Group presentation teaching methods pptkl"

None

1. TEACHING PRESENTED BY: Opanda , Gilbert V. Padriquez , Rachelle M. Parambita , Ann Mary Cris R. METHODS

2. , TEACHING METHODS A teaching method is the way information is taught that brings the learner into contact with what is to be learned. Examples of such methods include lecture, group discussion, cooperative learning strategies, one-to-one instruction, demonstration and return demonstration, gaming, simulation, roleplay, role model, and self-directed learning techniques. As the use of technology evolves, these teaching methods also are being offered as blended opportunities by integrating online and hybrid learning strategies ( Cook et al., 2008; Johnson et al., 2012 ).

3. When considering the many teaching methods available, the following major factors should be take into account. Audience characteristics (size, diversity, learning style preferences, needs, abilities) Educator's expertise as a teacher  Objectives of learning  Potential for achieving learning outcomes  Cost-effectiveness
Setting for teaching  Evolving technology

4. Lecture can be defined as a highly structured method by which the educator verbally transmits information directly to a group of learners for the purpose of instruction. It is one of the oldest and most often used approaches to teaching. The word lecture comes from the medieval Latin term legere , which means "to read" and the French word lecture, which means "reading." LECTURE

5. 2019), the following approaches enhance the effective transfer of knowledge during a lecture. Set goals by using opening and summary statements. Be flexible. Present key terms. Offer examples. Use analogies. Use visual backups. LECTURE

6. Each lecture should include three main parts: Introduction Body Conclusion LECTURE

7. Group discussion is defined as a method of leaching whereby learners get together to a L ively exchange information, ideas, feelings and opinions with one another and with the educator. As an education sure tsar effective teaching methodology for patient sa family education. Group discussion provides not only a forum for the educator to share information with there but also for pants to ask questions and exchange thoughts, doubts, and experiences (Barros et al., 2018) GROUP DISCUSSION

8. Cooperative learning is a type of group teaching that uses group work activities when teaching students and professionals belonging to a variety of health disciplines. Group work is a learner-centered, active (also known as transactional), and very effective teaching and earning strategy for nursing students and staff to enhance their cognitive and affective skills. In most instances, though, reaching and learning activities related to group work sessions are not pertinent for patient and family education. COOPERATIVE LEARNING

9. cooperative learning is a highly structured type of group work in that students are supplied with information to read and analyze; the teacher is the center of authority and observes, listens, and intervenes where necessary; students work jointly as a team in an interactive and interdependent manner to build foundational knowledge and problem solve in the process of completing an activity or project; and individual students as well as the group as a whole submit their work for assessment to receive prompt feedback on their performance as a measure of success of intended learning. Teaching methods that use cooperative learning strategies are applied mainly to the education of health professionals.. COOPERATIVE LEARNING

10. Collaborative learning, on the other hand, is unstructured; students find their own sources of materials needed to carry out their role and complete an activity, the teacher takes a hands-off approach and the groups self-manage unless they ask for assistance, each student has a different part to play in constructing knowledge (a constructivist approach to discovering, understanding, and producing knowledge), and students assess their own individual performance as well as their group's performance (Brame & Biel, 2015; Davidson & Major, 2014; Tolsgaard et al., 2016; Weimer, 2015). COLLABORATIVE LEARNING

11. Structured, evidence-based, innovative teaching strategy meant to engage students in active learning and enrich their experiences by working together to achieve one or more common learning objectives. TEAM-BASED LEARNING (TBL)

12. Associated with students acquiring knowledge and skills through shared learning of matched equals. Instead of professional teachers helping others to learn, students assist each other to learn. PEER-ASSISTED LEARNING (PAL)

13. Requires students to work as individuals and as a team to research critical and controversial issues or trends and then present “pro” and “con” arguments in support of various points of view. DEBATE

14. Method to stimulate learners to gather and apply information to solve problems based on realistic patient scenarios. PROBLEM-BASED LEARNING (PBL)

15. Student-centered method that can be used at different levels of education (primary, high school, and college) and with different disciplines to teach topics in classroom and workplace settings ( Moonaghi & Bagheri, 2017). JIGSAW

16. Group work strategies initiated by the instructor, who poses a discussion question and gives students time to individually think through a respon se or write an answer to the question. THINK-PAIR-SHARE/WRITE-PAIR-SHARE

17. Deliberate process that helps individuals to consider their experiences to gain insights and perspective about themselves and their practice for the purpose of promoting their provisional growth ( Jootun , 2014). SELF-REFLECTION

18. Valuable teaching method experiential activities that provides students with a reach and robust form of learning that takes place in the community. SERVICE LEARING

19. Contemporary teaching methods, is a technique that uses visual graphics (two-dimensional drawings or diagram) to help student logically organized idea (concepts) and understand relationship between topics. CONCEPT MAPPING

