PRINCIPLES & STRATEGIES OF TEACHING IN MLS

A CONTRACT BETWEEN TEACHERS AND SELECTING CONTENT

LEARNERS
• The general guidelines for course content are
• Name of the course usually prescribed by the curriculum of the school
• Name of the instructor or institution for which the educator works.
• One-paragraph course description • How much time you can devote to the topic.
• List of course objectives • The kind of background the students have.
• Topical outline • If a textbook has already been selected for the
• The teaching methods to be used course, its depth of content can give you some
• Textbooks and other readings hints as to what you need to include.
• Methods of evaluation

THE VALUE OF OBJECTIVES ORGANIZING CONTENT

• Share the class objectives with the group.

• To guide your selection and handling •Use heading and subheadings during the lectures
of course materials. •Discussions, role playing, computer applications,
• To determine if students have learned and problem-based learning as well as other
what you have tried to teach. teaching strategies also require structure and
• Objectives are essential from the organization for learning to proceed smoothly.
learner’s perspective.

SELECTING TEACHING METHODS

TAXONOMY OF OBJECTIVES

• developed by Bloom ✓ Selection of method depends on the objectives

and type of learning you are trying to achieve.
✓Course content also dictates methodology to
THREE LEARNING DOMAINS some extent.
✓Compatibility between teachers and teaching
A. Cognitive (Knowing) methods; compatibility between learners and
B. Psychomotor (Doing) teaching methods are important.
C. Affective (Feeling, Valuing) ✓Availability of resources determine which
strategies to be used.

WORDING OF OBJECTIVES CHOOSING A TEXTBOOK

Objective is incomplete unless it Provide a stable and uniform source of

contains information for students to use in their
- the intended learner individual study.
- the behavior to be performed • Quality of writing in the book
- the conditions to which it is to be • How the book was organized and the graphics
performed that were included.
- and the expected degree of attainment • Evaluate the content scope and quality,
of specific standards. credibility of authorship, format, quality of print
and the like
•Examine some chapters
•Examine the book’s appearance
•The way in which the book will be used.
• Cost of textbooks.
 PLANNING ASSIGNMENTS CONDUCTING CLASS

• If you want to see whether students FIRST CLASS

can think analytically- assign a short
essay. • The way you approach the 1st session often
• If you want to test students’ ability to sets the tone for the whole course.
use resources to answer specific • Begin by introducing yourself.
questions- Ask them the questions, let • Welcome the class, read names, the early and
them investigate the answers, and have late hour; a little humor is helpful on the first
them write up the answers. day.
• There are countless types assignments • Communicate expectations for the course.
• Cover general classroom rules.
available that would help achieve
• Communicate enthusiasm for the subject,
objectives and not involve a lot of
significance and personal application of the
busywork and repetition.
subject to students.
TRADITIONAL TEACHING METHOD
SUBSEQUENT CLASS
A. LECTURING
B. DISCUSSION •Begin by gaining and controlling the attention
C. QUESTIONING of the learners.
D. AUDIO VISUALS •Establish an impression of control.
LECTURING •Close proximity may help establish presence
and authority.
- Efficient means of introducing learners •Assess the learners: pre-tests, short
to new topics. questionaires or asking questions in the class.
- Stimulate students’ interest in a subject. •Follow the planning sequences and continue to
- Inspire people refine approach to teaching.
- Integrate and synthesize a large body of
knowledge from several fields or sources. A. TYPES OF LECTURES
- Difficult concepts can be clarified in
lectures. Traditional Oral- Essay
“The lecture is valuable where The teacher is an orator and the only speaker.
knowledge is advancing rapidly and up- Participatory Lecture
to date textbooks are not available. - Begins with learner’s brainstorming ideas on a
topic based on what they have read in
ADVANTAGES preparation.
- Progresses with the teacher organizing the
• Economical
student’s ideas with expertise.
• Can supplement a text book by
- Students feel some ownership of the topic and
enhancing a topic and making it come are able to attach new information to exisisting
to life. mental schema.
• Help students develop their listening Lecture with Uncompleted Hand-outs
abilities Hand-outs containing the lecture outline in
some detail with blank spaces for learners to fill
DISADVANTAGES in information.
Feedback Lecture
•It places learners in the passive role.
Consist of mini lectures interspeed with 10-
•By nature it lends itself to the teaching of facts;
minute small group discussions, structured
placing little emphasis on problem solving,
around questions related to
decision –making, analytical thinking or transfer
the lecture content.
of learning.
Enhance learning and memory recall.
•It is not conducive to meet student’s individual
Mediated Lecture
learning needs.
Use of media such as films, slides or web-
•The problem of limited attention span on the
based images along with traditional lecture.
part of he learners.
 B. DISCUSSION
B. DIVERGENT
FORMAL DISCUSSSION
- Ask the learner to generate new ideas, draw
Topic is announced in advance and the implications, or formulate a new perspective
class is asked to prepare, to take part in the on a topic.
discussion. - There is no single correct answer.
INFORMAL DISCUSSION -Requires a higher level of cognitive activity.

