University of Cebu – Banilad
College of Nursing
Banilad, Cebu City
A
Resource Unit
On
Chapter 7: Traditional Teaching Strategies
Chapter 8: Activity-based Strategies
Submitted by:
Antonio, Alyssa Lacida, Nicole Ann
Bohol, Marius Eldrid Pardo, Kirsty Carmel
Enad, Lourd Gale Seares, Alyssa Rose
Estrella, Kersten Dinaeva Seberre, Corrine Caye
Gayas, Noreen Vitos, Pear Angeli
Submitted to:
Ms. Dafhne C. Gallendo, MAN
February 4, 2019
GENERAL OBJECTIVES:
After 1 hour of lecture-discussion, the BSN Level 1 Sec A will know the main implications on the Concept and Principles of Traditional
Teaching Strategies (Audiovisuals and Interactive Lecture) and Activity-based Strategies (Cooperative Learning).
OBJECTIVE CONTENT TIME METHODOLOGY RESOURCES EVALUATION
ALLOTMENT
Opening Prayer and Preconditioning 4 minutes
Activity
Reading Objectives 1 minute
Specifically, the Lecture - Discussion DLP, Speaker
BSN 1A students and Screen
will be able to :
After 1 hour of
1. Know what Audiovisual Materials are instructions lecture-
are Audiovisual where particular attention is paid to the 9 minutes discussion, we
Materials and audio and visual presentation of the gave a 15-item
their importance material with the goal of improving dictated quiz.
comprehension and retention
Audiovisual Materials support and enrich
process by stimulating the senses of
seeing, hearing, adding variety to the
teaching-learning experience and
instilling visual memories which have
been found to be more permanent than
auditory memories.
2. To know the To challenge the attention of
purpose of students
Audiovisuals To stimulate the imagination and
develop the mental imagery of the
students
To facilitate the understanding of
the students
To provide incentive for action
To develop the ability to listen
3. To Multimedia Learning – refers to the use
differentiate of two or more types of learning modes
Multimedia that can be accessed via a computer to
Learning and engage the learner in the content.
Blended
Learning Blended Learning – A more recent term
in education which combines e-learning
technology with more traditional
instructor – led teaching methods such
as lecture or demonstration.
Selecting media are based in a number
of factors:
4. To enumerate a) The chief determinants are the
the means learning objectives
selecting media b) Availability of both materials and
technical assistance
c) The level, ability, and number of
learners
5. Distinguish There are different types of audiovisuals
the types of that is used in this type of teaching. To
Traditional note, some of these audiovisuals are not 8 minutes
Audiovisuals seen at present or used in our college as
these are used in traditional teaching.
Because of the advancement of
technology, we replaced some of these
to more efficient types. On the other,
some of these like the handouts and the
use of chalk board and white board has
thrived in this century as they are still
proven very useful
Handouts
-printed materials or handouts have
been around for a long time and can be
used to communicate facts, figures and
concepts
- printed materials also ensure that all
learners have access to the same
information and can review that
information when necessary
- we must take note that when using
handouts, we must make sure that the
content in the handout is congruent with
our presentation or what we are teaching
in front. We make sure that this is simple
and understandable to the audience
Chalkboard/White board
-the newer laminate white (or gray)
boards are universally used in education
- Their outstanding feature is that they
allow for spontaneity in the classroom,
new ideas or solutions to problems can
be jotted down as they are mentioned.
Overhead transparencies
- transparencies are sheet of acetate
placed on an overhead projector that
enlarges and project the image onto a
screen
- one of the nice features of the
overhead projector is that the stands in
front of the audience and you can face
the class while using it; thus eye contact
can be maintained.
-This is usually seen during mass as an
alternative to the modern projector
Videotapes
- In an academic setting, videotape
technology can be used to film students
while they role-play interview,
communicate and practice counselling
skills and psychomotor skills. Playback
of the videos for individual feedback or
group critique can be very instructional.
-this is observed to be very useful in the
learning of students. Videos makes
things more realistic. It shows the actual
scenario seen in the real set-up but
without intervention to it. These can also
be replayed when there are certain
moments missed just like watching
videos in YouTube.
Digital Video Disc
- Also known as digital versatile disc 3 minutes
(DVDs), are gradually replacing
videotapes in many educational
program.
- They are smaller, more portable, more
durable and easier to store, they have
higher-quality audio and video capability
compared to the videotapes.
Slides
- A conventional slide show that appears
static as slides are advanced one by one
manually and newer slides or sound
programs that change slides
automatically in a rapid, synchronous
manner to stimulate motion.
6. To distinguish Haggard (1989) suggested the following
the special considerations when preparing
considerations slides:
when preparing Illustrate one per slide
slides Keep images simple by using
clear pictures, symbols or
diagrams. Put long lists of words
or complex figures on handouts
that supplement the slides.
Avoid distorted images by 9 minutes
keeping the proportion of height
to width at 2:3
Use large, easily readable and
professional-looking lettering
Use a 35-mm camera and slide
film for photographing
7. To define Interactive learning is a more hands-on,
what is real-world process of relaying
Interactive information in classrooms. Passive
lecture and how learning relies on listening to teacher’s
does it work in a lecture or rote memorization of
class setting information, figures or equations. But
with interactive learning, students are
invited to participate in the conversation,
through technology or role-playing group
exercises in class. Lectures are changed
into discussions and students and
teachers become partners in the journey
of knowledge acquisition.
