Transcript Valerie Harmon Teaching Strategies

By Valerie Harmon


Definition- a meeting for an exchange of
ideas in some arena; guided debate or
discussion of concepts
Description- preset objectives are set by the
instructor. The instructor works as a
facilitator or as a participant discussing the
assigned topic/concepts with the students
Social Learning TheoryIf you want to change an individual’s behavior
you must change their role models and social
experiences. Learning is interactive and tends
to occur in a social context.
1. Students can share their unique experiences on
given topic in an open forum
2. Students can provide positive reinforcement to
other students in a non-threatening group
environment
3. Students are more likely to absorb the material
being taught when information is reinforced by a
group of peers

Classroom

Online

Post conference in clinical

Learning resource centers








Involves all students
Encourages active student engagement
Promotes critical thinking
Peer Sharing
Cooperative learning
Creates a supportive environment for mutual
inquiry
Little preparation time required by teacher
Does not require additional supplies






Students must have adequate knowledge for
active discussion
Some students are over talkative, while others
are shy
Students may be challenging of other
students opinions
May require a lot of student preparation time
Difficult to do with a large class size
Time consuming



Facilitator may have create a specific list of
questions if students are having trouble with
the topic
If the discussion groups are having trouble
staying focused, behavioral objectives may
need to be altered to be more specific
If the climate is one in which attitudes about
learning are negative the faculty must change
the climate. They can do this by responding
and reinforcing student successes.

Require a written product from student group activities and grade it.
Over the course these grades are incorporated into a class participation
grade

Put a tick mark next to student names each time they speak to
encourage quantity of responses.

Require groups to keep a log of their discussions then have each student
write a summary the topics they discussed .

Discussions can be evaluated indirectly through exam questions and
written assignments that reflect class discussions and activities.
Billings, D. & Halstead, J. ( 2005). Teaching in Nursing a Guide for Faculty. Saunders:
St. Louis, MO.
Henry, P. (2006). Making groups work in the classroom. Nurse Educator, 1, 26-30.
King, E. (1984). Affective Education in Nursing. Aspen Publishers: Rockville, Md.
Oermann, M. & Christman, J. (2008). Strategies for using assigned reading in nursing
courses. Nurse Educator, 33(59-60).
Thomas, K. (1998). Clinical and Nursing Staff Development. Lippincott: Philadelphia,
PA.
Van Hoozer, H., Bratton, B., Ostmoe, P., Weinholtz, D., Craft, M., Gjerde, C., &
Albanese, M. (1987). The Teaching Process: Theory and Practice in Nursing.
Appleton-Century-Crofts: Norwalk, CT.