Take place spontaneously at any point

during the class including at the end of the C.Low-Order Questions
lecture. - Require the learner to recall information
they have read or memorized.
PURPOSES AND ADVANTAGES D. Higher-Order Questions
- Give learners an opportunity to apply - Require more than recall
principles, concepts, and theories; - The learner have to comprehend or think
and transfer the learning to new and critically about the information.
different situations.
- Clarification of information and concepts.
-Learn the process of group problem- Levels of Questioning
solving. Based on Bloom’s Taxonomy:
-Attitudes can be changed through - Knowledge
discussion. - Comprehension
DISADVANTAGES - Analysis
- Take a lot of time - Application
- Effective in small groups - Synthesis
- At times few people monopolize the - Evaluation
discussion
- Discussions are valuable only if
participants come prepared with the
Types of Questions
necessary background information.
1. Factual questions
C. QUESTIONING - Demands a simple recall answer.
- To assess learner’s comprehension. - Used to assess learner’s understanding or
- Ask questions that demonstrate simply find out if they are paying attention.
reasoning, analysis, and problem-solving. 2. Probing questions
- Places learners in an active role. - To further explain an answer or dig
- To assess a baseline of knowledge. deeper into subject.
- Help learner’s grasp information or a. Extension probes
concepts quickly. Ask learners to elaborate on a response
- To review content. b. Clarification probes
- Motivation to learn increase as learners Used when learner’s responses are
hear questions they like to know the unclear.
answers. c. Justification probes
- To guide learner’s thought process in a Ask learners to justify their responses
certain direction. d. Prompting probes
Help a responder who is unsure of an
LEVELS OF QUESTIONING answer or gives an incorrect answer
e. Redirection probes
A. CONVERGENT
To elicit a variety of responses from the
- Require the learner to recall or integrate group of learners.
information they have learned.
- Requires fairly low-level cognitive activity.
-Have specific, usually short, and expected
answers.
3. Multiple Choice questions 2.Chalkboards or Whiteboards
- Can be oral as well as written - Allow spontaneity in the classroom.
- Test recall and can be used to begin a - New ideas can be jotted down as they are
discussion mentioned.
4. Open-ended questions - Information or points can be illustrated.
- Encompasses all questions that - Useful for working out mathematical
requires learners to construct an answer. problems, spelling new words, outlining
5. Discussion-stimulating questions material to be covered in class.
- Used to promote discussion - It should be clean, placed where the
6. Questions that guide problem solving entire class could see. Write only on the
- To guide learners through problem- upper two-thirds of the board.
solving thinking. - Not advisable for a very large group.
7. Rhetorical questions
- Questions for which you expect no 3.Overhead Transparencies
answer at the time.
- Used to stimulate thinking and guide - Sheets of acetate placed on an overhead
learners into asking their own questions projector that enlarges and projects the image
as they study a topic. onto a screen.
- Easy to make, use, store, and transport
QUESTIONING TECHNIQUE - Can be prepared beforehand to save class
- Prepare some questions ahead of time time.
- State questions clearly and specifically - Diagrams and drawings can be drawn or
- Tolerate some silence copied onto transparencies.
- Listen carefully to responses - Concepts can be illustrated and lectures
- Use the “beam, focus, build” technique can be outlined.
- Provide feedback - Charts and graphs can be presented.
- Handle wrong answers carefully

