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Traditional Teaching Strategies

Prepared by: group 2

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General Objective: After 30 minutes of lecture discussion the BSN II students will be able to acquire basic knowledge, skills, and develop positive attitude towards the discussion of Traditional Teaching Strategies.

Specific Objectives
Specifically they will be able to:

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Know what is lecturing. Give the purposes of lecturing. State the advantages and disadvantages of the lecture method. Know how to organize the lecture. Determine how to deliver the lecture. Enumerate the types of lecture. Know what is discussion. Cite the purposes, advantages and disadvantages of discussions. Enumerate the different discussion techniques. Determine what is questioning

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Give the functions of questioning. Give the classification and categories of questions. Enumerate the question classification using the Blooms Taxonomy. Present the types of questions. Identify the techniques in questioning. State the ways to stimulate learners in asking question. Know what is audiovisuals. Give the different ways in selecting media. Present the types of traditional audiovisuals. Know what is interactive lecture.

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Lecturing

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Purposes of Lecturing
Can be an efficient means of introducing learners to new topics. To stimulate students interest in the subject. To inspire people. To integrate and synthesize a large body of knowledge from several fields or sources. Difficult concepts can be clarified in lectures.

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Advantages of the Lecture Method It is economical. More pertinent information can often be taught in one hour than a student could earn from a textbook in that time. Learners have the advantage of watching a creative mind at work. . Helps students develop their listening abilities.

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Disadvantages of the Lecture Method
Many people object to the lecture method because it places learners in the passive role of a sponge. It lends itself to the teaching of facts while placing little emphasis on problem solving, decision making, analytical thinking, or transfer of learning. Not conducive to meeting students individual learning needs. Lecturing brings with it the problem of limited attention span on the part of learners.

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Comparing the advantages and disadvantages to lecturing, it seems that the method is valuable and should be retained, but it should be used skillfully and supplemented with other teaching methods. By using variety of strategies, the teacher can enhance the advantage of all the techniques.

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Organizing the Lecture
Planning the lecture.

Take time to plan the objectives of the lecture. The outline of your lecture may take several forms. - The problem-centered format is also popular. - The lecture may follow a comparative structure - Thesis format. - Advance organizers

Delivering the Lecture

Controlling Anxiety If you are all anxious about giving your lecture, you need to think about controlling your anxiety. An effective mechanism is imaging. With imaging, you visualize yourself as you want to appear to your audience. Having this preferred image in your mind can increase your self-concept and your confidence.

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Spontaneity One lecture technique is to avoid reading to the class. Reading skills all spontaneity and can be anesthetizing. If you review your notes before the lecture and rehearse the delivery at home, you will feel secure enough without a written script in front of you.

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Voice Quality If your voice is not loud enough for everyone to hear easily, use a microphone if possible. In addition to volume, beware of lecturing in monotone voice. If you are genuinely enthusiastic about your material, that enthusiasm will help overcome any tendency to a monotone voice.

Body Language You can to the dramatic quality of your learning by your movements. Do not stand glued to one spot in back of a podium. Move to the sides occasionally or stand in front of the podium.

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Speed of delivery The pacing of a lecture affects both the learners comprehension and enjoyment of the material. Too slow a pace can induce boredom, but too fast a pace can result in writers cramp for students as they struggle to take notes and to understand what is being said. Getting Off on the Right Foot The way you begin a lecture sets the tone for all that follows. Try to avoid just walking into the class and immediately launching into the lecture. A little casual conversation for a minute or two in the beginning helps you to relax and to establish some rapport with the audience.

Clarifying during the Lecture

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Clarifying confusing or difficult concepts during a lecture is essential. Clarification can be done effectively by means of examples and analogies rather than repetition. Analogies can also be used for clarification.
Facilitating Retrieval from Memory There are several techniques that you can use during the delivery of a lecture that will help listeners to later remember the information. One method is repetition. Repetition can be overdone, but simple repetition of important ideas at transitional points in the lecture can be effective. Elaboration is another form repetition. Imagery is another mechanism by which information can be lodged in memory for later retrieval.

