Dr. Jaye Jayesh sh V. Patid Patidar ar www.drjayeshpatidar.blogspot.com www.drjayesh patidar.blogspot.com
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INTRODUCTION • Good teaching is the main criterion of an effective teacher. • Every individual individual is unique & so different teachers adopt different methods & strategies of teaching. • The main objective of teaching is to bring about desired changes in the attitude & behavior of the learner. • The selection of the teaching methods depends upon the nature of a task, learning objectives, learner’s abilities & student’s entering behavior.
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DEFINITION OF METHOD OF TEACHING • The way or style of the presentation of content in a classroom is called teaching method. • According to Burton, Burton, teaching method is the the stimulation, stimulation, guidance, direction & encouragement of learning.
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DOMAINS OF TEACHING METHODS
Doing method
Telling method
e.g. project, role play, practical
e.g. Lecture, questioning, discussion
Showing method e.g. demonstration, excursion, laboratory work
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CONCEPT • The lecture method is the oldest method of teaching based on the philosophy of idealism idealism & is an autocratic style of teaching. • In this method, the teacher is more active while students are passive listeners. • This method is centered on the presentation of content & does not consider the learner’s learner’ s abilities, abilities, interests & personality. • Lecture method is the teaching procedure comprising the presentation of content, clarification of doubts & explanation of facts, principles & relationships.
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PURPOSES OF THE LECTURE METHOD • Stimulate thinking in students. • Develop concentration in students. • Achieve a very high order of cognitive objectives. • Influence learners to inculcate the habits of listening & learning. • Introduce new content in the classroom. • Correlate subjects with other subjects. • Develop problem-solving on a factual basis.
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COMPONENTS TO TO THE LECTURE METHOD I. Introduction to the lecture
III. conclusion
II. The body of the lecture
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I. Introduction to the lecture •
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This is the first component of an effective lecture, & the student’s perception & interest depend on this stage. It usually lasts 3-5 minutes. The teacher should provide a general idea & framework for the lecture’s content in this stage so that student get familiar with the ongoing topic. It helps the teacher capture the student’s attention & stimulate their interest.
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Count… • During the introduction of the lecture, the teacher must ensure the following: The teacher should establish good rapport with students. If the first meeting with students, teachers should introduce themselves. pre-existing Teacher should assess the students’ pre-existing knowledge. The teacher should relate the student’s goal & interest with the topic of lecture. le cture. The teacher should clarify the objective & purpose of a lecture & describe how it is organized. The teacher should introduce the topic by raising some related issues for student participation.
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II. The body of the lecture • The body of the lecture covers the content in an organized way. • This component is allotted the greatest amount of time in a classroom, it include many more teaching procedures than in introduction & conclusion. • The body lays emphasis on the presentation of the content. • The teacher is more active, while students are relatively passive participants. • The teacher uses question-answer techniques to keep students attentive in class. • Teacher controls & plans all student activities. • The teacher generally uses maxims of teaching to make the students understand the concept using various example, situations, etc.
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III. Conclusion • Conclusion helps the teacher summarize & reemphasize the the key points of the lecture & also get feedback from the students. • The teacher can motivate the students to ask questions by focusing their mind to specific points. • Students can also clarify their doubts & raise questions at this stage.
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ADVANTAGES ADVANT AGES OF THE THE LEC LECTURE TURE METHOD • This method develop concentration in students. • It is an economical teaching strategy . • Teaching activities activities are dominated by the teacher. • It provide current information from many sources. • It provide a summary or synthesis of information from different sources.
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DISADVANTAGES OF THE LECTURE METHOD • The lecture method lends little emphasis on problem solving, decision making, analytical thinking or transfer of learning. • It is not conducive to meeting student’s individual needs. • This method brings with it the problems of limited attention span on the part of the learners. • The lecture does not allow the instructor estimate student understanding easily as the material is covered.