D . AUDIOVISUALS 4.Slides
Greatly enhance teaching and can add
interest and stimulation to the classroom. - To show pictures or project diagrams,
- Handouts charts, and word concepts.
- Chalkboards or whiteboards - Effective promoters of discussion
- Overhead transparencies - Help make abstractions concrete
- Slides - Lend realism to an academic discussion
- Videotapes - Easy to update and reorganize to fit
changing class needs.
1. Handouts
- Can be used to communicate facts, 5.Videotapes
figures and concepts.
- Time saving - Motion enhances realism of the situation
- If given before the class, learners can and often increases interest.
review them in preparation for the class - Maintain consistency and quality for
discussion. teaching each learner.
- It ensures that all learners have access to - Can replay and freeze frames according to
the same information and can review that the needs.
information whenever necessary. - Learners can become passive recipients of
information.
OTHER COMMON TEACHING METHODS
Case Study Method Panel forum
Role Playing Method symposium/seminar/ workshop
Buzz Session deductive method
Debate Forum inductive method

CASE STUDY
- Case Studies
- Provide learners with open-ended problems that have more than one desirable outcome.
- Learners are required to judge the advantages and disadvantages of various options,
compare alternative solutions and justify their choice of actions.
- Use of case studies helps learners see and appreciate more than one perspective and often
points out assumptions they make in the face of
incomplete information.

ROLE PLAYING
- Role paying is a form of drama in which learners spontaneously act out roles in an
interaction involving problems or challenges in human relations.
 The participants neither have scripts to follow nor do they rehearse.
 They are given written or verbal explanation of the stimulated situation and are
expectation to have sufficient general knowledge about the situation to understand
the roles to which they have been assigned.
- This teaching method is effective in helping people gain skill interpersonal and
therapeutic relationship and in teaching them how to handle interpersonal conflicts.
- Last only 2 to 5 minutes.
- Has been used to teach therapeutic communication skills

BUZZ SESSION
- Buzz sessions are short participative sessions that are deliberately built into a lecture or
larger group exercise in order to stimulate discussion and provide student feedback.
- In such sessions, small sub-groups of two to four persons spend a short period(generally
no more than five minutes) intensively discussing a topic or topics suggested by the
teacher.
- Each sub-group then reports back on its deliberations to the group as a whole, or
sometimes combines with another sub-group in order to share their findings and discuss
the implications.

COLABORATIVE LEARNING
- Provides learners opportunities for teams of learners to complete assignments.
- In such approaches (which can be structured in an almost unlimited way, the talents of
each learner are used to problems, learners critique each other’s work and they learn from
one another.

DEBATE
- Speakers who have opposing views on a controversial subject are given equal time to
present their reasons for their beliefs, followed by a free and open discussion of the issue
by the entire group - Public Forum Debate involves opposing teams of two, debating a
topic concerning a current event. Proceeding a coin toss, the winners choose which side to
debate (PRO or CON) or which speaker position they prefer (1st or 2nd), and the other
team receives the remaining option.
- Students present cases, engage in rebuttal and refutation, and also participate in a
“crossfire” (similar to a cross-examination) with the opportunity to question the opposing
team. Often, community members are recruited to judge this event.
Panel Forum
- A panel forum is basically a conversational approach to learning where a small group of
experts in the topic of choice engage in an intellectual exchange of ideas.
- Certain issues or problems, preferably current events, are discussed to help clarify those
issues or problems for the ultimate benefit of the listeners.
- The participants in a panel forum directly discuss and interact with each other in a
conversational manner, giving out their expert opinion or ideas on the issue or problem.
They do this in such a way that the audience is able to hear what the panel forum
participants are discussing.
- The panel forum is commonly practiced in television shows where the opinions or
viewpoints of the participants are magnified through the use of television cameras and
microphones.
- A panel forum moderator makes sure that all the differing viewpoints are expressed in
such a manner that both sides of a subject, especially controversial ones, are given enough
exposure. The moderator makes sure that nobody dominates the conversation.

