1
Q
What are these?
- Learning Objectives/Outcomes
- Learner’s Needs and Characteristics
- Subject matter
- Class Size
- Resources and Technology Availability
- Time Constraints
- Teacher’s Expertise and Comfort
A
Criteria for Selection of Teaching Method
2
Q
The process of giving information, generating understanding, and creating interest among the students
A
Lecture method
3
Q
What are these?
- To introduce learners to new topics.
- To stimulate students’ interest in a subject.
- To synthesize knowledge from other various sources.
- To clarify difficult concepts.
A
4 purposes of Lecture method
4
Q
What are the 5 features of the lecture method?
A
- Teacher-Centered
- Structured Content
- Passive Learning
- Limited Interaction
- Time-Efficient
5
Q
Identify the advantage of lecture method
- Wide audience
- Wide coverage of subject matter within a short time
- Creates sensible selection, careful analysis, and synthesis of pertinent information from many sources
A
Economical/Cost-effective
6
Q
What are these?
- Uses facts and ideas in printed pages of a book
- Supplement materials found in the textbook.
- Provides opportunity to clarify difficult concepts
- Teacher serves as a role model
- Improves the listening skills of the student
A
advantage of lecture method
7
Q
Identify which disadvantage of lecture method
Delivering facts with minimal emphasis on problem solving, decision making, and critical thinking
A
Limited student participation
8
Q
Identify which disadvantage of lecture method
Does not satisfy the students’ individual ____
A
Learning style
9
Q
Identify which disadvantage of lecture method
Limited ____ of the learner
A
attention span
10
Q
Organizing the lecture - Step 1-3
- Plan the ____ of the lecture
- Anticipate the ____ needed to cover the content
- Think of the ____ of the students when preparing the level of difficulty of the learning materials
A
- learning outcomes
- length of time
- ability level
11
Q
Organizing the lecture - Step 4 - 6
- Write a written ____
- Use advanced ____
- Summarize structure and key points, tie ____
A
- outline
- organizers
- loose ends
12
Q
A statement that bridges concepts known to new concepts
A
Advance organizer
13
Q
instructional tool used to help learners integrate new information with their existing knowledge base
A
Advance organizer
14
Q
presented before learning activities to provide a framework or structure for what is to come
A
advance organizer
15
Q
Types of advance organizers
This provide an explanation or description of the new material before it’s taught
A
expository
16
Q
Types of advance organizers
____ to compare new material with previously learned concepts
A
Comparative
17
Q
Types of advance organizers
This involve storytelling or presenting information in a narrative form to introduce new content
A
Narrative
18
Q
Types of advance organizers
Involve posing thought-provoking questions to stimulate the learners’ thinking before introducing new material
A
Advance questions
19
Q
Types of advance organizers
- Visual tools like diagrams, charts, or concept maps that outline the structure of upcoming material
- help learners visualize the relationships between key concepts and new information
A
Graphic advance organizers (visual)
20
Q
Identify the written outline
information is grouped, divided, and subdivided
A
historical/classical
21
Q
Identify the written outline
a problem in presented, then various hypotheses and solutions are developed
A
problem-centered
22
Q
Identify the written outline
differentiate two or more distinct concepts
A
comparative structure
23
Q
Identify the written outline
the lecturer takes a stand on a particular topic, then support or justify it using logic or evidence
A
thesis format
24
Q
Identify the written outline
I. Introduction to the Topic
▪ A. Definition and importance
▪ B. Overview of main ideas
II. First Major Concept
▪ A. Sub-concept 1
▪ B. Sub-concept 2
III. Second Major Concept
▪ A. Sub-concept 1
▪ B. Sub-concept 2
IV. Conclusion and Summary
A
Hierarchal/classical
25
# Identify the written outline
I. Define the Problem
▪ A. Context and background
▪ B. Importance of solving the problem
II. Causes and Analysis
▪ A. Potential causes
