeam – send question to the whole class
oFocus – call one student at a time
oBuild – redirect the question to other students
6. Provide feedback
oAllow a few seconds of silence and ask, “Can anyone add to the answer?”
7. Handle wrong answers carefully.
o“I am sorry Edward but it’s not quite it.”
o“Yvette, you are correct in saying that ____, but that is not the best way to
go.”
STIMULATING LEARNERS TO
ASK QUESTIONS
oLearners should be rewarded for asking good questions.
oThinking is driven not by answers by good questioning.

How to engage?
oThank or praise the student for asking questions.
oTalk to the whole class not only the questioner. This keeps the whole
class / group involved.
USING VISUAL AIDS
Can enhance teaching

Can add interest to the classrooms


FACTORS TO CONSIDER:
SELECTING MEDIA
1. Learning objectives
2. Availability of materials / technical
3. Level, ability & number of students
TYPES OF TRADITIONAL
AUDIO VISUALS
1. Hand outs
Printed materials – communicate facts, figures, concepts
Saves a lot of time for information

2. Chalkboards / Whiteboards
Useful for mathematical problems
TYPES OF TRADITIONAL
AUDIO VISUALS
3. Overhead Transparencies (OHP)
Saves time, helps organize and illustrates content Costly

4. Slides
Used to show pictures, project diagrams, charts and word
concepts
ADVANTAGES OF SLIDES:
oAffordable
oEasy to store
oEasy to update / recognize

Disadvantages of slides:
oCostly projector bulbs, don’t last long
TYPES OF TRADITIONAL
AUDIO VISUALS
5. Video Tapes
In – house filming, video clips
Used during: 1) role playing 2) communication 3) counseling skills

Advantages of videotapes
Provides personal touch
Standardized exposure – in spite of distance
Used at learner’s own pacing
DISADVANTAGES OF
VIDEOTAPES
Costly
Communication is one way – learner’s become passive
THANK YOU!

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