Symposium/Seminar
- A series of speeches is given by as many speakers as there are aspects of a problem or
issue.
- Panel discussion by experts on a specific topic with audience participation that is less that
in a forum

Deductive Method
- The teacher tells or shows directly what he/she wants to teach.
- Aka Direct Instruction

Inductive Method
- Instruction makes use of student “noticing”. Instead of explaining a given concept with
examples, the teacher presents students with many examples showing how the concept is
used.
- The intent is for students to “notice”

ACTIVITY-BASED TEACHING STRATEGIES

A. Cooperative Learning
B. B. Simulations
⁻ Simulation Exercise
⁻ Simulation Game
⁻ Role playing
⁻ Case Study
C. Problem-based Learning
D. D. Self-Learning Modules

A.COOPERATIVE LEARNING
- It involves structuring small group of learners who work together toward achieving
shared learning goals.
- Learners work together and are responsible not only for their own learning but also for
the learning of other group members.

Types of Cooperative Learning

1. Formal Groups
Most useful in academic settings
2. Informal Groups
Can be used in any setting
3. Base Groups
Advantages of Cooperative Learning
- Group members learn to function as part of a team.
-Working in a group for any length of time can teach or enhance social skills.
-Help address individual learning needs and learning styles.
- Critical thinking is promoted.

B.SIMULATIONS
Controlled representations of reality
Exercises that learners engage in to learn about the real world without the risks of the
real world.

FOUR TYPES OF SIMULATIONS:

1. Simulation exercises
2. Simulation games
3. Role-playing
4. Case studies

TYPES OF SIMULATIONS
1. Simulation Exercise
A controlled representation of a piece of reality that learners can manipulate to better
understand the corresponding real situation.
2. Simulation Game
A game that represents real life situations in which learners compete according to a
set of rules in order to win or achieve an objective.
3. Role-playing
A form of drama in which learners spontaneously act out roles in an interaction
involving problems or challenges in human relations.
4. Case Study
An analysis of an incident or situation in which characters and relationships are
described, factual or hypothetical events transpire and problems need to be solved

SIMULATION
1. SIMULATION EXERCISE
- Participants learn how to make decisions or solve problems or apply theory.
- Help learners apply and master psychomotor and clinical skills
2. SIMULATION GAMES
- Focus on teaching or reinforcing factual information.
- It increases interaction among learners and allows even quiet and reserved class
members to participate in a low-risk situation
- Allow learners to actively apply problem-solving methods.
- Frame Games: games that follow the format of established board games, Television
games, and word games
3. ROLE PLAYING
- Help people in gain skill in interpersonal and therapeutic relationships.
- Help learners handle interpersonal conflicts.
- Develop quality of empathy.
-Designed to help participants assess their awareness of and sensitivity to problems and
issues.
4. CASE STUDIES
- Apply principle discussed during the class.
-Encourage independent study and critical thinking.
- Safely expose learners to real-world situations they will encounter in the future.
Purpose of Simulations
- Help learners practice decision-making and problem-solving skills.
- Develop human interaction abilities
- Learn psychomotor skills in a safe and controlled setting.
- A chance to apply principles and theories and see how and when these principles and
theories work.
- An avenue for attitude change.
- Evaluate learning competence

SIMULATIONS
Role of Educator
Three facets:
1. Planning
Pilot the simulation before using it in the classroom. To anticipate any unanticipated
problems.
2. Facilitating
Done at the actual progress of simulation.
3. Debriefing
- Final discussion
- Briefly summarize what has taken place
- Let learners explain what they did and why
-Point out how principle and concepts have been applied how the experience ties in the
learning objectives.

C.PROBLEM-BASED LEARNING
- Involves confronting students with real life problems that provide stimulus for critical
thinking and self-taught content.
-Students work together in small groups, analyze a case, identify their own needs for
information and solve problems like those that occur in everyday life.
- Prepare students to become good problem solvers in the future and condition them to be
life-long learners.

D.SELF LEARNING MODULES

 Self-directed Learning modules, Self-paced learning modules, Self-learning packets,
and Individualized learning activity packages.
 A self-contained unit or package of study materials for use by an individual.
 Ability to learn independently at one’s own pace and at one’s own time.
 It provides active learning and provide immediate feedback on performance.
 Modules can hold the curriculum constant in spite of changes in staffing and
resources.

