Traditional Teaching Strategies Parts of a Lecture:

PURPOSES OF LECTURE A. INTRODUCTION

1. It develops the act of listening 1. Plan an introduction to catch the listener's interest.
2. It develops creative thinking and reasoning 2. Provide a brief general overview of the lecture's
3. It helps to integrate and synthesize a vast body of content
knowledge. 3. Tell students how the faculty expect them to use the
4. It serves as an effective way of presenting a new lecture material.
topic 4. Define or explain unfamiliar terminology.
5. It stimulates learner's interest, and
6. It serves as a supplement of the textbook, classroom
discussion and student report B. BODY

ADVANTAGES 1. Organization
2. Organize material in some logical order.
1. It is economical; substantial amount of information 3. Allow time to summarize important thoughts within
can be shared to large numbers of students. the lecture and prepare appropriate examples to
2. It gives current information from many sources. demonstrate important thoughts.
3. It provides a summary or synthesis of information 4. Provide transitions that demonstrate the relationship
from the different sources. between key ideas.
4. It helps students to develop active listening and 5. Present an issue or situation requiring the use of
note- taking skills. lecture material to acquire a solution.
5. Efficient lecture inspires learners. 6. Observe the class for non-verbal cues of confusion or
misunderstanding
Guiding Principles in Effective Lecture
1. The lecture should be carefully planned.
2. The lecture must be started with proper motivation. C. CLOSING THE LECTURE
3. If the lecture is long and difficult, an outline of the
1. Answer any questions presented at the start of the
materials to be covered should be presented
lecture and provide closure for the lecture
4. When the lecture involves narration or description,
2. Summarize the content of the lecture and the
the logical presentation should be used.
overview of the next topic,
5. Simple language should be used in presenting the
3. Raise lecture material to the past or the future
lecture.
presentations.
6. Instructional devices or audio-visual aids should be
4. Ask a student to summarize the lecturer's key ideas.
used to supplement the lecture.
5. Restate what the faculty expects the students to
7. The lecture must be concluded by a summary.
gain from the lecture material
8. Final check-up on the students should be given by
6. A quote can be a satisfying way to close a lecture
the teacher to measure effectiveness of the method
used.

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SMALL GROUP LEARNING Types of questions can be categorized into.

-Process of learning that takes place when students a. Narrow question

work together in groups of b. Broad question (situational questions)
c. Recall question (recent topics)
-Small group teaching increases the student Interest, d. Question with direct observation (moving
teamwork ability, retention of knowledge and skills, exams/observed behavior)
enhance transfer of innovative issues and improves self- e. Clear questions
directed learning. f. Encouraging style of questioning
g. Probing questions (follow up questions)
1. Establish departmental planning committee to
Listening
develop and coordinate the implementation of the
All members of the group have the responsibility to
session.
listen. Listening attentively stimulates a number of
2. Specify clearly the learning outcomes.
thinking functions including analysis, comprehension,
3. Prepare the students to work in small group by
synthesis and evaluation.
assigning the topic, guidelines and providing all the
required resources.
Responding
4. Provide pleasant environment to develop
Effective way of responding needs appropriate
appropriate groups so that students can be actively
consequence to the individual learners.
involved in the learning session
5. Monitor group activity by observing participation of
The facilitator should consider not only the cognitive
group members.
learning outcomes of the session and the interpersonal
6. Evaluate the activity by summarizing the main points
needs of the group but also the individual level of
and getting the student's feedback.
confidence and knowledge.
Examples of working with small groups
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TEACHING AND LEARNING IN LARGE GROUPS
1. Brainstorm session
2. Buzz group
Student Engagement
3. Fishbowl
4. Problem-based tutorial group
1. Assess students' prior knowledge about the topic
-(group discussion)
2. Use rhetorical questions on the students as the
5. Seminar
lecture progresses
6. Snowballing
3. Encourage active learning by using varying inputs like
7. Syndicate
using images, short audio or video clips.
4. Use incomplete handouts in which the students have
Skills for Effective Small Group Teaching
to complete as they participate in the discussion.
5. Use demonstrations or examples.
Questioning
6. Use live links to the web to demonstrate currency of
the material being presented.
Good questioning technique requires preparation,
practice and reflection by students and teachers.

