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Foundation University

COLLEGE OF NURSING
Dumaguete City

SYLLABUS ON TRADITIONAL
TEACHING STRATEGIES

Prepared by:
Carmela Pis-an
Erwin Manso
Vanesse Bailey
Christianne Rey Juezan
Submitted to:
Mrs. Melanie Mae O. Austero, RN MAED
Date Submitted:
March 12, 2014

PURPOSE: To educate the learners about different traditional teaching strategies.


GOAL: The learners will be able to learn about traditional teaching strategies as well as their definition, types, advantages and disadvantages.

Objectives

Content Outline

Method of
Instruction

TA

Resources

Method of Evaluation

Following the
20 minutes
session, the
learners will
be able to:
1. discuss the
introduction
on traditional
teaching
strategies
briefly.

I. Introduction

Exhibit

1 minute

Discussion
material

Oral Recitation

2. define 4 of
the 5 terms
given
correctly.

II. Definition of Terms


A. Teaching
B. Strategies
C. Discussion
D. Lecture
E. Active Interaction

Exhibit

1 minute

Discussion
material/visua
l aids

Open Forum

III. Principles of good teaching are based


on educational philosophy of John Dewey:

Exhibit

2 minutes

Discussion
material

Oral Recitation

3. explain the
principles of
good
teaching
precisely

A. Teaching is good when it is based


on the psychology of learning. This
is based on the child is made the
center of educative process.
B. Teaching is good when it is wellplanned such that the activities and
experiences of the learner are
continuously related and

C.

D.
E.
F.
G.
H.
I.
J.
K.

interrelated into a larger, more


meaningful, more inclusive
relationship pattern.
Teaching is good when the learners
is made conscious of to goal or
aims to be accomplished. This
concept call proper motivation.
Teaching is good when it provides
learning experiences or situations
that will ensure understanding.
Teaching is good when there is
provision to meet individual
deference's.
Teaching is good when it utilizes the
past experiences of the learner.
Teaching is good when the learner
is stimulated to think and to reason.
Teaching is good when it is
governed by democratic principles.
Teaching is good when the method
used is supplemented by another
method and instructional devices.
Teaching is good when evaluation is
made an integral part of the
teaching process.
Teaching is good when drill or
review is made an integral part of
teaching and learning.
Exhibit

1 minute

Discussion
material/
visual aids

Open Forum

2 minutes

Discussion

Open Forum

4. identify the
types of
discussion
IV. Types of Discussion
clearly.
A. Spontaneous Discussion
B. Planned Discussion
Exhibit

5. point out
the
advantages
of discussion
easily.

6. distinguish
the
disadvantage
s of
discussion
perfectly.

7.
differentiate
the types of
lecture
properly.

material/
visual aids
V. Advantages of Discussion
A. It follows a spiral of learning
principles.
B. It is found to work well to the
related content courses.
C. It helps in developing students
ability to express himself orally.
D. It helps to develop the powers of
thinking and reasoning in the
students.
E. It helps the students in analyzing
critically and drawing conclusion
judiciously.

Exhibit

VI. Disadvantages of Discussion


A. In this method there is a chance
that only a few students may
dominate the whole discussion.
B. It is possible that discussion is
initiated on those aspects of the
problem with which few prominent
students of the class are concerned.
C. In this method there are chances
Exhibit
that the students may be
D. This method is time consuming.
E. This method is not adaptable to all
teaching-learning situations.
VII. Types of lecture
A. the oral essay;
B. textual exegesis (e.g. modeling

2 minutes

Discussion
material/
visual aids

Open Forum

2 minutes

Discussion
material/
visual aids

Oral Recitation

analytical skills);
multimedia (e.g. using
video/synchronized slide
presentations);
C. the participatory lecture (e.g.
alternating mini-lectures and
discussion buzz groups, debates,
simulations and role play);
8. state the
advantages
of lecture
expertly.

