Health Education
Module #16 Student Activity Sheet
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
Lesson title: Teaching Methods and Settings (Part 1)
Materials: Book, pen and notebook
Learning Targets:
At the end of the module, students will be able to: References:
1. Identify the different teaching methods. Bastable, S. B. (2019). Nurse as Educator:
2. Enumerate the different instructional materials; Principles of Teaching and Learning for
3. Discuss appropriate teaching methods; and, Nursing Practice. Jones & Bartlett
4. Develop competencies in different teaching methods. Learning.
A. LESSON PREVIEW/REVIEW
TURN AND TALK
1. Based on the previous session, the instructor will inform the students to choose one among the types of learning
domains and explain its teaching guidelines.
2. Once all of the students have written their answers, they will discuss their ideas.
3. The instructor will then call out 2 – 3 students to read their answers.
B. MAIN LESSON
The students will study and read their book about this lesson (Chapter 11)
Introduction to Teaching
o Teaching methods: the way information is taught that brings the learner into contact with what is to be learned
o Instructional materials: the objects or vehicles used to transmit information that supplement the act of teaching
o Effective teaching-learning experiences are designed, and being able to teach well is a learned skill.
Teaching Methods
o Lecture
o Group Discussion
o One-to-One Instruction
o Demonstration
o Return Demonstration
o Gaming
o Simulation
o Role play
o Role modeling
o Self-instruction
Instructional Materials
o Audience response system (ARS)
o Books
o Printed handouts
o Videos
o Podcasts
o Posters
This document is the property of PHINMA EDUCATION 1 of 10
Health Education
Module #16 Student Activity Sheet
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
Appropriate Teaching Methods
o No perfect teaching method for all learners or learning domains
o People learn best in conjunction with other methods or with one or more instructional materials.
o Actively involve the learner to improve learning retention, critical thinking, and positive outcomes
o Important considerations
o Audience characteristics (size, diversity, learning style preferences)
o Educator’s expertise as a teacher
o Objectives of learning
o Potential for achieving learning outcomes
o Cost-effectiveness
o Teaching setting
o Evolving technology
Teaching Methods: Lecture
o Definition
o a highly structured method by which the educator verbally transmits information directly to a group of
learners for the purpose of instruction
o Useful to demonstrate patterns, highlight main ideas, present unique ways of viewing information, provide basis
for follow-up group discussion
o Should not be used to present information that can be read independently
Advantages
o Cost effective
o Targets large groups
o Useful for cognitive domain learning
Effective approaches
o Use opening and summary statements
o Present key terms
o Offer examples
o Use analogies
o Use visual backups
Limitations
o Not individualized
o Passive learners
o Each lecture should have three main parts:
1. Introduction
2. Body
3. Conclusion
o Effective speaking skills
o Volume
o Rate
o Pitch/tone
o Pronunciation
o Enunciation
o Proper grammar
o Avoiding fillers such as “um”
This document is the property of PHINMA EDUCATION 2 of 10
Health Education
Module #16 Student Activity Sheet
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
o Body language
o Enthusiasm
o Eye contact
o Posture and movement
o Self-confidence
o Professionalism
o Gestures
o Avoid repetitive movement
o Rely on head, hands to emphasize points, hold audience attention
Group Discussion
o Definition
o a teaching method whereby learners get together to actively exchange information, feelings, and opinions
with one another and with the educator
o May incorporate other types of instruction
o Leads to deeper understanding and longer retention of information, increased social support, greater transfer of
learning between situations, more positive interpersonal relationships, more favorable attitudes toward learning,
more active participation
o Major considerations
o Group size (most effective in small groups of four to eight)
▪ Should be determined by purpose or task, concepts for application
▪ Small groups allow more interactivity, opportunity to ask questions
o Advantages
o Stimulates sharing of ideas and emotions
o Active learners
o Useful for cognitive and affective domains of learning
o Efficiently reach multiple learners at once
o Technique is learner and subject centered.
o Limitations
o Shy member does not participate
o Dominant member overwhelms the group
o Highly diverse groups may have difficulty interacting.
