Educational Strategies and
Methods
Omar Abdelrazig Abdalla
Educational Strategies and Methods
Educational strategies are statements in broad terms
of the approaches to be followed in education.
Educational methods, on the other hand, represent the
specific teaching/learning methods used for
delivering the various components of the curriculum.
A good example of educational strategies is the
SPICES Model (Harden, 1987).
Educational strategies
Student-centred Teacher centred
Problem-based Information gathering
Integrated Discipline-based
Community-based Hospital-based
Electives Uniform
Systematic Apprenticeship
INSTRUCTIONAL METHODS
OMAR ABDELRAZIG ABDAllA
Learning outcomes
By the end of this session, you will be able to:
• Describe appropriate teaching and learning methods
• Discuss cos and pros of different teaching methods
Instructional Strategy
• Definition
Is the overall plan that for teaching and
learning experience that involves used of one
or several method of instructions to achieve
the desired learning outcomes (Rothwell &
Kazans 2004)
Instructional Methods
Definition
•Techniques or approaches that the teacher uses to
bring the learner in contact with the content to be
learned
•The way information is thought that bring the learner
in contact with the content to be learned
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WWW.FORSVARSMAKTEN.SE/SWEDINT
AVERAGE
Learning Pyramid
STUDENT
RETENTION 5% Lecture
RATES
10% Reading
20% Audiovisual
30% Demonstration
50% DISCUSSION
75% Practice doing
90% Teach others/
immediate use
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NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS
AVERAGE STUDENT
Learning Pyramid
RETENTION RATES
5% Lecture
10% Reading
20% Audiovisual
30% Demonstration
50% DISCUSSION
75% Practice doing
90% Teach others/
immediate use 10
10
Six blind people and an Elephant
Adult Learning Styles
Tactile
Auditory
Visual
What is YOUR
learning Style?
Instructional Methods
• Lecture • Gaming
• Group Discussion • Simulation
• One-to-One Instruction • Role-playing
• Demonstration • Role-modeling
• Return Demonstration • Self-instruction
• seminars
We think too much about effective methods of teaching and
not enough about effective methods of learning.
Is there one perfect Instructional
Method to teach all learners in
all settings?
Decision about which method to use must be based on
consideration of such major factors as:
•Audience characteristics
•Learning Style
•Educator expertise
•Objectives of learning
•Potential for achieving learning outcomes
•Cost effectiveness
•Instructional setting
•Evolving technology
Lecture
•Definition
•An instructional method in which the
teacher verbally transmits information
directly to groups of learners for the
purpose of education. It is highly
structured.
Components of Lecture
•Introduction
•Body
•Conclusion
VARK categories
VARK categories by percentage of the
sample group
4% 4% V=Visual
11%
A=Aural
R=Read/write
55% 26% K=Kinaesthetic
MM=MultiModal
Lecturing
Spark Interest Passive students
Provide unavailable information Inadequate feedback
Convey large amounts of information Poor retention
Model ways of thinking Burden on lecturer
Maintain control Non –auditory learners
Help auditory learners Students tune out
Reach large audiences
Source: Sutherland and Bonwell
Lecture
• Advantages • Limitations
• Cost effective • Not individualized
• Targets large • Passive learners
groups
• Useful for
cognitive domain
learning
Group Discussion
•Definition
•An instructional method in which
learners are together to exchange
information, feelings, and opinions with
each other and the teacher to achieve
educational objectives
Group Discussion
• Advantages • Limitations
• Stimulates sharing of • Shy member does not
ideas and emotions participate
• Active learners • Dominant member
• Useful for cognitive and overwhelms the group
affective domains of • Highly diverse groups
learning may have difficulty
interacting
One-to-One Instruction
Definition
•An instructional method in which the
teacher delivers personally designed
instruction to a learner.
One-to-One Instruction
• Advantages • Limitations
• Active learner • Can be expensive
• Tailored to because it is labor
individual’s needs and intensive
goals • Isolates learner
• Useful for all three
learning domains
Learning Method - Seminar
Start of the Seminar
Introduction of New Topics
Gathering Information
Active Processing
Conclusion Phase
Demonstration
•Definition
•An instructional method in which
the learner is shown by the
teacher how to perform a
particular skill
Demonstration
• Advantages • Limitations
• Previews exact skill for • May be expensive
the learner because all learners
• Useful for psychomotor need to easily visualize
domain learning skill. This requires use
of technology or small
groups.