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Effective Use of Lecture Presentation Software 3. Dealing with noisy students using their mobile phones
a. Set ground rules to switch off all mobile phones
1. Keep the number of slides to a minimum before the start of the lecture
2. Use slides to enhance and illustrate the presentation. b. Stop talking in mid-sentence and look in a non-
Do not use unnecessary slides. aggressive way at the student making the noise
3. Avoid using complex background images which c. May use humor to remind students that they are
detract attention. Ensure a good color contrast breaking the ground rules, and
between the text and the background. d. Direct a question to the area in which the students
4. Do not use over-complex graphs. are sitting
5. Use a sans serif font such as Arial or Verdana -----------------------------------------------------------------------------------
6. Try to avoid lectures which use only slides with bullet E-LEARNING
points.
7. Consider the use of animation to build grapnic E-learning is a combination of audio, visual and
explanation of complex ideas kinesthetic learning that increase the effectiveness of
8. Import and use digitized images, sound or video absorbing materials to learners.
material within the presentation
9. Use the active buttons feature or use the hyperlink This kind of learning is an innovative type of learning
function. This is effective for question-and-answer that gives an easy access for learners that is delivered
slides where clicking on the different answers to a via the internet to the area other than the traditional
posed question that takes a person to different slides classroom.
and then returns to the questions slide.

Advantages of E-learning
MANAGING DISRUPTIVE BEHAVIOR
1. Elimination of face-to-face sessions cost.
COMMON TYPES OF DISRUPTIVE BEHAVIOR 2. Reduced learning times.
3. It provides a consistent message.
1. Dealing with inattentive students 4. It can work from any location at any time.
a. Make eye-contact with them 5. Students do not have to follow a certain pace of a
b. Discontinue the discussion by a short pause, and b teacher.
c. Ask the students directly if they have any questions 6. It can be updated easily and quickly.
7. It can lead to increase retention and stronger grasp
on the subject since it uses other elements like video,
2. Dealing with latecomers audio, quizzes, and interaction to reinforce activities.
a. Disseminate ground rule that students should not 8. It can be easily managed for large group of students.
come into the lecture theatre more than 10 minutes 9. It allows portability of the training by using
after the start, tablet/iPad, laptop, and mobile phone for downloading
b. Pause until the latecomer is settled in, and files or assessing video or web links.
c. Use of humor to comment on late arrivals 10. It can deliver and design the learning material in a
more comprehensive and concise manner to suit a
variety of learning styles of learners.

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Disadvantages of E-learning 2. QUALITATIVE RESEARCH
1. Developing effective E-learning course takes time, Involves the "studied use and collection of a variety of
money, and a great amount of expertise. empirical materials" which may include case study,
2. E-learning may limit the amount and depth of personal experience, introspection, life story interview,
interaction among both the students and the artifacts, cultural texts and productions.
instructors. 3. MIXED-METHOD RESEARCH OR TRIANGULATION
3. Students may encounter technical problems.
4. E-learning may create a social division.
5. Learners with low motivation tend to be lax. Quantitative Research
6. Poor internet connection. A. DESCRIPTIVE DESIGN
Seeks to describe the current status of a variable or
Categories of E-learning
phenomenon. Data collection is mostly observational in
A. SYNCHRONOUS LEARNING
nature.
B. ASYNCHRONOUS LEARNING
B. CORRELATIONAL DESIGN
Importance of E-learning
Explores the relationship between variables using
statistical analyses.
1. Provide a wider range of learning
2. Allows students to become thinkers and
C. QUASI-EXPERIMENTAL DESIGN (CASUAL-
learners even in their own home.
COMPARATIVE)
3. Helps students to be independent and
Seeks to establish a cause-effect relationship between
accountable by themselves and not relying on
two or more variables.
their teachers all the time.

D. EXPERIMENTAL DESIGN
RESEARCH
Uses the scientific method to establish cause-effect
relationship among a group of variables.
It is a systematic attempt to collect data and evaluate
information about a particular problem.
Qualitative Research

Research questions should focus on important issues in

A. ETHNOGRAPHY
which learners can relate but which they do not fully
Immersion of the researcher to the target participants'
understand.
environment. Does not rely on interviews or surveys
but a first hand experience with the environment.
Types of Research

B. NARRATIVE
1. QUANTITATIVE RESEARCH
Done by in-depth interview, read documents and look
for themes to illustrate individual story.
Systematic collection and analysis of data using
computational, statistics and mathematical tools to
Mixed method research or Triangulation
derive results.

A. DEDUCTIVE RESEARCH
Begins at the point of theory or phenomenon and test
if that theory is valid in the given circumstances.