o Easy to stray from topic
o Alternate approaches
o Team-based learning (new innovation)
o Cooperative learning (transmit foundational knowledge)
o Case studies (thorough situation study before discussion)
o Seminars (group discussion of readings, questions posed by educator)
One-to-One Instruction
o Definition
o the face-to-face delivery of information, designed to meet needs of individual learner
o May be formal (planned) or informal (teachable moment)
o Should never be a lecture: actively involve learner based on learning needs
o Stages of change model
1. Precontemplation: provide information
2. Contemplation: support decision making for change
3. Preparation: support a move to action
4. Action: encourage constant practice
This document is the property of PHINMA EDUCATION 3 of 10
Health Education
Module #16 Student Activity Sheet
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
5. Maintenance: continue encouragement
o Give specific instructions, allow time for response, apply learning, use questioning
o Advantages
o Active learner
o Ideal for assessment and evaluation
o Tailored to individual’s needs and goals
o Useful for all three learning domains
o Provides opportunity for immediate feedback
Limitations
o Can be expensive because it is labor intensive
o Isolates and spotlights learner
o May overwhelm learner if educator includes too much information in one session
Demonstration and Return Demonstration
o Definitions
o Demonstration is an instructional method in which action by the educator is done to show the learner how
to perform a certain skill
o Educator should give purpose, steps, equipment, and actions needed or expected prior to demonstration.
o Incremental approach to steps: scaffolding
o Demonstration considerations
▪ Learner experience level
▪ Explain how to best handle errors.
▪ Work with exact equipment the learner is expected to use.
o Advantages
▪ Previews exact skill for the learner
▪ Useful for psychomotor domain learning
o Limitations
▪ May be expensive because all learners need to easily visualize skill. This requires use of
technology or small groups.
Return Demonstration
Definition
o Is an instructional method in which the learner attempts to perform a skill with cues from the teacher as needed
o Should occur as close as possible to when demonstration was given
o Educator should remain silent except to give necessary cues or answer questions.
o Break procedure into increments to allow learner to master sequence in stages.
o Praise learner along the way.
o Emphasize what to do, not what not to do.
o Supervise practice until competent enough to practice alone.
o Perform high-risk skills on a model first.
o Advantages
o Active learner engagement
o Individual guidance
o Increases confidence, competence, skill retention
o Opportunity for overlearning to achieve goal
o Useful for psychomotor domain learning
This document is the property of PHINMA EDUCATION 4 of 10
Health Education
Module #16 Student Activity Sheet
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
o Limitations
o Viewing individual performance is labor intensive
o Expensive
o Time-consuming
o Space and equipment
o Group size must be limited to allow each learner to visualize procedures and practice.
Gaming
o Definition
o Is an instructional method requiring the learner to participate in a competitive activity with preset rules
o Goal is for learners to win a game by applying knowledge and rehearsing previously learned skills
o May be purchased or self-developed
o Advantages
o Active learner
o Increases learner participation and engagement
o Provides variety
o Enhances skill acquisition
o Improves problem-solving
o Increases information retention and recall
o Easy to devise or modify
o Useful for all three domains of learning
o Limitations
o Too competitive for some learners
o Requires small group for participation by all
o May need flexible space
o Potentially higher noise
o May be more physically demanding
o Not possible for learners with some disabilities
Simulation
o Definition
o Is a trial-and-error method of teaching whereby an artificial experience is created that engages the learner
in an activity that reflects real-life conditions but without the risk-taking consequences of an actual
situation
o Teaches critical thinking, high-level decision making
o Fosters interdisciplinary education to improve teamwork, communication, and role valuing
o Debriefing session should follow.
o Most effective: lifelike, nonthreatening
o Impose time constraints.
o Provide realistic tension.
o Use actual equipment.
o Types
o Written
o Clinical
o Model
o Computer
o Advantages
o Active learners
o Practice “reality” in a safe, nonthreatening setting
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Health Education
Module #16 Student Activity Sheet
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
o Excellent psychomotor development
o Enhanced higher-level problem-solving and interactive abilities in cognitive and affective domains
o Limitations
o Labor intensive
o Can be expensive
o Not readily available to all learners
Role Play
o Definition
o Is an instructional method where learners actively participate in an unrehearsed dramatization
o Learners are asked to play an assigned character as they think the character would realistically act.
o Intended to arouse feelings and elicit emotional responses from learners
o Form of simulation may substitute for or supplement higher-cost forms.
o Educator must ensure that the group members feel secure with one another.
o All members of the group should be given an assignment as participant or observer.
o Best done in small groups
o All members should discuss and share afterwards.
o Advantages
o Active learner
o Explore own, others’ feelings
o Gain insight in values, attitudes, beliefs
o Develop problem-solving, decision-making skills
o Explore topic in depth
o Better understand interpersonal relationships
o Useful for affective domain
o Limitations
o Learner can exaggerate or under-develop the role.
o Limited to small groups
o Not all learners will feel comfortable with their roles.