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CONCEPT • A teaching method method is the stimulation, stimulation, guidance, guidance, direction & encouragement for learning. • It is important method in the teaching of nursing. It teaches by exhibition & explanation & provides opportunities to students to apply their acquired knowledge & skill practically. • This method utilize the patient’s bedside as a live teaching field for demonstration of a variety of nursing care situation. s ituation. • Demonstration can be be define as visualized explanation of facts, concepts & procedures. It trains, explains the students in the art of careful observation
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PURPOSES OF DEMONSTRATION • To show the learner how to perform certain psychomotor skills. The learner must reproduce the behavior of demonstration exactly. • To show why things occur. The behavior is intended only as a strategy to aid the learner’s understanding of a concept or principle.
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Special purposes in nursing… • Teach new procedure either at bedside in a ward or in nursing laboratory on simulators. • Apply the knowledge of underlying scientific scientific principles to nursing care situations. • Teach uses, functioning functioning & care of new equipment. • Teach the application of observation techniques & skills to nursing situations. • Teach maintenance of health & preventive health care measures to patients & family.
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CHARACTERISTICS OF DEMONSTRATION • The demonstrator should understand the entire procedure before attempting to perform. • All equipment equipment needed should should be assembled before demonstration. • A positive approach should be used. • Knowledge about the procedure should be given to students. • The setting for a demonstration should be as real to life as possible.
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COMPONENTS/STEPS TO DEMONSTRATING
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I. Before demonstration • Formulate behavioral objectives. • Perform skill analysis & determine the sequence. • Assess entry behavior of learners & determine prerequisites. prerequisites. • Formulate the lesson plan for demonstration
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II. During demonstration • State the objectives to the learner. • Motivate Motivate learners by explaining why the skill is required. • Demonstrate the complete complete skill at a normal speed. • Demonstrate each partial skill slowly, in the correct sequence. • Obtain feedback by questioning & observation of nonverbal behavior. • Avoid the use of negative examples & variations in technique.
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III. After demonstration • Provide immediate supervised practice with adequate time allowance. • Make the environment psychologically psychologically safe by providing a friendly atmosphere & constructive criticism. • Discuss the point for improvement & provide constructive criticism criticism & feedback.
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ADVANTAGES OF DEMONSTRATION • It provides an opportunity for observational obs ervational learning. • It commands interest by using concrete illustration. Students can not only hear the explanation but also see the process. • It has a universal appeal because it is understandable to all. • It is adaptable to both group & individual teaching. • Return demonstration by the student under supervision of the teacher provides the opportunity for well-directed practice before the students use the procedure on the ward.
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• Questioning forms an important part of demonstration to get feedback from students about their understanding. • Important points points & terms are mentioned on the chalkboard. The chalkboard should be behind the teacher & in front of students. • It activates several senses & increases learning. • It correlates theory with practice. • It has a particular references to student demonstration of procedures already learned. • It serves as a strong motivational motivational force for students. • Student’s interest is maintained throughout demonstration.
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DISADV DIS ADVANT ANTAGE AGES S OF OF DEMO DEMONST NSTRA RATIO TION N • Only a small group of students can be included in a demonstration. • Keeps the students in a passive situation. • Involves a high cost in terms of personnel & time required. • Difficulty in repeating demonstrations to acquire competence.
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CONCEPT • Group discussion is an effective method of teaching & considered a learner-centric approach of the teachinglearning process. • In a group discussion, a number of learners interact face-to-face face-to-face to achieve specific educational objective. • Group discussion is a cooperative, problem-solving activity, which seeks a consensus regarding the solution of a problem. • Group discussion can be defined as three or more participants who have an agreed topic to discuss & share their views in all the aspects as pects & submit/present their views in the form of report to bigger gathering.
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PURPOSES OF GROUP DISCUSSION • It provides an opportunity for sharing information among the members of a group. • Members get an opportunity to attend group g roup consortium to gain & share knowledge necessary to achieve specific educational objectives. • It develops the skills of group development, group cohesiveness & group socialization in group members under the leadership of teacher. • A variety of information information may be learned in in a short time, when a number of people in a group share their own experience & knowledge with others.