▪ B. Impact on stakeholders
III. Solutions
▪ A. Solution 1: Pros and cons
▪ B. Solution 2: Pros and cons
IV. Conclusion: Best solution or openended discussion
Problem-centered
26
# Identify the written outline
I. Concept 1
▪ A. Strengths
▪ B. Weaknesses
II. Concept 2
▪ A. Strengths
▪ B. Weaknesses
III. Comparative Analysis
▪ A. Similarities
▪ B. Key Differences
IV. Conclusion: Which concept is
more applicable, or an open
discussion of both
Comparative structure
27
# Identify the written outline
**I. . Introduction**
▪ A. Research question and
importance
▪ B. Overview of relevant studies
**II. Literature Review**
▪ A. Key studies and findings
▪ B. Gaps in existing research
**III. Methodology**
▪ A. Research design
▪ B. Data collection and analysis
**IV. Results and Discussion**
▪ A. Key findings
▪ B. Implications of the results
**V. Conclusion and Future Directions**
Thesis format
28
# Characteristics of Disorganized Lecture
* outline is not ____ or ____
* desired learning outcomes were ____
* single idea is ____ by the lecturer multiple times
* does not use ____ (bridge) before introducing a new concept
* awkward ____ between subtopics of the lecture
* ending the session without ____
* sequentially or logically arranged
* not stated
* repeated
* advance organizers
* shifts
* summarizing the topic
29
# How to give an effective lecture
* Plan, practice, and reflect on your techniques of delivery to maximize effectiveness
* Understand the Audience
* Organize Content
* Use Visual Aids
* Practice Delivery
Prepare thoroughly
30
# How to give an effective lecture
* Introduce the Topic Clearly
* Capture attention
* Outline Learning Objectives
Start with a strong opening
31
# How to give an effective lecture
* Encourage student participation
* Interactive Questions
* Relate Content to Real-Life Examples
* Use Polls or Quizzes
Engage students throughout the lecture
32
# How to give an effective lecture
* Speak Clearly and at a Moderate Pace
* Vary Your Tone and Energy
* Maintain Eye Contact
* Avoid mannerisms/verbal habits
Communicatre effectively
33
# How to give an effective lecture
* Chunk Information
* Recap Key Points
Break the lecture into segments
34
# How to give an effective lecture
Use ____ wisely
technology
35
# How to give an effective lecture
summarize key takeaways
Conclude effectively
36
What are the 5 types of lecture?
* Traditional oral essay
* participatory lecture
* lecture with uncompleted handouts
* feedback lecture
* mediated lecture
37
# What is this?
Purpose:
* Gives chance to apply theories to new and various situations
* Clarifies information and concepts
* Helps the teacher gauge student understanding
Discussion method
38
What are the 3 key features of discussion method?
* Interactive learning
* teacher as a facilitator
* student-centered
39
# Discussion method: formal vs informal discussion
Topic is announced in advance
formal discussion
40
# Discussion method: formal vs informal discussion
Class prepared by reading certain materials, watching certain videos, etc.
formal discussion
41
# Discussion method: formal vs informal discussion
takes place without prior notice at any point during the class
informal discussion
42
# Discussion method: advantage or disadvantage?
develop problem-solving skills with groups
advantage
43
# Discussion method: advantage or disadvantage?
time consuming
disadvantage
44
# Discussion method: advantage or disadvantage?
develop critical thinking skills
advantage
45
# Discussion method: advantage or disadvantage?
effective only with small groups
disadvantage
46
# Discussion method: advantage or disadvantage?
change attitudes
advantage
47
# Discussion method: advantage or disadvantage?
one person or a few people may monopolize discussion
disadvantage
48
# Discussion method: advantage or disadvantage?
preferred by many students
advantages
49
# Discussion method: advantage or disadvantage?
appreciated only if participants are equipped with necessary information
disadvantage
50
# Discussion techniques
Require careful ____
planning
51
# Discussion techniques
Develop ____ and select suitable topics
objectives
52
# Discussion techniques
What are not appropriate topics for discsussion?
