Active Learning
It has been reported that it is defined as learning environments that allow students to talk, listen, read, write, and reflect as they approach course content through problem solving exercises, informal small groups, simulations, case studies, role playing, and other activities ('Teaching Methods' 2008:1). As an effect, the students can be more involved with their lessons, for hands on activities are helpful in the retention of lessons in the memory. With the help of small group discussions, the students can also interact with their peers, which foster a good learning environment.
Critical Thinking
This skilful, responsible thinking facilitates good judgment because it relies upon criteria, is self-correcting, and is sensitive to context ('Teaching Methods' 2008:1). When implemented, the students would develop their focusing skills, information gathering, referencing, organising, analysing, integrating and evaluation ('Teaching Methods' 2008:1).
Discussion
It is good to create a non-threatening, interactive learning environment that allows for the free exchange of ideas ('Teaching Methods' 2008:1). An important factor is raising stimulating questions, such as higher cognitive ones (Cotton 2001:1). They are defined as those which the student to mentally manoeuvre bits of information formerly learned to generate an answer or to maintain an answer with rationally logical proof (Cotton 2001:1). Asking cognitive types of questions stimulate the thinking abilities of the students, and make the discussion livelier. The students become exposed and open to new ideas from the instructor and their peers, and even gather information regarding the topic to be discussed. This does not only motivate the students to participate in class, but also fosters a creative and innovative learning experience.
Cooperative Learning
This is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal, stressing the importance of faculty and student involvement in the learning process ('Teaching Strategies' 2008:1). Working together involves differences in many aspects. From these differences, the idea of differentiated instruction applies. Differentiated instruction is an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas (Hall 1999:1). With this strategy, the students can be more receptive to ideas, despite their differences with one another, such as their diversity in culture, race, religion, age and gender. Actually, this type of approach is applicable to our group of learners in which they can share their knowledge and experiences to everyone pertaining to their expertise. They can also conduct some sort of discussions of their own experiences in their field in order give other students some details regarding the complex world of nursing.
Writing
This strategy includes writing across the curriculum, critical thinking, technology and computers, note taking, and personal expression ('Teaching Strategies' 2008:1). Through writing, the students can express themselves, express their ideas regarding certain topics and improve their vocabulary and grammar skills. With the use of this technique, the students and the instructor can be open to one another through paper, which is helpful for the institution itself in developing their writing capabilities. This would not only enhance the students, but also give them the chance to display their talents. The effect of writing to classroom behavior is varied, however, through writing, the instructor can assess the skill of his or her students and with this assessment, the lecturer can make necessary actions to contribute to their improvement.
Actually, these strategies (i.e. lecture, active learning, critical thinking, discussion, cooperative learning, and writing) can be put in a planed lecture for the students of a post graduate Nursing programme at a local university. Direct instruction requires a high degree of teacher direction and a focus on academic tasks. Teacher presentation, demonstration, drill and practice, posing of numerous factual questions, and immediate feedback and correction are all key elements. In a direct instruction lesson the teacher usually spends some time lecturing a well-defined body of knowledge and skills for the students to master (University of Saskatchewan, 2006; Pearson Education, Inc., 2005).
Evaluation
For evaluation, direct instruction alone cannot resolve issues in curriculum development. Teachers and lecturers needs to consider the so-called student-centered instruction, in which the students are not merely passive recipients of knowledge and information provided by the teacher to them. This type of instruction also considers the motivation approach among students. They are also capable of figuring out information and constructing their own pool of knowledge (Pearson Education, Inc., 2005:1). They are allowed to identify the paths they find most fruitful in constructing their knowledge based on what they know and what they need to know (Ridgeway, Titterington and McCann, 1999:1).
Student-centered approach to learning is deemed effective because of its ability to make students figure out what information they need to know and then learn from it. Pedersen & Williams (2004:1) claimed that the students have ownership of goals and activities. They are given freedom to choose their actions in order to meet their goals making the whole process meaningful and personal. This situation encourages depth of understanding and an intrinsic motivational orientation.
The classroom cannot function well without the teacher. The success of the activities in the classroom depends on the ability of the teacher as classroom manager. Teacher/lecturer takes care of the two aspects of classroom management, namely, care of routine factors and classroom activities. They are also responsible for effective teaching strategies.
Effective teaching strategies are the foundation of effective learning in a classroom environment. However, one teaching strategy is not enough to achieve great learning. In addition, differences in learning must also be taken into consideration to make sure that all of the students get the equal opportunity for obtaining knowledge. Aside from these, motivation, type of learning environment, and teacher-student relationship should also be considered. McKeachie (1996:1) emphasizes that a method appropriate for most students may be ineffective for other students who could learn more easily with a different approach. This makes methods of teaching, ways of representing information, and personality characteristics of teachers affecting learning and affect different learners differently (McKeachie 1996:1). Learning goes hand in hand with teaching, so strategies are important in the learning process.