TYPES OF LECTURE

Template Traditional oral essay.

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Participatory lecture. Lecture with uncompleted handouts Feedback lecture Mediated lecture.

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DISCUSSION

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Purposes and Advantages of Discussions
Give learners an opportunity to apply principles , concepts, and theories and, in that process, to transfer their learning to new different situations. Clarification of information and concepts. Misconceptions and hazy thinking can be assessed and corrected immediately. Students can learn the process of group problem solving. Attitudes can be changed through discussion. As people hear varying viewpoints and begin to look at issues and situations through the eyes and experiences of others, their own attitudes develop. Many students like it and may even prefer it to other methods.

Disadvantages of the discussion method

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One drawback to discussions is that they take a lot of time. There no doubt that discussion is an inefficient way to communicate information. In this procedure is that the teacher cannot be the moderator and facilitator for all groups at the same time.

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DISCUSSION TECHNIQUES
Make your expectations clear Set the ground rules Arrange the physical space Plan a discussion starter Facilitate, dont discuss Encourage quit group members Dont allow monopolies Direct the discussion among group members Keep the discussion on track Clarify when confusion reigns Tolerate some silence Summarize when appropriate

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QUESTIONING

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FUNCTIONS OF QUESTIONING
Places learners in an active role and to recall, form links between previously isolated information, analyze statements or beliefs, evaluate the worth of ideas, and speculate what would happen if. Learners start to mentally formulate answers if they think they may be called in class. Assess baseline of knowledge and to review content from a previous class. It arouse learners curiosity, motivates to come up with solution.

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CLASSIFICATIONS
Convergent Have specific, usually short, and expected answers. Divergent Generate new ideas, draw implications, or formulate a new perspective on a topic.

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CATEGORIES
Lower - order Require the learner to recall information they have read or memorized. Higher order Require more than recall. To answer a higher order question the learner would have to be able to comprehend or think critically about the information.

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QUESTION CLASSIFICATION USING BLOOMS TAXONOMY
Knowledge - Involves recall of memorized data. Comprehension - Includes understanding and interpretation of information. Application - Requires using information in new situations. Analysis - Involves breaking whole into parts and showing relationships. Synthesis -Requires combining elements into a new structure. Evaluation -Includes assessing information based on criteria.

TYPES OF QUESTION Factual questions Probing questions Types: a.1 Extension probes a.2 Clarification probes a.3 Justification probes a.4 Prompting probes a.5 Redirection probes Multiple-choice questions Open-ended questions Discussion-stimulating questions Questions that guide problem solving Rhetorical questions

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QUESTIONING TECHNIQUES
Prepare some questions ahead of time State questions clearly and specifically Tolerate some silence Listen carefully to responses Use the beam, focus, build technique Provide feedback Handle wrong answers carefully

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STIMULATING LEARNERS TO ASK QUESTION
Learners should be rewarded just as much for asking good questions are they for giving good answers. Thinking or praising the person for asking the question, and after answering it. When responding to a question, talk to the whole class, not just the questioner. This approach serves to keep the whole group involved and shows the questioner that the question was important.

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AUDIOVISUALS

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SELECTING MEDIA
Some objectives may be best be met by using lectures, some by discussion, some by individual student assignments, and some through traditional media. Another factor to consider in deciding on media use is availability have both materials and technical systems. The level, ability, and number of learners are also important considerations, specially if you want to assign audiovisuals for individual use.

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TYPES OF TRADITIONAL AUDIOVISUALS Handouts Chalkboards or whiteboards Overhead transparencies Slides Videotapes

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THE INTERACTIVE LECTURE
By this point the techniques of lecture, discussion, questioning, and audiovisuals can be effectively blended together into an interactive, illustrated lecture, utilizing the advantages of all the methods and reducing their disadvantages.