20. Also known as case study or case method, is a method of teaching that actively engages learners to focus on real or invented case scenarios stimulating life or world situations to understand and solve complex problems, dilemmas, or issues. CASE-BASED LEARNING (CBL)

21. Educational format that consists of one or several sessions in which a small group of staff nurses or students, facilitated by an educator, discusses issues that emerge from assigned course content of practical relevance. SEMINAR

22. One-to-one instruction, which may be given either formally or informally, involves face-to-face delivery of information specifically designed to meet the needs of an individual learner . ONE-TO ONE-INSTRUCTION Thus, this one-to-one method of teaching, also known as verbal instruction, is a process of mutual interchange between the patient and the health professional (Marcus, 2014). Formal one-to-one instruction is a planned activity, whereas informal one-to-one instruction is an unplanned interaction.

23. Advantages Limitations Good for teaching behaviors in all three domains of learning-cognitive, affective, and psychomotor. The pace and content of teaching can be tailored to meet individuals needs. Ideal as an intervention for initial assessment and ongoing evaluation of the learner. Especially suitable for teaching individuals with a learning disability, with low literacy, or who are educationally disadvantaged. Provides opportunity for immediate feedback to be shared between the educator and the learner. The learner is isolated from others who have similar needs or concerns. Deprives learners of the opportunity to identify with others and share information, ideas and feeling with those in like circumstances. Can put learners on the spot because they are the sole focus of the educator’s attention. Questioning may be interpreted by learners as a technique to test their knowledge ang skills. The learner may feel overwhelmed and anxious if the educator makes the mistake of cramming too much information into each session. Costly and inefficient because this method reaches only one person at a time.

24. Demonstration is done by the educator to show the learner how to perform a certain skill. Return demonstration is carried out by the learner as an attempt to establish competence by performing a task with cues from the educator as needed. DEMONSTRATION AND RETURN DEMONSTRATION

25. Advantages Limitations Especially effective for learning in the psychomotor domain. Actively engages the learner through stimulation of visual, auditory, and tactile senses. Repetition of movement and constant reinforcement increases confidence, competence and skill retention. Provides opportunity for over learning to achieve the goal. Requires plenty of time to be set aside for teaching as well as learning. Size of audience must be kept small to ensure opportunity for practice and close supervision. Equipment can be expensive to purchase and replace. Extra space and equipment are needed for practicing most skills. Competency evaluation requires 1:1teacher to learner ratio.

26. Gaming is an innovative method of instruction requiring the learner to actively participate in a competitive activity with preset rules (Abigail, 2014, Allery, 2004). Gamification is a process of adding games or game elements to a teaching-learning experience to enhance learner participation by using rewards, badges or points for completing a module (Gentry et al., 2019, Shawaqfeh , 2015). GAMING

27. Advantages Limitations Effective primarily for improving cognitive function but depending on the type of game can also enhance skills in the affective and psychomotor domains. Fun with a purpose. Retention of information promoted by stimulating learner enthusiasm and increasing learner involvement. Easy to devise or modify for individual or group learning. Adds variety to the learning experience. Excellent for dull or repetitious content that must be periodically reviewed. Creates a competitive environment that may be threatening to some learners. Requires group size to be kept small for participation by all learners. Requires more flexible space for teamwork than a traditional conference or classroom. Potentially higher noise level; special space accommodations are needed as a result. May be more physically demanding than many other methods. May not be possible for some learners with disabilities to participate. May increase costs if games need to be purchased, designed, or facilitated.

28. Simulation is a trial-and-error method of teaching in which an artificial experience is created that engages the learner in an activity that reflects real-life conditions but with- out the risk-taking consequences of an actual situation. SIMULATION

29. Advantages Limitations Excellent for psychomotor skill development but also can stimulate learning in the cognitive and affective domains. Enhances higher level problem-solving and interactive abilities in the cognitive and affective domains. Provides for active learner involvement in a lifelike situation with consequences determined by variables inherent in the situation. Guarantees a safe, nonthreatening environment for learning. Improves team performance and collaboration. Provides experiences the learner may not get in the clinical area and fosters IPE. Can be expensive. Very labor intensive in many cases. Educator and learner fatigue. Not readily available to all learners yet.

30. Role-play, sometimes alternatively referred to as role-playing, is a method of instruction by which learners actively participate in an unrehearsed dramatization. Participants are asked to play an assigned character as they think the character would act realistically. This technique is intended to arouse feelings, elicit emotional responses, and develop communication skills in the learners. ROLE-PLAY

31. Advantages Limitations Particularly suitable for enhancing learning in the affective domain. Opportunity to explore feelings and feelings. Potential for bridging the gap between understanding and feeling. Narrows the role distance between and among patients and professionals. Limitations to small groups. Tendency by some participants to overly exaggerate their assigned role. A role part loses its realism and credibility if played too dramatically. Discomfort felt by some participants in their roles or inability to develop them sufficiently.

