TEACHING METHODS (DAY 4).pdf

TEACHING METHODS AND SETTINGS 5 Approaches to the Effective Transfer of Knowledge Teaching Method - is the way information is taught that brings the 1. Use opening and summary statements. learner into contact with what is to be learned....

TEACHING METHODS AND SETTINGS 5 Approaches to the Effective Transfer of Knowledge Teaching Method - is the way information is taught that brings the 1. Use opening and summary statements. learner into contact with what is to be learned. 2. Present key terms. 3. Offer examples. Instructional Materials or Tools - are the objects or vehicles used 4. Use analogies. to transmit information that supplement the act of teaching. 5. Use visual backups. Deciding which method(s) to select must be based on a Each lecture should include three main parts: consideration of such major factors as the following: Introduction Audience characteristics (size, diversity, learning style preferences) - During the introduction phase of a lecture, the educator Educator’s expertise as a teacher should present learners with an overview of the behavioral Objectives of learning objectives related to the lecture topic, along with an explanation as to why these objectives are significant. Potential for achieving learning outcomes - The use of set (the opening to a presentation) engages Cost-effectiveness learners’ attention and focuses the group on the teacher, Setting for teaching which creates the stage for learners to be ready to listen. Evolving technology Body TYPES OF LEARNING METHODS - The next portion of the lecture involves the actual delivery Lecture of the content related to the topic being addressed. - can be defined as a highly structured method by which the - Careful preparation is needed so that the important educator verbally transmits information directly to a group aspects are covered in an organized, accurate, logical, and of learners for the purpose of instruction. interesting manner. - one of the oldest and most often used approaches to - The educator can enhance the effectiveness of the teaching. presentation by combining it with other teaching methods - The word lecture comes from the medieval Latin term Conclusion legere, which means “to read.” - “An abused method calls into question the expertise of - This final section of the lecture format is reserved for those abusing it, not the validity of the method itself”. summarizing the information provided in the presentation. ALEIZA ANDREA G. BIGNO HEALTH EDUCATION  At this point, the educator can review the major concepts Using audiovisual materials, such as a video, a podcast, an ARS, presented. or PowerPoint slides, also can add variety to a lecture. The - During this time, questions asked should be repeated so widespread availability of technology makes it easy to enhance a that the rest of the audience can hear them and understand presentation—but only if the technology is used wisely. the response. When developing PowerPoint slides, for example, educators According to Jacobs (2009), the following variables of speech should adhere to the following general guidelines (DeGolia, need to be considered: 2016; Evans, 2000): Volume Do not put all content on slides but include only the key Rate concepts to supplement the presentation. Pitch/tone Use the largest font possible. Pronunciation Do not exceed 25 words per slide. Enunciation Choose colors that provide a high level of contrast between Proper grammar background and text if presenting in a large room with bright Avoiding annoying habits such as the use of “ums” lights. Use graphics (figures and tables) to summarize important Not only are speaking skills important, but body language also points, to succinctly present information, or to share large should be considered: amounts of numerical data. Demonstrate enthusiasm. Do not overdo the use of animation (moving figures), which can be very distracting to the audience. Make frequent eye contact with audience. (TABLE 11-1) Use posture and movement. Group Discussion Convey self-confidence. - is defined as a method of teaching whereby learners get Demonstrate professionalism. together to actively exchange information, feelings, and Use gestures. opinions with one another and with the educator. - In general, the benefits of group discussions are that they Avoid repetitive movement. lead to deeper understanding and longer retention of Rely on head and hands to emphasize points and to keep the information, increased social support, greater transfer of audience’s attention. learning from one situation to another, more positive ALEIZA ANDREA G. BIGNO HEALTH EDUCATION  interpersonal relationships, more favorable attitudes Cooperative learning includes four key components: toward learning, and more active learner participation. Extensive structuring of the learning tasks by the teacher - Group discussion is an effective method for teaching in both the affective and cognitive domains. Strongly interactive student–student execution of the tasks - Group size can vary somewhat, but discussion is most Immediate debriefing or other assessments to provide the effective with relatively small groups (ideally between four teacher and students with prompt feedback about the success and eight people). of the intended learning - (TABLE 11-2) Instructional modifications by the teacher based on Team-Based Learning feedback - Uses a structured combination of preclass preparation, - In the profession of nursing, the use of