Health Educ

TEACHING
STRATEGIES
TRADITIONAL TEACHING
STRATEGIES
1. Lecturing
2.Discussion
3.Questioning
4.Audiovisual use
LECTURE IS THE MOST TRADITIONAL
M E T H O D A S S O C I AT E D W I T H T E A C H I N G
IN WHICH THE TEACHER S I M P LY
CONVEYS THE KNOWLEDGE TO THE
S T U D E N T S I N A O N E - WAY C H A N N E L O F
C O M M U N I C AT I O N .
IT ALLOWS THE INSTRUCTOR TO
T R A N S M I T I N F O R M AT I O N T O A L A R G E
G R O U P. LECTURE IS OFTEN THE
METHOD COLLEGE INSTRUCTORS USE
THE MOST BECAUSE IT IS AN
E F F I C I E N T WAY T O G E T A C R O S S A
L A R G E A M O U N T O F I N F O R M AT I O N .
ADVANTAGES OF THE DISADVANTAGE OF
LECTURE METHOD THE LECTURE
METHOD
• It allows uniformity of knowledge • Few teachers ae good lecturers who

to be learned for all students in a can deliver topics
class • By nature, the lecture method lends
• It is economical and cost effective. itself to the teaching of facts with a
little emphasis placed on problem-
• It helps develop students’ learning
solving, decision making, analytical
abilities
thinking, and transfer of learning.
D I S C U S S I O N R E T A I N S S O M E O F T H E F E AT U R E S
OF LECTURING WHEN THE TEACHER STILL
I M PA R T S T H E L E S S O N S T O T H E S T U D E N T S
THROUGH INTERACTION. THIS TIME SHE
GIVES THEM THE OPPORTUNITY TO SHARE
T H E I R I N S I G H T S O R U N D E R S TA N D I N G A B O U T
THE TOPIC. IT M AY BE FORMAL OR
I N F O R M A L . I T A L L O W S G R E AT E R S T U D E N T
INTERACTION.
ITS PURPOSE IS TO GIVE LEARNERS AN
OPPORTUNITY TO A P P LY PRINCIPLES,
CONCEPTS, AND THEORIES, AS WELL AS
C L A R I T Y I N F O R M AT I O N A N D C O N C E P T S .
IN A DISCUSSION APPROACH, A TOPIC IS
A N N O U N C E D I N A D VA N C E A N D T H E C L A S S I S
A S K E D T O T A K E PA R T I N T H E D I S C U S S I O N B Y
R E A D I N G A C E R T A I N M AT E R I A L O R WAT C H I N G
A V I D E O TA P E A M O N G O T H E R A C T I V I T I E S .
ADVANTAGES OG THE DISADVANTAGES OF THE
DICUSSION METHOD DISCUSSION METHOD
• Helps the students to learn the • Students use more time to think
process of group problem-solving. and interact.
• Support students’ ways to develop • Effective only in small groups.
and evaluate their beliefs and • May not be an efficient way of
positions. communicating information.
• Can foster attitude change through • Useful only if participants com
understanding and allow students prepared with the needed
freedom to assert their opinions or background information.
views hence, application of new
knowledge takes place.
T H E T E A C H E R I N I T I AT E S T H E L E A R N I N G
PROCESS BY ASKING STUDENTS ABOUT
THEIR INSIGHTS AND IDEAS REGARDING
T H E S U B J E C T M AT T E R . I N T H I S M E T H O D ,
T H E T E A C H E R A S K S S T U D E N T S W H AT
T H E Y U N D E R S TA N D O F T H E S U B J E C T T O
D E T E R M I N E W H AT T H E Y H AV E A L R E A D Y
L E A R N E D A N D W H AT T H E Y N E E D T O
LEARN.
Q U E S T I O N C A N I N C R E A S E M O T I VAT I O N
OF LEARNERS AS IT BRINGS ABOUT
EAGERNESS TO THINK ANSWERS TO
QUESTIONS ASKES. IT CAN BE USED TO
GUIDE LEARNERS’ THOUGHT PROCESS
A N D D I R E C T T H E M T O A C E R TA I N A R E A
O F I N T E R E S T.
7 TYPES OF QUESTIONS
• Factual Questions
• Probing Questions
• Multiple Choice Questions
• Open-ended Questions
• Discussion-stimulating questions
• Questions that guide problem-solving
• Rhetorical Questions
AUDIOVISUALS ARE ELECTRONIC MEDIAS
POSSESSING BOTH A SOUND AN VISUAL
C O M P O N E N T, SUCH AS S L I D E - TA P E
P R E S E N TAT I O N S , F I L M S , A N D T E L E V I S I O N
PROGRAMS. USING AUDIOVISUALS IS A
TRADITIONAL METHOD T H AT CAN
REINFORCE TEACHING AND LEARNING. IT
IS USED AS SUPPLEMENT TO A LECTURE,
A S P R E L U D E T O D I S C U S S I O N , O R A PA R T
O F Q U E S T I O N I N G S T R AT E G Y
TYPES OF TRADITIONAL
AUDIOVISUALS
• Handouts or printed materials
• Chalkboards or whiteborards
• Overhead transparency
• PowerPoint slides
• Videotapes
ACTIVITY-BASED
TEACHING
STRATEGIES
WRITING TO LEARN
• Cooperative Learning
• Writing to learn
• Concept-mapping
• Debate
• Simulations
• Problem-based Learning
• Self-Learning Modules
COMPUTER TEACHING
STRATEGIES
a. C O M P U T E R A S S I S T E D
INSTRUCTIONS
b. I N T E R N E T
c. V I RT U A L R E A L I T Y
DISTANCE LEARNING
• This method includes computer learning and

other ways of giving instructions to students
without the usual classroom setting, such as
teleconferencing or use of telephone
techniques.
CLINICAL TEACHING
1. Diagnose student’s need, interest and abilities.
2. Set objectives and select content
3. Prepare areas for learning and select appropriate teaching
strategies.
4. Plan instructional units and make lesson plans
5. Motivate students in guided learning activities.
6. Tasks that relate to plans focus on , measuring, evaluating,
grading, and reporting student’s performance and progress.
7. Put up plans for follow-up.
• Related Learning Experience (RLE) or laboratory
• Models of Clinical Teaching
–Traditional Model
–Faculty-directed Independent Experience Model
–Collaborative Model
• Clinical teaching associate (CTA) model.
• Clinical Teaching partner (CTP) model
• Clinical educator/Paired model
–Preceptor Model
OTHER TEACHING STRATEGIES
1. Peer review assingments 1. Special interest groups
2. Informal socializing 2. Exercise in communication
3. Student presentation 3. Brainstorming
4. Structure seminar 4. Real world references
5. Public tutorial 5. Guest lecturers
6. Reflective journals 6. Authentic tasks
7. Peer learning groups 7. Socratic dialogue
8. Role playing 8. Small group on comparative
9. Previous discussions learning

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TEACHING

• It allows uniformity of knowledge • Few teachers ae good lecturers who

• This method includes computer learning and

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