32. A role model is defined as someone whom others look to as an example of behavior and/ or success to be imitated-a person to be emulated. Role model is a teaching method that can help new health professionals develop critical thinking competencies and interpersonal skills, as well as assist them to assume the responsibilities and values of the profession with which they identify ( Cruess et al., 2008; Joneja & Sandhu, 2011; Sorensen & Yankech , 2008). ROLE-MODEL

33. Advantages Limitations Influences attitudes to achieve behavior change primarily in the affective domain but also can influence the cognitive and psychomotor domains as well. Potential of positive role models to instill socially desired behaviors. Enhances critical thinking, interpersonal skills, and professional identity. Helps bridge the gap between theory and practice. Requires rapport between the role model and the learner. Potential for negative role model to instill unacceptable behaviors. Role conflict can occur if past behaviors are different than that required of a new role.

34. Remote learning, also commonly referred to as online learning, distance learning. e-learning, web-based learning, distance education, and virtual learning, is an ideal way to maximize resources and to transmit current information to people separated by space and time. Through this strategy, the cost, time, and inconvenience of travel no longer can keep an audience from meeting face-to-face with an expert (Cook et al., 2008; DeGolia , 2016). REMOTE LEARNING

35. Advantages Limitations Primarily effective for cognitive learning but also can influence learning in the affective and psychomotor learning. Internet, intranet, and web cab link resources in many different formats. Efficient in delivering course materials. Resources can be made available form any location at any time. Encourages more independent and active learning. Increases accessibility for part-time, mature, employed students. Technology provides a source of supplemental materials for learning. Potential to provide multisensory stimulation. Enhances critical thinking and decision making. Decentralized nature precludes in-person interaction. Learners can feel isolated. Access to appropriate computer equipment can be a problem for some students. Frustrating if learners have difficult accessing information, such as graphics and video clips, or if downloading is slow. Quality of teaching can vary depending on teacher skills and adherence to standard criteria. Infrastructure not always available and affordable to support necessary communication and exchange of information.

36. Self-directed learning, also commonly referred to as self-instruction, is a learner-centered teaching method used by the educator to provide or design instructional activities that guide the learner in independently achieving the objectives of learning . SELF-DIRECTED LEARNING

37. Advantages Limitations Effective for learning in the cognitive and psychomotor domains. Allows for self-pacing. Stimulates active learning. Provides opportunity to review and reflect on information. Offers built-in frequent feedback. Indicates mastery of material accomplished on a particular time frame. Limited with learners who have low literacy skills. My not be appropriate for learners with visual and hearing impairments unless accommodations and resources are made available. Requires high levels of independence and self-motivation. Not good for learners who tend to procrastinate. May induce boredom in a population if this method is overused with no variation in the activity design.

38. Selection of Teaching Methods

39. Educator Self-Assessment a process where educators reflect on their own teaching practices, strength, and weaknesses to improve their teaching skills . Evaluation of teaching Methods A systematic process to assess the effectiveness of teaching methods, including their impact on student learning outcomes.

40. Characteristics of a Great Teacher 1. Present Information Enthusiastically- Delivering information in a way that engages and motivates students. 2. Maintains Professionalism- Demonstrating expertise, respect, and empathy in teaching practices. 3. Projects an Attitude of Caring- Showing genuine interest and concern for students’ well-being and learning. 4. Exhibit Flexibility and Risk-taking Behavior- Being adaptable and willing to try new teaching approaches. 5. Delivers Material Dramatically- Using creative and engaging methods to present information.

41. 6. Sets High Expectation- Encouraging students to strive for excellence. 7. Serves as a role Model- Modeling behaviors and values that promote healthy lifestyles. 8. Uses Anecdotes and Examples- Using real-life stories and examples to illustrate key concepts. 9. Takes Advantage of Technology- Leveraging digital tools to enhance teaching and learning. 10. Give Positive Reinforcement- Providing encouragement and feedback to motivate students.

42. 11. Is Organized and gives direction- Providing clear instructions and guidance. 12. Uses Humor- Using humor to engage and relax students. 13. Elicits Feedback- Encouraging students to provide feedback and suggestions. 14. Uses Teach-back- Checking students’ understanding by asking them to explain key concepts. 15. Uses Repetition and Pacing- Adjusting teaching pace and repeating key concepts to ensure student understanding.

43. Setting for Teaching 1. Healthcare Setting- Teaching in hospitals, clinics, and other healthcare facilities. 2. Healthcare-related Setting- Teaching in nursing homes, assisted living facilities, and other settings related to healthcare. 3. Non-Healthcare Setting- Teaching in community centers, school, and other settings outside of healthcare.

44. Sharing Resources Among Settings Collaborating and sharing resources across different teaching settings to enhance teaching and learning. State of the Evidence Using research and evidence-based practices to inform teaching methods and improve student learning outcomes.