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GUIDELINES TO CONDUCT A GROUP DISCUSSION • There must be adequate & effective planning of the topic of discussion, educational objectives to be achieved & environment for group discussion. • Plenty of time & motivation must be provided to students for preparation on the topic of discussion. • Group leader & each member should be well aware of their moral & professional responsibilities respons ibilities during group discussion. • The teacher open the discussion session with a brief introduction introduction of the topic with specific objectives.
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Count… • During discussion, the teacher assume the role of the mentor & leader, & students are facilitated to share their viewpoint. Over-talkative students are discouraged & passive students are motivated to participate in the discussion. • One student from the group is asked to record the proceedings of the discussion. • During the discussion, the teacher intervenes in case of argumentative & ambiguous discussions & clarify doubts when require. • At the end of discussion, the teacher summarizes the discussion & concludes with a comprehensive note of carry home messages & words of encouragement for the participants.
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ADVANTAGES OF GROUP DISCUSSION • Each group member actively participates in achieving the educational objectives. • It boots the self-esteem & morale of students when their their viewpoints viewpoints are accepted & given given due regard. • It helps the students develop a problem-solving approach while while working in a group. • It also offers group members an opportunity to express their viewpoints & ideas in full freedom. • Individuals Individuals in a group develop social skills & feelings of team activity.
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DISADVANT DISADV ANTAGES AGES OF GROUP DISCU DISCUSSION SSION • Group discussions are generally time consuming & are usually not completed in the scheduled time. • Some members in a group may dominate & some may only be passive listeners. • Group discussion may not be a very effective method for large groups. • Adequate preparation is required required by each member to have a fruitful discussion. • Equal participation participation of group members may not be possible in a group discussion. discussion.
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INTRODUCTION • Seminar is a controlled type of discussion. • It is a method of teaching where the student’s ability to solve problems is increased by way of rational thinking thinking & reasoning. • It can be a motivating motivating strategy in nursing, where a learner presents a paper on some aspects of nursing & then participates in a discussion with the group. • It involves a discussion of the problem using small small group group of students students & a teacher teacher who who ia an expert in the field of study.
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DEFINITION OF SEMINAR • Seminar is one of the techniques of discussion for small groups, a small group is one in which face to face f ace relationship among participants is there. • Seminar are simply a group of people coming together for the discussion & learning of specific techniques & topics. Usually there are several keynote speakers within within each seminar, & these speakers are usually experts in their own field or topics.
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SEMINAR AS A METHOD OF TEACHING… TEACH ING… • Seminar is a form of a class organization that utilizes a scientific approach for the analysis of a problem chosen for discussion. • It is an organized, guided discussion with a focus on the discovery of new relationships by the participating individuals. • The objective of a seminar is to give students the opportunity to participate in methods of scientific analysis & research procedures. • A seminar group is mainly concerned with academic academic matters rather than individual students & commonly involves the reading of an easy or paper by one group member followed by a discussion by the total group on the topic.
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Count… • It is a discussion method of teaching where an informal group of 10-15 students (not more than 25) participate to solve problem in a scientific approach. Generally, the duration of a seminar should not be more than 1-2 1 -2 hours. • This method gives students the opportunity to participate in method of scientific analysis & research procedures. • Students are expected to do considerable library research, & if feasible, obtain primary sources of data. • The teacher should help the students select, s elect, formulate & resolve the most significant student problem & suggest the available sources of information • As a seminar progress, the students assume increased responsibilities for preparing the problems & conducting the discussion.
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CHARACTERISTICS OF THE SEMINAR • Teacher is the leader (students can also function as leaders in certain selected s elected situation). • The group generally gene rally consists 10-15 participants. • An ideal seminar lasts lasts for 1-2 hours. hours. The topic is initially presented by the presenter followed by group discussion. • The leader should keep the discussion within limits so the focus of discussion can be mentioned. • In student seminars, students present their data in an informal way under the leadership of the teacher, followed by a teacher-monitored discussion.
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Count… • Care should be taken to avoid stereotypes. • All members members take take part in discussion in an an informal but orderly manner. • The chairman should be skilled in encouraging timid participants. • A student secretary may record the problems problems that came up & the solutions given to them.
