Discussion: Creative Teaching Strategies Research Paper

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In this week’s video program, Michele Deck demonstrated a number of creative teaching strategies and emphasized that content can be presented in different ways to engage different types of learners. How can you apply your knowledge of strategies right now to reach diverse learners in your own practice?

( MY TEACHING PLAN IS PLANNED TO TEACH NURSING STUDENTS THE PROCESS OF ORAL MEDICATION ADMINISTRATION IN SKILL LAB AND IN CLINICAL SETTING)
PART ONE DISCUSSION ABOUT MEDICATION ADMINISTRATION IS ATTACHED.

Before participating in this week’s Discussion, you are asked to implement two or more teaching strategies, at least one of them a strategy you learned about this week. Your primary aims should be to create a positive learning environment and effectively engage diverse learners.

Begin by identifying a teaching opportunity in your current practice setting. This does not need to be a formal classroom situation. For example, you might have an opportunity to teach elderly clients about self-care for their chronic illnesses or instruct your colleagues on the use of a new software program. Consider the learning goal and the environment in which the learning will take place. Then select and implement your teaching strategies.

After you have implemented the strategies, reflect on this teaching experience before sharing your thoughts in the Discussion forum.

With these thoughts in mind:

Post your comments on your experience of implementing a teaching strategy and improving the learning environment, addressing these points:

Briefly describe the learners, learning topic, and setting of your teaching experience.

Identify the teaching strategies you implemented and explain your choices. How did you improve the learning environment, encourage active learning, and address the needs of your diverse learners?

Were these methods effective or not? What will you do differently next time in this situation? What will you make sure to retain in your “toolbox” of strategies?

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