Identify three teaching strategies you are familiar with and explain how you plan to implement them into your practicum setting.
NUR665 Nursing Education Practicum Week 1.

Identify three teaching strategies you are familiar with and explain how you plan to implement them into your practicum setting. Include one advantage and one limitation for each strategy you describe. Include one to two scholarly sources to support your position.

Assessment-based instructional strategies

One of the most used instructional strategies, assessments are considered any graded test, quiz, project, or exam. Informal checks of student progress throughout the year, such as discussions or presentations, can be included too. There are many different assessment-based instructional strategies (and a few follow in this group).

In general, there are various ways to run assessments and different ways to adapt them to class time. These include: asking certain groups of students to only complete specific parts of a test, allowing students to respond orally versus in writing, or asking students to demonstrate what they’ve learned in a more hands-on way, like building something or drawing a diagram.

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NUR665 Nursing Education Practicum Week 1.
NUR665 Nursing Education Practicum Week 1.

The most critical thing to remember with assessments is to try and stay focused on evaluating the concept that’s most important for the student to grasp. This might mean your assessments have to be more practical. Asking a student to put the learning to work and actually do something can be a far better indicator of what they know than simple written or oral answers.

One tip is to include test or quiz questions that vary in complexity, and focus on different aspects of a concept. You could include one question mandatory for responding, but allow students to choose which ones they want to answer among the remaining ones.

“Cubing” is a version of the above. It involves writing a command or question on each of the six sides of a cube, then having students roll the cube like a die and respond to the question or command accordingly.

The questions can relate to describing, comparing, contrasting, applying, predicting or imagining concepts. Get students even more involved in this cooperative learning activity by having them come up with their own questions that they then exchange with classmates, taking turns to answer.

Take it to another level by creating multiple cubes with questions of varying levels of complexity. Assign students to work in groups—have each group of students write or dictate their answers to the questions on their cube. Use the data to determine which students should work on which concepts come assignment time.

This instructional strategy is ideal for subjects that involve repetitive practices and rote memorization, such as mathematics and language. Have students work on assignments either alone or in pairs, checking and marking their work.

This teaching technique is motivational because students instantly know if they’re on the right track, allowing them to gauge their achievement level. But it also helps students immediately correct something they’re doing wrong. Once they identify the mistakes, they can translate that learning to subsequent questions, instead of completing the entire assignment incorrectly.

Instructional strategies such as Grade As You Go also help educators pinpoint students who have a superior grasp of the material, allowing them to move on to a more challenging assignment.