cooperative learning individual and group readiness assurance tests, and stresses the importance of foundational knowledge and application exercises. understanding. According to Sisk (2011), team-based learning incorporates Case Studies four key principles: - lead to the development of analytical and problem-solving Forming heterogeneous teams skills, exploration of complex issues, and application of Stressing student accountability new knowledge and skills in the clinical practice arena. Providing meaningful team assignments focusing on solving real-world problems Seminars Providing feedback to students - consists of several sessions in which a group of staff nurses Cooperative Learning or students, facilitated by an educator, discuss questions and issues that emerge from assigned readings on a topic - is the methodology of choice for transmitting foundational of practical relevance. knowledge. - the educator is the center of authority in the class, with One-to-one Instruction group tasks usually more closed ended and often having - may be given either formally or informally, involves face-to- specific answers. face delivery of information specifically designed to meet the needs of an individual learner. ALEIZA ANDREA G. BIGNO HEALTH EDUCATION  - have a positive effect on patient education and monitor his or her behavior through the implementation compliance. of such strategies as keeping a food diary. - n should never be a lecture delivered to an audience of one Maintenance stage—Continue encouragement and to meet the educator’s goals but instead, the experience support to consolidate the new behavior and prevent should actively involve the learner and be based on his or relapses. her unique learning needs. - (TABLE 11-3) - 15 to 20 minutes in length, and the educator should offer Demonstration and Return Demonstration information in small, bite-sized portions to allow time for processing. - Demonstration by the educator is done to show the learner how to perform a certain skill. The following describes how educators can focus their - Return demonstration by the learner is carried out as an interactions to help a learner through the stages of change attempt to establish competence by performing a task with (Saarmann, Daugherty, & Riegel, 2000): cues from the educator as needed. Precontemplation stage — Provide information in a - This incremental approach to sequencing discrete steps of nonthreatening manner so that the learner becomes a procedure is known as scaffolding and provides the aware of the negative aspects or consequences of his or learner with a clear and exacting image of each stage of her behavior. skill development. Contemplation stage—Support decision making for - (TABLE 11-4) change by identifying benefits, considering barriers to Gaming the change, and making suggestions for dealing with these obstacles. - Gaming is a method of instruction requiring the learner to Preparation stage—Support a move to action by participate in a competitive activity with preset rules. contracting with the learner in establishing small, - Games can be designed for a single individual, such as realistic, and measurable goals; providing information puzzles, or for a group of players, such as bingo or on effective ways to achieve the desired change; and Jeopardy! giving positive reinforcement. - For gaming activities that involve multiple participants, the Action stage—Encourage constant practice of the new educator’s role is that of a facilitator. behavior to instill commitment to change by pointing - (TABLE 11-5) out the benefits of each step achieved, providing rewards and incentives, and assisting the learner to ALEIZA ANDREA G. BIGNO HEALTH EDUCATION  Simulation - intended to arouse feelings and elicit emotional responses in the learners. - Simulation is a trial-and-error method of teaching whereby - (TABLE 11-7) an artificial experience is created that engages the learner in an activity that reflects real-life conditions but without Role Model the risk-taking consequences of an actual situation. - Learning from a role model is called identification and - Simulation is a highly innovative teaching method to teach emanates from learning and developmental theories, such health professionals about the complex world of health as Bandura’s social learning theory and Erikson’s care in their respective disciplines in an effective, efficient, psychosocial stages of development, which explain how safe, and high-quality fashion. people acquire new behaviors and social roles. Examples of types of simulation include the following: - also referred to as role modeling, is a teaching method that also can help new health professionals develop critical Written Simulations - may use case studies about real thinking competencies and interpersonal skills, as well as or fictitious situations, with the learner being asked to assist them to assume the responsibilities and values of respond to these scenarios. the profession with which they identify. Clinical simulations can be set up to replicate complex - (TABLE 11-8) care situations, such as a mock cardiac arrest. Model simulations - are frequently used to teach a Self-Instruction variety of audiences. An effective and economical - teaching method used by the educator to provide or design method to teach certain noninvasive skills is to ask a instructional activities that guide the learner in peer, educator, or trained individual to act as a patient. independently achieving