Return Demonstration
•Definition
•An instructional method in which the
learner attempts to perform a skill with
cues from the teacher as needed
Return Demonstration
• Advantages • Limitations
• Active learner
• Viewing individual
• Individual guidance
performance is
• Useful for
psychomotor domain labor intensive
learning
Gaming
Gaming
Definition
• An instructional method requiring the
learner to participate in a competitive
activity with preset rules to achieve an
educational objective
Gaming
• Games can be simple or they can be more
complex to challenge the learner’s ability to use
higher order problem-solving and critical thinking
strategies
Gaming
•The goal is for the learners to win a
game by applying knowledge and
rehearsing skills previously learned.
Gaming
• Advantages • Limitations
• Active learner
• Too competitive for
• Perceived as “fun” by
some learners
many learners
• Useful for all three
domains of learning
Simulation
Simulation
Definition
• A trial-and-error method of teaching requiring creation
of a hypothetical or artificial experience to engage the
learner in an activity that reflects real-life conditions
without the risk-taking consequences of an actual
situation
Types of Simulation
• Written simulation e.g case studies
• Clinical simulation e.g mock cardiac arrest
• Model simulation
• Computer simulation
Simulation
• Advantages • Limitations
• Active learners • Labor intensive
• Practice “reality” in a • Costs of equipment
safe setting
• Useful for cognitive and
psychomotor domains
of learning
Role-Playing
Role-Playing
• Definition
• An instructional method where learners
participate in an unrehearsed dramatization to
elicit their feelings to achieve affective domain
objectives
Role-Playing
•The responsibility of the teacher is to
design a situation with enough
information for learners to be able to
assume the role of some one else
without actually giving them a script to
follow
Role-Playing
• For role playing to be employed effectively,
the teacher must be sure that the group
has attained a comfort level that allows
each member to feel secure enough to
participate in a dramatization
Role-Playing
• Advantages • Limitations
• Active learner • Learner can
• Develops exaggerate or under-
“understanding” of develop the role
others
• Useful for affective
domain learning
Role-Modeling
Role-Modeling
• Definition
• An instructional method in which the teacher “models” or
exhibits behaviors that the learner may imitate or adopt as
he or she is socialized into a role. Learning from role-
modeling is called identification and emanates from
socialization theories.
Role-Modeling
• Advantages • Limitations
• Helps with • Requires rapport
socialization into role between teacher and
• Useful for affective learner
domain learning
Self-Instruction
Self-Instruction
Definition
• An instructional method to provide activities that
guide the learner in independently achieving the
educational objectives
• Such as self instructional package, individualized
activities , programmed instruction
Self-Instruction
Each self -instruction module need to contain the
following elements:
• An introduction and statement of propose
• A list of pre-requisite skills
• A list of behavioral objectives
• A pretest
Self-Instruction
• An identification of learning resources and learning
activities
• Periodic self- asesement
• A posttest
Self-Instruction
• Advantages • Limitations
• Self-paced • Learner may
• Cost-effective procrastinate
• Consistent • Requires literacy
• Useful for cognitive
domain learning
Factors in Selection of
Instructional Methods
• What are the predetermined objectives?
• What are the characteristics of the targeted audience?
• What resources are available?
• What are the teacher’s strengths and limitations?
Evaluation of Instructional
Methods
Evaluation of Instructional Methods
Creative Techniques to Enhance Verbal
Presentations
Creative Techniques to Enhance Verbal
Presentations
• Enthusiasm
• Humor
• Risk-taking
• Drama
• Problem-solving
• Role-modeling
• Anecdotes
• Technology
General Principles for All Teachers
• Give positive reinforcement.
• Project acceptance/sensitivity.
• Be organized, give direction.
• Elicit and provide feedback.
• Use questioning.
• Know your audience.
• Use repetition and pacing.
• Summarize key points.
Summary
•As a nurse educator you have the
responsibility to select proper methods
that match the learner characteristics
,behavioral objectives , teacher
characteristics and available recourses