[Link] enumerate Break the lecture into segments
Simple
guidelines in
designing an Build in opportunities for students to
interactive actively participate
lecture
9. To enumerate
Sharpens critical thinking skills,
how does
which are fundamental to the
interactive
development of analytic reasoning.
lecture help
students
An open-ended question with
imagination and logic is learning
how to make decisions, as opposed 18 minutes
to just regurgitating memorized
information.
Learning teaches children how to
collaborate and work successfully in
groups.
10. Define Also called “collaborative learning”,
cooperative cooperative learning is a teaching
learning strategy where teams of two or more
students work together on tasks to
maximize learning.
A methodology that utilizes a variety of
learning activities to improve students
understanding of a subject.
11. To discuss Cooperative Learning results in higher-
the benefits of level reasoning, more frequent
cooperative generation of new ideas and solutions,
learning and greater transfer of what is learned
within one situation to another than did
individualistic learning.
This methodology enhances student’s
enthusiasm for learning and their
determination to achieve academic
success.
Time on task also increases in
cooperative learning settings because
each students is a necessary part of the
group’s success.
12. To Positive interdependence
enumerate the
components of - Each group member’s efforts
cooperative are required and
learning indispensable for group
success
- “Sink or swim together”
Face - to – face interaction
- Orally explaining how to solve
problems
- Teaching one’s knowledge to
others
- Checking the level of
understanding
- “Promote each other’s
success”
Individual and Group
Accountability
- Keeping size of the group
small
- Giving an individual test to
each student
- Randomly examine students
orally by randomly calling one
student from any group
involved
Interpersonal and Small groups
Social skills must be taught :
a. Leadership
b. Decision making
c. Trust building
d. Communication
e. Conflict Management
Group Processing
- Group members discuss how
well they are achieving their
goals and maintaining
effective working relationship.
- Group members describe
what member actions are not
helpful.
- Group members make
decision about what
behaviors to continue or
change.
13. Classify the There are three main types of
types of cooperative learning groups: informal
cooperative learning groups, formal cooperative
learning groups and cooperative base groups.
Informal Learning Groups
These groups are short term and
not very structured.
It’s most convenient to use
informal learning groups for
quick activities such as checking
for understanding, brainstorming,
quick problem solving,
summarizing or review.
Formal Learning Groups
Formal learning groups are
assigned a task or project and
stay together until it is complete.
There is a clear structure to these
groups set by the teacher that
includes task and behaviour
expectations.
Doing a project, solving a series
of problems, reviewing for a test, or
writing a report are all examples of how
formal learning groups can be used in a
classroom.
Cooperative Base Groups
Base groups should last for a
minimum of a semester but can
be anywhere up to several years.
Since they are long term
commitments, typically these
groups become more than just
academic problem solving
groups.
Members in base groups often become
a personal support system for each
other, building relationships and trust
during the duration of their cooperative
learning process.
14. To define the Formal
purpose of To complete a specific learning task
Informal, consisting of concepts and skills.
formal, and Informal
Cooperative To enhance understanding of a
Groups specific unit of information; to make
connections to prior learning.
Cooperative Base Group
To provide encouragement and to
monitor progress throughout the learning
experience.
15. Determine Formal
the length of One class to many weeks
existence
Informal
No more than one class and perhaps for
only a few minutes during a class
Base Group
No more than one class and perhaps for
only a few minutes during a class
16. To identify Advantages of Cooperative Learning 3 minutes
the Advantages • Group members learn to function
of Cooperative as part of the team
Learning • Enhance social skills
• Can help to address individual
learning needs and learning
styles (Huff, 1997)
• Critical thinking is promoted
17. To know the Researches on Cooperative Learning 5 minutes
Researches Research on the effectiveness of
done in cooperative learning has been
Cooperative conducted since the early 1960’s.
Learning Johnson and colleagues (1998) reports
that at least 168 studies were conducted
between 1924 and 1997.
1. Cooperative learning produces
higher achievement levels than
do individualistic or competitive
learning approaches.
2. Outcome measures of
achievement are knowledge gain,
retention, problem-solving,
reading, mathematics and many
more
3. Other outcomes found are
increased self-esteem, improved
attitude towards learning
4. Cooperative learning has been
found to be a cost-effective
strategy
5. Effectiveness has been found in
all age groups and levels of
education
6. Effects have been equally good
for learners at all ability levels
7. Research done on cooperative
learning has a level of validity and
generalizability beyond what is
seen in most educational
research
Bibliography
BOOKS
Deyoung, S. (2003). Chapter 7 and 8. In Teaching Strategies for Nurse Educators(Original ed., pp. 131-144). Upper Saddle, New Jersey: Pearson
Education Inc.
Deyoung, S. (2009). Chapter 7 and 8. In Teaching Strategies for Nurse Educators(Second ed., pp. 129-141). Jurong, Singapore: Pearson Education
Inc.
WEBSITE
Explore the Three Types of Cooperative Learning. (2016, October 13). Retrieved February 01, 2019, from
[Link]