the objectives of learning. Computer simulations - are used in learning - Self-instruction modules - are specifically designed to be laboratories to mimic situations whereby information used independently. and feedback are given to learners in helping them - Self-instruction module - is carefully designed to achieve develop decision-making skills. preset objectives by bringing learners from diverse - (TABLE 11-6) knowledge and skill backgrounds to a similar level of Role Play achievement prior to undertaking the next step in a series of learning activities. - a method of instruction by which learners actively - The Internet also offers a myriad of continuing education participate in an unrehearsed dramatization. self-instruction modules. ALEIZA ANDREA G. BIGNO HEALTH EDUCATION  - Computer-assisted instruction (CAI) is an individualized INCREASING EFFECTIVENESS OF TEACHING method of self-study using technology to deliver an Techniques to Enhance the Effectiveness of Verbal educational activity. Presentations - (TABLE 11-9) 1. Present Information Enthusiastically SELECTION OF TEACHING METHODS 2. Include Humor - Selection of Teaching Methods The process of selecting a 3. Exhibit Risk-Taking Behavior teaching method requires a prior determination of the 4. Deliver Material Dramatically behavioral objectives to be accomplished and an 5. Choose Problem-Solving Activities assessment of the learners who will be involved in 6. Serve as a Role Mode achieving the objectives. 7. Use Anecdotes and Examples - (SEE TABLE 11-10) 8. Use Technology EVALUTATION OF TEACHING METHODS General Principles for Teaching Across Methodologies Educators should ask five major questions to help decide which The following, in no order of priority, are some of the key teaching method to choose or whether the method of instruction principles that educators should adhere to when teaching selected should be revised or rejected: patients and their significant others: 1. Does the teaching method help the learners to achieve the 1. Give Positive Reinforcement stated objectives? 2. Project an Attitude of Acceptance and Sensitivity 2. Is the learning activity accessible and acceptable to the 3. Be Organized and Give Direction learners who have been targeted? 4. Elicit and Give Feedback 3. Is the teaching method efficient given the time, energy, and 5. Use Questions resources available in relation to the number of learners - Miller and Stoeckel (2016) identify three types of the educator is trying to reach? questions that can be used to elicit different types of 4. To what extent does the teaching method allow for active answers: participation to accommodate the needs, abilities, and Factual or descriptive questions begin with words style of the learner? such as who, what, which, where, how, or when and 5. Is the teaching method cost effective? ask for recall-type responses from the learner. Clarifying questions ask for more information and help the learner to convey thoughts and feelings. ALEIZA ANDREA G. BIGNO HEALTH EDUCATION  Higher order questions require more than memory Summarize Important Points or perception to answer. - gives a perspective on what has been covered, how it Use the Teach-Back or Tell-Back Strategy relates to the objectives, and what the educator expects the learner to have achieved. - It is important that educators ask patients to restate in their own words what they learned to confirm their retention of SETTINGS FOR TEACHING information and the effectiveness of the patient education - Settings for teaching are classified according to the need interventions. for health education in relationship to the primary purpose Know the Audience of the organization or agency that provides health instruction. - All educators should be willing to use a variety of teaching methods to provide the best possible experience for O’Halloran (2003) identified three types of settings for the achievement of objectives. education of clients: Use Repetition and Pacing 1. Health Care Setting - is one in which the delivery of health care is the primary or sole function of the institution, - The opportunity for repeated practice of behavioral tasks is organization, or agency. called skill inoculation. Examples: - Pacing refers to the speed at which information is - Hospitals presented. - visiting nurse home care associations Many factors determine the optimal rate of teaching, such - public health departments as the following: - outpatient clinics - extended care facilities ❖ Learner’s previous history with learning - health maintenance organizations ❖ Attention span of the learner - physicians’ offices ❖ The domain and level of domain in which learning is to - therapist-owned managed centers take place 2. Healthcare Related Setting - one in which healthcare- ❖ The learner’s eagerness and determination to obtain a related services are offered as a complementary function reward or attain a goal of the agency. ❖ The degree of progress in learning 3. Non-healthcare Setting - which health care is an ❖ The learner’s ability to cope with frustration and incidental or supportive function of an organization. discomfort ALEIZA ANDREA G. BIGNO HEALTH EDUCATION  Examples: - businesses - industries - schools - military - penal institutions SHARING RESOURCES AMONG SETTINGS - Professional nurses involved in client health education should use available opportunities to share resources among the three identified settings. ALEIZA ANDREA G. BIGNO HEALTH EDUCATION