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 To the Teachers
B. INDUCTIVE
Begins with the collection of data but ends with 1. Video increases student engagement.
2. It stimulates activities.
developing a new theory.
3. It enables teachers to create a flipped classroom or
C. CASE STUDY blended learning environment.
Begins with the data and ends with the empirical 4. It facilitates a remote learning opportunities to
generalizations students.
5. It provides teachers to track student engagement
Essential Parts of a Research and attendance while viewing

Three Types of Video Teaching

Title
Abstract 1.Live lecture capture
Introduction and Statement of the Problem
Literature Review Recording classroom-based activities in a digital format
Limitations of the study that the students can then watch over the web, on a
Materials computer or their mobile device. This lecture captures
Methods technology records the presenter's audio and video
including any visual aids, synchronizes them and
Results
webcasts the stream live or archives for on-demand
Discussion/Conclusion, playback. This is also known as E-learning video-based
Summary instruction, online classes, blended education, hybrid,
Reference/Bibliography courses, distance education, course-casting, virtual
classroom, virtual learning environments, and academic
capture (Mediasite, n.d.).
VIDEO PRESENTATION
2. Screencasts
Teachers use video as teaching strategy in the
classroom as an effective way to enrich student's
Screencast is a digital video recording on the computer
learning. Viewing film in the classroom helps students
and usually includes audio narration. This is usually used
gain in-depth knowledg develops critical thinking, and
in tutorials, training videos, video lessons, and recorded
actively involves students in their studies (Morze,
presentations. The term screencast has various other
2008).
names such as streaming desktop video captures,
online tutorials, and screen captures (Betty, 2008
A. To the students
quoted in Sugar, Brown, & Luterbach, 2010). Many of
the screencast software tools are free to download
1. Video produces a sensory experience that is more
such as Screencast-o-matic or Screencastcom.
engaging than just using pri materials.
2. It enables the students to view anywhere and at their
3. Web lectures
convenience.
3. Video increases knowledge since it can be reviewed
Web lectures are defined as "condensed and studio-
anytime.
recorded lectures made available via the web as
4. It assists with mastery learning where students can
multimedia presentations that combine video of the
view complex clinical mechanical procedures as they
lecturer, audio, lecture slides, and a table of contents"
need to.
(Day, 2008, p.ii). This is split into two screens: Screen 1:
5.It increases proficiency in digital literacy and
The video image of the teacher appears in which the
communication.
video teaching takes place and Screen 2:

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It is where the material is presented that usually 4. The chairperson has no control over the speakers
supports the information presented on screen. This can who get full scale freedom to prepare the theme for
be in the form of a powerpoint presentation or writing discussion.
on a smartboard. 5. It develops the power of evaluation and synthesis in
the audience. 5. It helps to investigate a problem from
A web lecture differs from the live lecture capture that several points of view.
it is made without a live audience and may be recorded
in a studio with a technician.
Procedures for Preparing Symposia
1. The teacher should orient the students on the
SYMPOSIUM procedures to be observed. Each member of the clas,
as well as the student speakers, should know the
The symposium consists of a series of prepared objective of the symposium
speeches which focus on a particular issue rather than a 2. Each student speaker should prepare on the given
more general theme. It is comprised of 4-6 participants topic.
with a suggested time of 20 minutes per speaker with 3. Formal portion of discussion:
15 mins presenting and 5 mins Q & A. The moderator a. The symposium starts with the chairman introducing
opens the discusion, introduces each speaker and the topic.
topic, summarizes the discussion at the b. The chairman introduces the speaker
conclusion(Koch & Schmitt, 2016) The symposium c. The topic is presented by the students.
generally concludes with a question and answer period,
rephrasing by the moderator when necessary.
Reminder for an effective formal discussion
Advantages
1. It gives the teacher a broad view of the a. The teacher must require the students to take down
different aspects of problem including current notes.
trends in teaching. the listeners a chance to b. Ask the students to summarize the major points and
comprehend and decide on the topic/problem different positions
2. It provides the listeners a chanceto c. Ask the students to assess the accuracy and logic of
comprehend and decide on the topic/Problem the arguments of the panelists.
3. It develops social values in the listeners.
4. It develops power of evolution and synthesis in 4. Open discussion or the question and answer portion
the audience a. After the discussion, the chairman gives a summary
5. It helps to investigate aproblem from several of all the speeches and opens the discussion to the
points of view students.
b. Any question or contributions are addressed through
Disadvantages the chairman.
1. This technique is used to achieve the cognitive
domain's higher objectives but not the affective INFOGRAPHICS
domain.
2. Listeners are likely to remain passive in the Infographics are representation of information or data
symposium as they are not given opportunities to seek in a graphic format designed to make that information
clarification and question in between the symposium. easier to understand. Application of infographics to
3. There is a probability of repetition because every teaching and learning helps students understand
speaker prepares them as a whole. 3. If different complex ideas or information. This visual medium
aspects of them are presented simultaneously, the provide a stronger sense of connection to the ideas for
listeners may not be able decipher the theme correctly. those who are more comfortable with visual learning
than traditional lecture or readings. This method helps
students understand at a glance the information they

