Teaching Methods: Lectures

Key Factors in Selecting Teaching Methods

• Consider audience characteristics like size, diversity, and learning style preferences
• Educator expertise, learning objectives, and potential learning outcomes also inform the decision
• Consider cost-effectiveness and the setting for teaching
• Evolving technology

Lectures

• Characterized as a highly structured method
• Educators verbally communicate information to a group of learners during lectures
• Lectures are among the oldest and most commonly used teaching methods

Effective Knowledge Transfer in Lectures (Silberman, 2006)

• Use opening and summary statements
• Major points are presented at the beginning to orient learners
• Conclusions are provided at the end to remind learners of the main points
• Present key terms for verbal cues
• Offer real-life examples when possible
• Use analogies by comparing new info to existing knowledge
• Enhance content with appropriate and various media

3 Main Parts of a Lecture

• Introduction, Body, Conclusion

Introduction

• Begin with an overview of the behavioral objectives of the lecture topic
• Explain the significance of these behavioral objectives
• Technique engages learners' attention and focuses group
• This improves attentiveness
• Goals and objectives are clarified
• The desire to learn is stimulated
• Helps show how the material is relevant.
  • An educator asks the audience to solve a puzzle requiring different thinking prior to a lecture on creative problem-solving(Kowalski, 2004)
• Educators can engage learners by questioning the group or stating objectives as questions to be answered in the lecture's body.
• Connect it to previously taught subjects and explain its relationship to prior learning if the lecture is one of a series
• Build rapport with humour

Body

• Actual delivery of content

Conclusion

• Incorporate a summary
• Concepts presented get reviewed
• Leave time for questions and answers
  • Repeat questions
• Welcome follow-up by helping individuals or reading recommendations if short on time

Important Speaking Skills (Jacobs, 2009)

• Consider
  • Volume
  • Rate
  • Pitch/Tone
  • Pronunciation
  • Enunciation
  • Grammar
• Avoid saying "ums"

Key Aspects of Body Language

• Show enthusiasm
• Give eye contact
• Have correct posture and move
• Have confidence
• Present professionalism
• Use gestures
• Avoid movement continuously
• Keep attention by head and hands

Nervous Educators

• Practicing gets rid of the nerves or inexperience by videoing one's self
• Outline information

Time Constraints

• Lectures of long duration risks boredom
• Use media for engagement.

Using Audiovisual Aids

• Using materials like a video, podcast, or slides adds variety to a lecture
• Enhancements are easy to do with technology
• Adhere to the advice from DeGolia (2016) and Evans (2000) for the best results
  • Summarize info with graphics like tables

Presentation Guidelines

• Do not use all material just main ideas of presentation.
• Increase font type.
• Use around 25 words per slide.
• Use clear contrast and background images.

Visuals

• Visual aids have to remain basic
• Visual aids need to be easily seen
• Do not over use animation.
• The educator makes sure material is viewable enough to be seen.
• Maximize material,
• Lower space over travel for meeting's
• Learning has to be in perspective,
• Design consideration will help
• Educator and learner will take material to repeat
• Followup is important to individuality.

Group Discussions

• Interaction is stimulated by educator questions
• This format involves nurses or students engaging in sessions to discuss questions and issues on certain topics
• This technique should provide greater understanding of the subject
• Seminars should be designed to require preliminary assignment readings and question contemplating
• Sharing helps learners with the engagement of discussion, and in finding ideas
• Students are expected to find answers in disagreements
• Goals become preset at the focus group
• Active and accurate listening gives participants respect
• Common goal is motivated by all
• A facilitator is the role of educators
• Discussion helps the points stay connected
• Educators must focus the direction and feedback.
• Engagement must give less structure.
  • Discussions have to have knowledge, or will result in ignorance

Small Groups With Experience

• Will require little input from others

Little Group Understadning

• Requires knowledge for meaningful discussion

Instruction

• Check for every member to participate
• Avoid data.
• The diversity may lead to hard meetings
• Patients have to prequalify to pre-screen

Trust

• Members must have views from education.