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ORGANZING ORGANZI NG A SEMINAR The basic guidelines for organizing seminar: • Define the purpose of the seminar. • Relate the topic of seminar & discussion to the main concept or the objectives to be b e attained. • Direct & focus the discussion on the topic. • Help students express their ideas. • Keep the discussion at a high level of interest so that the students listen attentively to those contributing ideas. • Plan comments & questions that relate to the subject & also help guide the discussion.
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• The basic guidelines for organizing seminar: • Set time limitations limitations for each person’s contribution. • Guard against monopoly of the discussion by any member of the seminar. • Plan for a summary at intervals during the discussion & also at the end & relate the ideas expressed to the purpose of discussion. • Have the discussion recorded either by a students as a recording secretary secre tary or by tape recording. • Plan for teacher & student self-evaluation self-evaluation of the progress made towards the immediate objectives.
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ROLE OF TEACHER IN THE SEMINAR • Select the topic (giving reasonable time for presentation). • Remain in the background at the seminar but sit where the the whole group can be seen. • Prepare to help out in the initial stages of using this method in case of long silences. • See that no essential points are overlooked & that gross inaccuracies are corrected. • See that all members have a share in the discussion & that irrelevant discussion in avoided.
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ADVANTAGES OF SEMINAR • Role of the student is active; it presupposes that the student has background knowledge. • If properly conducted, the seminar teaches the method of scientific analysis & techniques of research. • The group as a whole & individual students try to solve problems. • Exchange of facts & attempts to crystallize group opinion that is sound & workable. • By participation in the solution of problem, the students becomes more articulate & develop a more critical point of view & a more organized, org anized, scientific approach towards the issue.
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Count… • A seminar helps helps in self-learning & promotes independent thinking. • Ability to see & solve our our own problems in increased because personal difficulties difficulties can be compared with those of the group. • Skillfully Skillfully directed, the seminar promotes group spirit & cooperativeness.
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DISADVANTES OF SEMINAR • • • •
It is quite a time-consuming process. It cannot be applied to new students. Timid students cannot improve. If subject knowledge is poor, unnecessary discussion arise. • The approach to problems extends to students’ professional & personal activities. activities.
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SYMPOSIUM
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INTRODUCTION • Symposium technique technique is a type of discussion where two two or more speakers talk for 10-20 minutes, develop individual individual approaches or solutions to a problem or present aspects of a policy, process or programme. • This is a technique of higher learning. • It is an instructional technique that is used to achieve higher cognitive cognitive & effective objectives.
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DEFINITION • Symposium is defined as a teaching technique that serves as an excellent method for informing the audiences, crystallizing crystallizing their opinion & preparing them for arriving at decision regarding a particular issue or a topic.
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PURPOSES OF SYMPOSIUM • To identify & understand various aspects of the theme & problems. • To develop the ability to come to a decision & provide judgment regarding a problem. p roblem. • To develop values & feelings regarding a problem. • To enable the listeners form policies regarding a theme or problem. • To provide understanding understanding to the students or listeners on a theme or problem to specifically develop certain values & feelings. • To investigate a problem from several points of view. • To boost students’ abilities to speak in the group. • To encourage the students to study independently.
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CHARACTERISTICS OF SYMPOSIUM • It provide broad understanding of a topic or problem. • The listener is provided with an opportunity to take decisions about a problem. • It is used in higher classes classe s for specific theme & problem. • It develops feelings of cooperation & adjustment. • The objectives of synthesis & evaluation are achieved by employing the symposium technique. • It provides different views on the topic of the symposium.
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PRINCIPLES OF SYMPOSIUM • The speeches may be persuasive, argumentative & informative. • Original presentation is objective & accurate. • Always include a summary at conclusion. • Each speech proceeds without interruption. • The chairman of the symposium introduces the topic, suggest its importance & sometimes indicates the general approaches. • All members of o f the symposium performing group can sit in a straight line behind the table, or in adjoining chairs with the chairman in the middle or to one side of the speakers.