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need to know. There are numerous free infographics ROLE PLAYING
tools on the internet. For example: Vizualize, This teaching strategy provides the student an
Piktochart, Canva and Venngage (Atherton, 2018). opportunity to explore realistic situations by interacting
with other people. This activity engages the student's
Steps in Creating an Infographic: (venngage.com) feelings and emotions Learners develop their
problem solving and social skills. It also emphasizes
1. Outline the goals of the infographic. Make it clear, empathy, self confidence, and sensitivity towards the
concrete, and achievable communication feelings of others (Del Castillo, 2013).
goals. Role play could work through with the active
2. Collect data by using the internet, existing data participation of the members of small groupi where
repository, google search, academic sources and participants are given particular role to play like
original research. scriptwriter, director, props men actors, and actresses.
3. Visualize the data in the infographic. The participants then act out the scenario and
4. Layout the elements of the infographic design by afterwards, there ar reflections and discussions about
using a grid layout. This adds structure and balance the interaction.
to the infographic.
5. Add style to infographic design Advantages of Role-playing
a. Choose a readable font. 1. Role play can provide students the application of
b. Add some extra graphic elements. knowledge in real world situations.
c. Add style to infographic design 2. It creates an environment of learning in which
d. Negative space or areas of the page that do students are motivated and realistichy engaged. It
not contain any text or images transforms the content from information to
e. Keep icon color, style and size consistent. experience.
3. While asist learners acquire a variety of
Benefits of Infographics communication and social interactionablin while
mastering the content of the course.
A. For Teachers 4. It makes the students engage in higher order
1. Learning outcomes can be presented to explanatory thinking and learn content in a deeper way
images instead of using bullet point from a 5. It helps teacher to assess student's understanding of
powerpoint. the coune content and their interpersonal skills.
2. Perusing of activity or worksheets are effectively
comprehended by data in infographics are displayed in Disadvantages
concise and direct to the point.
3. A wide range of information can be compressed into Some students are uncomfortable with role playing
a single infographic scenarios and reluctant to participate 2. There are role
4. The Interplay of words, numbers, picture and playing scenarios that require only two or three
graphics can be used to promote understanding of individuals, the other students just have to watch and
topics and issues. become disinterested.

B. For Students 3 Role plays that involve physical activity for the whole
class can become unruly,
1. Customize learning style of students.
2. Students can explain the content of assigned 4. Learning the rules of participation can divert learners
topic orderly, visually clarifying manner, and from what they should learn.
avoiding the voluminous text in bullet-point
form. 5. It can cause to some students to become too
3. Information are easily analysed and emotionally involved in the situation.
remembered by the students.

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How to Use Role Play process, it is important to take t of the lawing (Del
Castillo, 2013):
1. Introduce the role-playing scenario. 1. The teacher facilitator must be enthusiastic.
2. The teacher facilitator must choose participants
Discuss with the students the description of the carefully.
situation that focuses on the learning outcomes that 3. The teacher facilitator must be flexible if things
the teacher wants to achieve. Encourage an open do not turn out as expected.
discussion to uncover all relevant issues. 4. The relevance of the topic must be considered.

2. Outline the purpose of the role play and explain the 5. The teacher-faciliator must choose games
importance of the activity. Arouse their interest by appropriate for the student's age group
giving some form of stimulus materials, let them watch Strategies
a short video or review some information on the
internet. A. In-Class Gamification Strategies

3. Select participants and assign roles. Joguindy - creating Jeopardy-style games for review of
chapters or in preparation be Juning examination can
Choose a competent and respected peer leader who provide interaction with others in a familiar game
can handle students who are shy or less skillful. Once structu Create a game using Powerpoint or use a free
the participants are identified, the teacher needs to Jeopardy game creator like Instant Jeoperly
explain the role carefully.