Communication

• Educator will help others during discussions.
• Focus on private circumstances
• Educator will display tolerance

Teaching In Groups

• Helps the learners
• Reflection supports them
• Reinforcement is another reason
• Support is valuable

Family And Chronic Illness

• Group discussion helps reduce illness
• Promotss similar cases.

One to One Instruction

• This delivery can be formal
• It provides a face delivery
• Has the goals to deliver to the student

Techniques

• One on one is effective
• Education is given for compliance

Educators

• This method is planned

Communication And Educators

• Opportunities are there by knowledge
• Exchange is a part of each one

Teaching

• 15-20 minutes is how long the session is
• Assessment will test the knowledge to help educators get interventions
• The change will provide stage in change
• Saarmann, Daugherty, & Riegel, 2000

Provide Information

• For non threatening measures

Support Contemplation

• Identifying advantages which are support.

One to One Instructions

• Contracting small goals

Action

• Encourage new incentives

Goal Settings

• Contracts state everything about expectations.
• There needs to be planning.

Learners' Understanding

• Educator can give data

Methods

• Moving needs to get information
• Assistance is from reading.
• Educators need progress by feedback
• Process is important .

NonVerbal

• The educator must watch the learner as long as some problems get rephrased
• The educator must also be cautious

Silence

• Interruption may have problems and create tension.

Nurse Educators

• One on one is an extension in settings.
• Other activities must also be included
• New employees and precentorship activities benefit highly
• The educator creates help

Role Effectiveness

• They need to be taught through training.

Clinic Teaching and Instruction

• Strength comes from there

Demonstration

• Requires distinction.

Educators Perform

• The learners have to get assistance to test.
• These methods have many needs from learning.

Abilities of the Students

• Affect the learning methods,
• Helpful in teaching different material.

Educators Share Skills

• They help with the assertiveness.

Skills and Knowledge

• Purpose needs to be informative with them
• The steps need to be sequential equipment
• Stress why demo is a need.

Equipment and Performance

Test equipment.

• Learners have to view.

Equipment and Performance

• Slow the performance
• Increments can have a greater understanding.
• The demonstrations have to help prevent habits prior.
• Provide commitment
• High excellence is valued.

Process

• Perform and use this data to help educators

Educators Performance

• Mistake show errors and fixes
• Important learner use equipment.

Returning

• Reassurance may reduce anxiety
• Help recognize coaching.
• It help improve it all.
• Monitor process.

Helping

• Focus gives learners ability and process
• Breaking down learning to help the understanding of the topic.
• All can have a chance to have support and assistance

Practice

• Emphasys is important for learners prior.

Gaming

• Instruction through rules where students win
• More complexity helps students improve through strategies.

Ways of Teaching Techniques

• Engagement will engage gamers and generations though pattern and style.
• High education may have to be considered
• This technique requires the learner's style.

Gamification

• It wont help, although it has educational goals.

Learner Needs

• It has to keep everyone active as a part of game play Involvement should increase.

Places

• Place anywhere as part of assessment
• Introduction helps progress to summarise data .

Educators

• Game can also help

Group

• Game roles are facilitators
• Goal is to inform

Reward System

• They do not have to be expensive
• The most important this is know as recognition

Summary

• Game and debrief process helps with recommendations

Computer Games

• Gaining awareness and a popular option.

The Program of the Game is Called Edutainment

• All is for goals and learning to help the process to gain learning
• Good skills provide gaming,
• Effective activities improve health.
• Gaming helps children with there challenges ​

Lieberman (2001)

• Describes this.

Self care

• Diabetes will be important for success

Skills and Robinson (1989)

• Game needs to have goals to learn, and are also help useful.

Trial And Success

• Simulatious are used to gain health benefits

Planning

• Should have the educators have simulatious available