Role Model
o Definition
o Learning from a role model is called identification and emanates from learning and developmental
theories.
o Primarily achieves behavior change in the affective domain
o A way to guide, support, and socialize students and novices to new function levels
o Consistently setting examples and “living the standards” can teach
o Advantages
o Influences attitudes to achieve behavior change
o Helps with socialization into role
o Useful for affective domain learning
o Limitations
o Requires rapport between teacher and learner
o Potential for negative role models to instill unacceptable behaviors
Self-Instruction
o Definition
o Is an instructional method to provide or design activities that guide the learner in independently achieving
the educational objectives
This document is the property of PHINMA EDUCATION 6 of 10
Health Education
Module #16 Student Activity Sheet
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
o Formats include workbooks, study guides, workstations, videotapes, internet modules, computer programs.
o Educator provides motivation and reinforcement.
o Module elements
o Introduction
o List of prerequisite skills
o List of behavioral skills
o Pretest
o List of resources and learning activities
o Outline of learning activities
o Estimated module length of time
o Presentations
o Self-assessments
o Posttest
o Advantages
o Self-paced
o Active learner
o Opportunity to review, reflect on information
o Built-in, frequent feedback
o Indicates material mastery in a particular time frame
o Cost-effective
o Consistent
o Useful for cognitive, psychomotor domains
o Limitations
o Learner may procrastinate.
o Requires literacy
o Limited with learners with visual and hearing impairments
o Requires high motivation
o May induce boredom if overused with no variation in activity design
Selection of Teaching Methods
o What are the predetermined behavioral objectives?
o What are the characteristics of the targeted audience (learners)?
o What resources are available (time, money, space, materials)?
o What are the teacher’s strengths and limitations?
o Considerations
o Educator energy level (physical, psychological factors)
o Feelings toward learner
o Educator comfort with subject matter
o Educators should examine own feelings, seek colleague support, and use resources when teaching sensitive
material.
Evaluation of Teaching Methods
o Did learners achieve their objectives?
o Was the activity accessible and acceptable to targeted learners?
o Were available resources used efficiently?
o Did the method accommodate the learner’s needs, abilities, and style?
o Was the approach cost-effective?
This document is the property of PHINMA EDUCATION 7 of 10
Health Education
Module #16 Student Activity Sheet
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
CHECK FOR UNDERSTANDING
You will answer and rationalize this by yourself. This will be recorded as your quiz. 1 point will be given to every correct
answer and another 1 point for correct rationalization.
Multiple Choice
1. Which instructional method provides or design activities that guide the learner in independently achieving the
educational objectives;
A. Simulation
B. Role play
C. Role modeling
D. Self-instruction
RATIO:_________________________________________________
2. Which is a trial-and-error method of teaching whereby an artificial experience is created that engages the learner in an
activity that reflects real-life conditions but without the risk-taking consequences of an actual situation.
A. Simulation
B. Role play
C. Role modeling
D. Self-instruction
RATIO:_________________________________________________
3. This is an instructional method where learners actively participate in an unrehearsed dramatization;
A. Simulation
B. Role play
C. Role modeling
D. Self-instruction
RATIO:_________________________________________________
4. Learning is called identification and emanates from learning and developmental theories.
A. Simulation
B. Role play
C. Role modeling
D. Self-instruction
RATIO:_________________________________________________
This document is the property of PHINMA EDUCATION 8 of 10
Health Education
Module #16 Student Activity Sheet
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
5. Which is an instructional method requiring the learner to participate in a competitive activity with preset rules.
A. One-to-One Instruction
B. Demonstration
C. Return Demonstration
D. Gaming
RATIO:_________________________________________________
C. LESSON WRAP-UP
Minute Paper
1. Students will write the most meaningful things they were able to get from the day’s session and what question do they
have.
2. The instructor should encourage each student to share their ideas and discuss them with their partners.
3. The instructor will randomly call 3 to 5 pairs to share their inputs in the class.
END NOTE:
The instructor will inform the students of the next topic, the continuation of Teaching Methods and Settings.
This document is the property of PHINMA EDUCATION 9 of 10
Health Education
Module #16 Student Activity Sheet
Name: _________________________________________________________________ Class number: _______
Section: ____________ Schedule: ________________________________________ Date: ________________
This document is the property of PHINMA EDUCATION 10 of 10
