University of Tabuk

Faculty of Applied Medical Sciences

Department of Nursing
Week 11: Traditional Teaching
Strategies
a. Lecturing
-a discourse given before an audience
or class especially for instruction.

-in the days of Socrates and Plato, it is

a means of conveying facts,
information and ideas that could not
readily be obtained elsewhere.
Purposes of Lecturing
Efficient means of introducing
learners to new topics.
Use to stimulate students’ interest in
a subject.
Integrate and synthesize large body
of knowledge from several fields or
sources.
Difficult concepts can be clarified.
It is valuable when there are recent
knowledge advances and when up-to-
date textbooks are not available.

Department of Nursing 3
Advantages:
 It is economical.
 Can supplement a textbook by enhancing a
topic and making it come to life.
 The teacher serves as a role model.
 Lecturers enjoy a sense of “theatre” as they
are on the stage in the classroom (Butler
1992).
 It helps students to develop their listening
ability.

Accdg. To Stunkel the student must discipline

themselves to listen, remember, track arguments,
decide what to take notes on, and relate what is
being said.
Disadvantages:
 It places learner in the passive role,
especially when lectures are not planned or
carried out well.
 Educators who decry the lecture method
claim that few teachers are good lecturers.
 It lends itself to the teaching of facts while
placing little emphasis on problem solving,
decision making, analytical thinking, or
transfer of learning.
 It is not conducive to meeting students’
individual learning needs.
 It brings with it the problem of limited
attention span on the part of the learners.
Attention During Lecture

100

80
Level of Attention

60

40

20
%

10 20 30 40 50 60

Minutes
Lecture Frameworks

1. Hierarchical or Classical

-information is grouped, divided and

subdivided in typical outline form.

-same as on research design.

 Research Design
I. Why we need research design?
II. Research designs
A. Experimental (Clinical Trials)
1. Quasi-experimental
2. Pre-experimental
B. Correlational
1. Ex post facto
2. Retrospective and prospective
3. Cross-sectional and longitudinal
C. Descriptive
D. Qualitative
1. Ethnographic
2. Phenomenological
3. Grounded theory
4. Validity and reliability of designs
2. Problem- Centered Format

Solutions:
Infection Antibiotics,
Problem:
Hypothesis: Inflammation fluids
Fever
Dehydration Heat application
Fluids and
Electrolytes
3. Comparative Framework

-differentiate between two entities.

Variable Nurse Practitioner Physician’s Assistant

Education

Professional Status

Autonomy

Clinical Skills

Prescription Privileges

Salary
4. Thesis Format

-the lecturer taking position on an

issue or a particular view point on a
subject and then supporting or
justifying that viewpoint or position
with evidence or logic.
 Characteristic of Disorganized
Lectures
1. Structure or outline is not obvious to the
listener. No apparent rationale for
sequence of topics.
2. No mention of the objective or desired
learning outcomes of the lecture.
3. Lecturer mentions the same topic at
different times for no apparent purpose
other than failing to complete a thought at
one time.
4. No advance organizers before new
concepts are introduced.
5. Lack of smooth transition between
sections of the lecture.
6. No summary or synthesis at the end.
Delivering the Lecture
 Controlling Anxiety
 Spontaneity
 Voice Quality
 Body Language
 Speed of Delivery
 Getting off on the right foot
 Clarifying during the lecture
 Facilitating retrieval from memory
b. Discussion
 Formal
-topic is announced in advance
and the class is asked to prepare
to take part in the discussion
 Informal
-may take place spontaneously
at any point during the class
Purpose and Advantages:
 It gives the learners an opportunity to apply
principles, concepts and theories and in that
process to transfer their learning to new
and different situations.
 It gives clarification of information and
concepts.
 Students can learn the process of group
problem solving.
 Participants are getting practice in using
critical thinking skills.
 Attitudes can be changed through
discussions.
 Many students like it and may even prefer it
to other methods.
Disadvantages:
 They take a lot of time.
 It is effective only in small groups.
 One person or few people monopolized the
discussion.
 It is valuable only if the participants come
prepared with the necessary background
information.
Discussion Techniques
 Make your expectations clear.
 Set the ground rules.
 Arrange the physical space.
 Plan a discussion starter.
 Facilitate, do not discuss (teacher).
 Encourage quiet group members.
 Do not allow monopolies.
 Direct the discussion among group members.
 Keep the discussion on track.
 Clarify when confusion reigns.
 Tolerate some silence.
 Summarize when appropriate.
c. Questioning
Socratic Method of Teaching
-a teacher ask a series of
questions that are designed to
first make the students aware
of their ignorance.
Functions of Questioning
 Places learner in an active role.
 It can be use to assess a baseline of
knowledge-to find out what a group
already knows about the subject.
 It can also be used to review content.
 Motivation to learn can increase as
learners hear questions for which they
would like to know the answers.
 Knowledgeable teachers use questions to
guide learners’ thought processes in a
certain direction.
Levels of Questions
Questions can be classified as:
• Convergent Questions –require learners
to recall or integrate information they
have learned.

• Divergent Questions –ask the learner to

generate new ideas, draw implications or
formulate new perspective on a topic
Questions can be categorized as:

• Lower Order Questions –require learners

to recall information they have read or
memorized.

• Higher Order Questions –the learner

would have to be able to comprehend or
think critically about the information.
 Blooms Taxonomy
-the most popular classification system
Level of Blooms Taxonomy Level of Thinking Terms and Phrases used in
Questions
Knowledge (Remember) Involves recall of memorized Define, How, What, List,
data When, Where
Comprehension Includes understanding and Compare, Contrast, Explain,
(Understand) interpretation of information Give an example, Put in your
own words, Why
Application (Apply) Requires using information in Apply, Consider, Use this
new situations information, How would you
Analysis (Analyze) Involves breaking the whole Classify, Explain your reasons,
into parts, and showing What evidence, What
relationships hypotheses, What if
Synthesis (Create) Requires combining elements Create, Generalize, Plan,
into a new structure Predict
Evaluation (Evaluate) Includes assessing a situation Appraise, Decide, Evaluate,
based on criteria Justify, Judge, How would you
rate
Types of Questions

1. Factual Questions
2. Probing Questions
3. Multiple Choice Questions
4. Open-ended Questions
5. Discussion-stimulating
Questions
6. Questions that guide problem
solving
7. Rhetorical Questions
Questioning Techniques
 Prepare some questions ahead of
time
 State questions clearly and
specifically
 Tolerate some silence
 Listen carefully to responses
 Use the “beam, focus, build”
technique
 Provide feedback
 Handle wrong answers carefully
Stimulating Learners to Ask Questions

 “Thinking is driven not by answers

but by Questions.”
 Include thanking and praising the
person for asking the question and
after answering it, asking the
questioner if you have answered
the question.
 When responding to a question,
talk to the whole class.
c. Audiovisuals
Selecting Media
 The chief determinants are the
learning objectives.
 Availability of both materials
and technical assistance.
 The level, ability and number
of learners are also important
consideration.
Types of Traditional Audiovisuals

 Handouts
 Chalkboards or whiteboards
 Overhead Transparencies (OHP)
 Videotapes
 Digital Video Discs
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