9. elucidate
the
disadvantage
s of lecture
completely.

Exhibit

2 minutes

Discussion
material/
visual aids

Open Forum

Exhibit

2 minutes

Discussion
material/
visual aids

Open Forum

D. problem solving (e.g. a problem


forms the focus for demonstrations
and generating various solutions).
VIII. Advantages of lecture
A. Effective lecturers can
communicate the intrinsic interest
of a subject through their
enthusiasm.
B. Lectures can be specifically
organized to meet the needs of
particular audiences.
C. Lectures can present large amounts
of information.
D. Lectures can be presented to large
audiences.
E. Lecturers can model how
professionals work through
disciplinary questions or problems.

10. classify
the types
active
interaction
accordingly.

11.
summarize
the
advantages
of active
interaction
truthfully.

IX. Disadvantages of lecture


A. Lectures fail to provide instructors
with feedback about the extent of
student learning.
B. In lectures, students are often
passive because there is no
mechanism to ensure that they are
intellectually engaged with the
material.
C. Students' attention wanes quickly
after fifteen to twenty-five minutes.
D. Information tends to be forgotten
quickly when students are passive.
E. Lectures presume that all students
learn at the same pace and are at
the same level of understanding.

Exhibit

2 minutes

Discussion
material/
visual aids

Oral Recitation

Exhibit

2 minutes

Discussion
material/
visual aids

Open Forum

Exhibit

1 minute

Discussion
material/

Open Forum

X. Types active interaction


A. types
1. Student-Teacher Interaction
2. Student- Student Interaction
3. Student-Content Interaction

XI. Advantages of Active Interaction


A. Students are more likely to access
their own prior knowledge, which is
a key to learning.
B. Students are more likely to find
personally meaningful problem
solutions or interpretations.

12.
determine
the
disadvantage
s of active
lecture
accurately.

13. achieve
a 75%
passing rate
successfully.

C. Students receive more frequent and


more immediate feedback.
D. The need to produce forces learners
to retrieve information from
memory rather than simply
recognizing a correct statement.
E. Students increase their selfconfidence and self-reliance.
XII. Disadvantages
A. Faculty need to be expert in the
content area.
B. May be difficult to organize active
learning experiences.
C. Requires more time and energy and
may be stressful for faculty.
D. Faculty may receive less favorable
evaluations from students.
E. Students may be stressed because
of the necessity to adapt to new
ways of learning.
XIII. Evaluation

visual aids

1 minute

Learners achieved
a 75% passing rate

Topic Description:
This topic deals with the definition, types, advantages, and disadvantages of traditional teaching strategies.
Central Objective:
At the end of the discussion, the learners shall gain knowledge, manifest mastery towards the definition, types, advantages,
and disadvantages of traditional health teachings.
Time Allotted:
20 minutes
Life Purpose
To educate and develop individuals to become productive, creative, useful and responsible citizens of society.
Vision
To be a dynamic, progressive school that cultivates effective learning, generates creative ideas, responds to societal needs and
offers equal opportunity for all.
Mission
In its quest for excellence in mind, body and character and the pursuit of truth and freedom, Foundation University commits itself
to:
1.
2.
3.
4.

develop students of sound character and broad culture;


prepare students for a definite career;
imbue students with the spirit of universal brotherhood; and
advocate truth, promote justice and advance knowledge.

References:
http://www.scribd.com/doc/149334305/Traditional-or-Modern-Teaching-Strategies
http://www.preservearticles.com/2012032829133/what-is-discussion-and-what-are-its-types.html
http://www.cdtl.nus.edu.sg/handbook/lecture/types.htm
http://www.cirtl.net/node/2570 (Adapted with permission from the Office of Instructional Resources, University of Illinois-Urbana Champaign.)
http://facultyecommons.org/three-types-of-interaction-that-foster-student-engagement/
De Young S. Teaching Strategies for Nurse Educators. 2013. Pearson Education: Michigan