* controversial issues
* clinical or professional problems
* Emotionally charged topics e.g. death
53
# Discussion method: Rules to follow 1-6
1. formulate clear ____
2. Establish ____
3. Ensure proper ____
4. Plan how to start the ____
5. ____, don't discuss
6. Encourage participation of ____
* expectations
* ground rules
* distance
* discussion
* facilitate
* quiet or shy members
54
# Discussion method: Rules to follow 7-12
7. Don't let a single person ____ the discussion
8. Direct the ____ among group members
9. Prevent the discussion from getting ____
10. Clarify when participants get ____
11. Allow some ____
12. ____ when needed
* monopolize
* discussion
* off-course
* confused
* silence
* summarize
55
# What is this?
* Assess learner's comprehension
* promotes logical reasoning and critical thinking
* **Socratic method** of teaching — ask a series of questions; each answer is followed by another question
Questioning Method
56
Ask a series of questions; each answer is followed by another question
Socratic method
57
# Levels of questioning
* the learner recalls or integrates information; have specific, usually short, and expected answers
* Compare a thick and a thin malarial smear
Convergent questions
58
# Levels of questioning
* the learner creates new ideas, draws inferences, or formulates a new perspective on a topic
* What might happen if you transfuse blood without crossmatching?
Divergent questions
59
# Levels of questioning (order)
Recall information
lower-order question
60
# Levels of questioning (order)
Comprehension and critical thinking
higher-order questions
61
# Types of Questions
requires simple recall answer
factual
62
# Types of Questions
learner further explains an answer
probing
63
# Types of Questions - Probing
* elaborate
* "*what do you mean? can you explain your answer?*"
extension probes
64
# Types of Questions - Probing
* unclear answer
* "*do you mean that if...?*"
clarification probes
65
# Types of Questions - Probing
* Justify response
* "*why did you say that?*"
justification probes
66
# Types of Questions - Probing
* support unsure answer
* "*Yes? Go on...*"
Prompting probes
67
# Types of Questions - Probing
* Elicit a variety of answers from the group learners
* "*What do you think will happen if you used a gauge 21 needle rather than a gauge 16 in a patient for blood donation?*"
Redirection probes
68
# Types of Questions
Oral MCQ
multiple choice
69
# Types of Questions
* learners construct an answer;
* "*What are the potential complications that can arise during a venipuncture, and how would you address them?*"
Open-ended
70
# Types of Questions
* promotes further discussion
* "*If that is true, how come...?*"
Discussion-stimulating
71
# Types of Questions
Questions phrased and sentenced carefully to guide learners through problem solving thinking
Questions that guide problem solving
72
# Types of Questions
* Expect no answers at the sime;
* stimulates thinking
* "*Who doesn't want to be successful?*"
Rhetorical
73
# Questioning Techniques
* Create an ____ where students are comfortable and can freely ask questions
* Be supportive and don't ____ students with the wrong answer
* environment
* humiliate
74
# Questioning Techniques - Rules to follow
1. Prepare ____ in advance
2. Ask clear and specific ____
3. Tolerate some ____ (3 - 5 sec)
4. Pay ____ to the responses
5. Use the ____ technique
6. Provde ____ – nod, smile, comment
- Handle ____ carefully – acknolwedge partially correct answers; do not humiliate learners
* questions
* questions
* silence
* attention
* "beam, focus, build"
* feedback
* wrong answers
75
# Beam, Focus, and Build
* Asking broad, open-ended questions to gather a wide range of ideas
* "*What do you know about blood collection techniques?*"
Beam
76
# Beam, Focus, and Build
* Focusing on a specific aspect or question
* "*What are the most common causes of failed venipuncture, and why do they happen?*"
Focus
77
# Beam, Focus, and Build
* Building on the ideas generated in the "Focus" phase by encouraging further thought, creativity, or problem-solving
* "*How could you modify your appreach to reduce the chances of a faield blood draw?*"
Build
78
How to stimulate learners to ask questions?
Give reward to those who asked good questions (thank, praise)
79
# What is thhis?
A blend of lecture, discussion, questioning, and audio-visuals
Interactive lecture
80
In interactive lecture, class may be divided into sections, changing activities every ____ minutes
15 - 20
81
If done correctly, this is the best representation of **active learning**
Interactive lecture
PST MLS - Midterms
flashcards
Decks in class (5)
# Cards