COMPONENTS OF SELF-LEARNING MODULES:

• Introduction and Instructions
- Significance of the module
- How to work through the module

• Behavioral Objectives
Express what the learner will be able to do on completion of the module.

• Pre-test
Learners must know what level of performance constitutes mastery of the content.

• Learning Activities
Designed to help learners achieve the objectives.
 • Self-Evaluations
Checking whether the objectives were achieved.
A self-test at the end of every lesson or sub concept.

• Post-test
To determine if learners have mastered module objectives.

COMPUTER TEACHING STRATEGIES COMPUTER TECHNOLOGY

 Used to communicate information to students in a time saving way.
 Teach critical thinking and problem solving
 Provide simulations of reality
 Educate from a distance
 Maximize time on task and help develop over learning
 Provide interactivity, instructional consistency, reduction of teacher’s repetitive tasks,
individualized instruction, time efficiency and cost effectiveness.

COMPUTER-ASSISTED INSTRUCTION (CAI)

1. Drill and Practice
2. Tutorials
3. Games
4. Simulations
5. Multimedia Presentations

1. Drill and Practice

Simplest level of CAI
Students have already learned certain information then, presented with repetition and
application of the information.
2. Tutorials
Tutors or teaches the student a body of knowledge by presenting information and
asking questions.
Most useful in teaching material at the rule and concept level.
Any information taught by means of lecture could potentially be written as a
computer tutorial program.
3. Games
Just as board games, card games and trivia games
4. Simulations
One of the most exciting available form of CAI.
Provide students with opportunity to learn how to solve clinical problems and make
sound decisions.
Students can take risks and make mistakes with no danger to the patient.
5. Multimedia Presentations
Sometimes called hypermedia
Programs may incorporate text, sound tracks, graphics, still photos, animation, video
clips and material from the World Wide Web (WWW).

Criteria for Evaluating Computer-Assisted Instruction Software

 Accuracy
Is the content accurate according to published subject knowledge?
Is the information up to date?
 Ease of use
Are the instructions and commands easy to follow?
Is there a user’s guide?
Is there a tutorial in the program?
 Design
Is this computer program the best way to deliver the content?
Is interactivity built in?
Does it make the content interesting?
 Appearance
Are there appropriate graphics?
Is there animation and sound?
Do the graphics and animation serve a real purpose or are they distracting
 Feedback
Does the program give the learner feedback on responses?
Do opportunity exist to repeat material for which responses were incorrect?
Are rationales given for the learner responses?
 Cost Effectiveness
What is the purchase price? Are any discounts available?
Can copies be made of the program?

COMPUTER-MANAGED INSTRUCTION (CMI)

- Teachers use computers to manage, prepare, organize and evaluate educational
experiences.
- Programs designed to construct examinations fall on this category. Any system of
record keeping such as: recording grades, keeping attendance record and recording
student profiles can also be CMI.
-AUTHORING SYSTEMS: pre-developed software packages that guide the educator
through the process of development of CAI.

THE INTERNET
1. E-mail (Electronic Mail)
 Provide greater collaboration between teachers and students; between students and
students.
 Source of peer support
 A means for patients to ask referrals, for consultations and post-discharge follow-up.
 Listservs: a group of people who have similar interests and want to share information
and experiences regarding those interests in a type of discussion group

2. News Group
 Similar to listservs
 Messages appear in a general mailbox that everyone views, compared to the individual
mailbox messages in a listserv.
 Used for online support groups for people suffering from various diseases and
conditions; or for people who care for them.

3. World Wide Web

 A collection of millions of “documents” found on web pages that interface to the
internet.
 Used when information that is required is not in the textbook or the library.
 A place to find specialized knowledge and multi-media presentations.

4.VIRTUAL REALITY
 A computer-based, simulated three-dimensional environment in which the
participant interacts with a virtual world.
 Ability to practice invasive procedures in a life-like scenario.
 The control that is built in a virtual reality simulation makes it a unique opportunity
to practice complex and dangerous skills in a safe environment