4. Give students time to prepare. Provide them with all B. Classroom Response Systems
the background information that they need for their
roles. It is a powerful way to gather responses from the entire
5. Guide the enactment. Observe if the participants are class is very difficult but through the use of game-based
expressing their roles effectively, student response system like Kahoot to make students
6. Discuss and evaluate. After the role-play, discuss reflect on how they learn and for the teachers to
what the students have learned. This helps the demonstrate the extent of the learning
participants and the observers to reflect on and
consolidate their learning. How to use a Kahoot

GAMIFICATION 1. Register through Kahoot.com

2. Create a new quiz by filling out in the boxes the title,
Games can take many forms, but in the classroom, any description, visibility level and so on.
activity that involves a competition, social interaction, 3. You will be brought to a new screen where you can
and some form of prize or award would be considered start creating your quiz by typing your first question.
a game. Classroom Bame activities are typically not 4. Next, you type in at least two answers and not more
graded, and student participation is based on the desire than four answers to your question and mark which
to contribute to a team to individually achieve some answers are incorrect or correct with a click of a button.
prize or recognition, Teachers are aware that games You can add more questions to his/her quiz by clicking
can provide a little "fun" for the class. the "add question" button.
Gamification or gamified learning incorporates the 5.You must complete the question before he/she
aesthetics and functionality of game (per al sol to moves on to creating the next question.
engage, educate, and motivate learners (Kiryakova et 6. After creating the quiz, you are brought to review
al., 2014) Gane and learning motivates students to screen to be able to re-order as wel edit the questions if
collaborate, communicate, interact, and work in team needed.
der to embed games and activities into the learning

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7. Adjust the settings, such as Privacy if you wants the How to Critique a Journal Article
Kahoot public or private, level easy, intermediate,
advanced, and primary audience, business, school 1. Read the article to get an overview.
anduniversity. 2. Read it again critically with the questions in mind.
8. After creating a quiz, select "launch quit," then 3. The author's purpose, approach or methods,
students join by entering a cide using their own devices. hypothesis, and major conclusions
9. Students use their phones or laptops to play the
game. Answer the guide questions below by writing notes in a
10. The teacher projects the game on a smartboard or a notebook or on article itself.
projector that students can see from a distance.
11. Depending on the answer choice and speed, Kahoot Questions in journal Critiquing
gives the students a score Introduction
12. After each question, a leaderboard is shown to the 1. Is the title of the article appropriate and clear?
students as well as overall leader after that round. 2. Is the abstract specific,the representative of
Students continue to do this throughout the Kahoot to the article, and in the correct form?\\
find the overall winner of the game. 3. Does the introduction clearly describe what
problem are they are addressing in the
Key Role in Gamification research?
4. Does the introduction clearly describe the
1. Users are all participants the students. purpose of the research?

2. Challenges/tasks - users perform and progress Literature Review

towards defined learning outcomes. Does the introduction clearly describe the purpose of
the research?
3. Points-accumulated as a result of executing tasks.
1. Is the literature review current in which it is
4. Levels-users pass depending on the points. within the last 5-10 years?
2. is the litrature review relevant to the research
5 Badges-serve as rewards for completing actions. that has been conducted?

6. Ranking of users according to their achievements. Research Questions

JOURNAL CRITIQUING What is the research question/hypothesis?

Critique is a written constructive criticism or judgement Research Methods

based on criteria. This include the strengths,
weaknesses, logical links, and significance of the 1. Are the experimental methods described
journal. Students should not offer a mere summary of adequately?
the article but give a unique opinion and discussion. 2. Are the study design and methods appropriate
for the purpose of the study?
Basic Information in any Type of Journal 3. Was the sample big enough?
4. Could there be any bias in the sample? If yes,
1. Name(s) of the author(s) why?
2. Title of the article 5. How was the data collected? Are there any
3 Title of the journal, volume number, date, month, and tools used? Are they reliable and accurate?
page numbers 6. Is there a need for ethics approval to conduct
4. Statement of the problem or issue discussed the study?

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RESULTS AND FINDINGS
1. How was the data analyzed?
2. Do you find errors of fact and
interpretation?
3. Were the results displayed in a clear and
understandable way?
4. Were all of the discussions relevant?
5. Should some sections of the manuscript be
expanded, condensed or omitted?
6. What were the strengths of the study?
7. What do you think were the limitations of
the study and were they identified by the
authors?

Reflection

1. Could the study be replicated?

2. Does the study or could you make any
sugestions as to how the research could be
taken
3. How can you relate this research and its
findings to your practice and patient care?
4. Consider one thing you have learned from
reading this article,
Adapted and revised from Child Nurse Practice
Development Initiative, ann. Retrieved from
http://www.uct.ac.za/sites/default/files/image_t
ool/images/198/PDF/howto critiqueart pdf, on
June 16, 2019

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