SELECT TEACHING METHODS

Some students may learn better through listening, others by reading, and still others by viewing and doing something at the same time. The next important step in planning for teaching is to select the methods you will use to help students learn. The two most critical factors in selecting teaching methods are choosing a variety of methods, and choosing methods that are appropriate for achieving the learning objectives.

There are a number of teaching methods from which you may choose; many are covered in this manual. Review these methods and think about how each might be used to achieve the supporting objectives for your course. For example, if the learning objective is for students to

presentation is an appropriate teaching method. However, if the learning objective is for students to give immunizations according to the schedule, students will need opportunities to practice giving the immunizations, preferably on models first and then with patients.

When selecting teaching methods, consider the following questions:

zIs the method appropriate for the learning objective? Certain

teaching methods are more effective for helping students learn new skills; others are more useful for developing students’ knowledge. For example, when teaching how to give an injection, you should demonstrate the skill and provide opportunities for practice rather than only give a lecture. For introducing the concepts of anatomy or physiology, presenting information using an interactive presentation would be appropriate. Consider which method will best help students to meet the learning objective.

zAre the resources that this method requires available? Some

methods require additional materials, supplies, and equipment. Consider if the required resources are available or obtainable.

zAre special facilities required? Examples include hospital wards,

clinics, skills labs, small rooms for group work, and an area for practice with simulated patients, other students, anatomic models, or computers.

zWhat is the projected size of the class? Some teaching methods

are more appropriate for a small group than for a larger group. However, if the classroom is large enough, large groups can be divided into small groups to carry out specific learning activities. In addition, some teaching methods, such as case studies and role plays, can be adapted for use in larger groups.

zIs a special room arrangement needed for this method? Some

methods require a special room arrangement (e.g., chairs arranged in small groups). If the room cannot be rearranged, look for another room that can be used instead.

zWill the methods selected stimulate interest and provide variety? Even the most exciting teaching method becomes boring

if it is used all the time. Select a variety of methods that will stimulate interest, and change methods as needed.

Refer to Table 3-4 for a list of common teaching methods, their definitions, and an indication of the domain(s) of learning for which each method can be used. This is not a comprehensive list of teaching methods, but a summary of some common methods used in

educational settings. Most of the methods are described in detail in other modules.

Table 3-4. Commonly Used Teaching Methods

METHOD DEFINITION DOMAIN(S)

Brainstorming Method in which a list of ideas, thoughts, or alternative solutions that focus on a specific topic or problem is generated. Brainstorming stimulates thought and creativity and is often used along with group discussions.

Knowledge

Case Study Method using realistic scenarios that focus on a specific issue, topic, or problem. Students typically read, study, and react to the case study individually or in small groups.

Primarily knowledge and attitude

Clinical Simulation A representation of a real or hypothetical patient management situation.

Knowledge, skill, and attitude

Demonstration Method in which the teacher presents the steps necessary for the completion of a procedure or clinical task or activity.

Skill

Discussion Interactive process in which students share their ideas, thoughts, questions, and answers in a group setting with a facilitator.

Knowledge and attitude

Facilitated Practice Opportunity for students to practice or apply (with models, simulated patients, or real patients) the content presented in theoretical sessions. The teacher explains procedures or routines, demonstrates tasks, models the correct

performance of the skill, and observes and interacts with students while providing ongoing feedback.

Knowledge, skill, and attitude

Game Learning activity that usually has a set of rules and is often competitive. The purpose of the game must relate to the objectives.

Knowledge and attitude

Guest Speaker Presentation related to the objectives conducted by an expert in the field.

Knowledge and attitude

Individual or Group Tutorial

Study of information by one or more participants under the instruction of a tutor or mentor.

Knowledge, skill, and attitude

Interactive Presentation

Verbal presentation of information by the teacher, in which presentation of content is supplemented with a variety of questions, interactions, visual aids, and instructional materials. Also known as a lecture or illustrated lecture.

Primarily knowledge

Panel Discussion Discussion related to the learning objectives presented by a panel of individuals or content experts.

Knowledge

Role Play Learning activity in which students play out roles in a simulated situation that relates to one or more learning objectives.

Knowledge, some skills, particularly communication skills, and attitude

Study Trip Learning situation outside the regular classroom, in which students travel to another location in a facility or outside the facility.

Ensure Opportunities for Practice

Imagine taking a course that consists of listening to a series of lectures and then being given a test, and finding that you had no opportunity to practice or apply the expected knowledge, skills, and attitudes before the test. This is not an effective way to learn. Students need opportunities to practice or apply new knowledge, skills, and attitudes. The design and development of practice activities—or learning experiences—has two essential features:

practice and feedback. Practice and feedback will also help

students to develop appropriate attitudes.

Throughout the course, schedule practice activities including reading, homework, or other assignments, to help students apply new knowledge, skills, and attitudes. In addition to providing learning opportunities for students, practice activities are opportunities for formative assessment in which teachers can give feedback to students to help them improve their performance.

Practice opportunities can occur individually or in groups. They can be conducted in the classroom in simulated environments (refer to Prepare the Teaching Environment) or at a clinical practice site. Try to use a variety of practice exercises to maintain interest. Different practice activities will be appropriate for different learning objectives, as illustrated below.

Knowledge: Solve a series of problems. Answer a series of questions. Label a drawing.

Locate information in a manual. Make a drawing or sketch. Complete a case study.

Skill: Practice a skill with an anatomic model, simulated patient, another student, or with an actual patient. View a video, slide show, or photographs, or use a computer-based learning program (e.g., to identify signs and symptoms of illness or malnutrition).

Attitude: Participate in a role play. Conduct an interview.

Table 3-5 provides several examples of how to relate assessment

Table 3-5. Course Objective: After completion of the course, the student will be able to protect, promote, and support appropriate infant feeding practices