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GUIDELINES FOR CONDUCTING SYMPOSIUM • All members of the performing group can sit in a straight line behind a table or in adjoining chairs with the chairman in the middle or to one side of the speakers. • The chairman of the symposium introduces the topic & suggest something of its importance. • Two or more speakers talk from 10 to 20 minutes. The speech may be persuasive, argumentative, informative or evocative. Each speech proceeds without interruption. interruption. • The speeches are followed by questions or comments from the audience as in the panel form.
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ADVANTAGES OF SYMPOSIUM • It is suited to a large group or classes. • This method can be frequently used to present broad topics topics for discussion at conventions conventions & organization of meetings. • Organizing is good as speeches are prepared beforehand. • It gives deeper insight into the topic. • It directs the students to continuous independent study. • This method can be used in political meetings.
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DISADVANTAGES OF SYMPOSIUM • It provides inadequate opportunity for all students to participate actively. • The speech is limited to 15-20 minutes. • It has limited audience participation. participation. • Questions & answers limited to only 3-4 minutes. • It has possibility of overlapping of subjects. • The chairman has no control over the speakers as they full freedom to prepare the theme for discussion. They can present any aspect of the theme or problem.
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Count… • There is a probability of repetition of content. The different aspects of the theme are not prepared separately. It creates difficulty difficulty of understanding for the listeners. • The different aspects of the theme are not presented simultaneously. simultaneously. Therefore the listeners are not able to understand the theme correctly. • The listeners remain passive in the symposium because they are not given given an opportunity opportunity to seek clarification clarification & put questions in between b etween the symposium.
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PANEL DISCUSSION
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INTRODUCTION • All techniques techniques of higher learning learning require discussion discussion among the participants. • The discussion provides equal opportunities in the instructional situation situation to every participant. • This techniq technique ue was used by Harry Harry A. Ober Ober Street for for the first time in 1929. • The purpose of panel is to make use of a small group discussion for the benefit of a large group. gr oup.
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DEFINITION • Panel is a discussion in which a few persons carry out a conversation in front of an audience. • The panel discussion is a method of teaching in which four four to six or eight persons or students discuss the assigned ass igned topic/issue/problem creatively among among themselves in front of an audience which may be too large.
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PURPOSE OF PANEL DISCUSSION • To provide information & new facts. • To analyze the current problem from different differe nt angles. • To identify the values. • To organize for metal recreation. • To influence the audience to an open-minded attitude & respect for other’s opinion. • When handled handled intelligently intelligently & creatively, the panel discussion stimulates thought & discussion & clarifies thinking.
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TYPES OF PANEL DISCUSSION I. Public panel discussion • This type of panel discussion is organized for the common-man problems. • Generally, the public panel discussion is organized through television programmes. • The main objectives achieved by this type of panel discussion are: To provide factual information regarding current problems. To determine social values. To recreate the common man.
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TYPES OF PANEL DISCUSSION II. Educational panel discussion • It is used in educational institutes institutes to provide factual & conceptual knowledge & clarification of certain theories & principles. • The main objectives achieved through this type of panel discussion are: To provide factual & conceptual knowledge. To raise awareness of theories & principles. To provide solutions for certain problems.
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GUIDELINES FOR CONDUCTING PANEL DISCUSSION • Identify or help participants identify an issue or topic that involves an important conflict in values & interests. The issue or topic may be set forth as a topical question, a hypothetical incident, a student experience or an actual case. • Select panelists who are well informed & have specific points of view regarding the issue or topic. A panel discussion that includes 3-5 panelists is usually most workable. • Select a leader or chairperson/moderator chairperson/moderator of the panel discussion. • Decide on the format of the panel discussion. • There should be a rehearsal before the actual panel discussion.
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ORGANIZING THE PANEL DISCUSSION • The panel discussion consists of the chairperson/moderator, the panelists & the audience. • The panel consists of 4-8 panelists along with a chairperson or moderator seated in a semicircle facing the audience. The chairman or moderator is generally seated in the middle of the panelists. • The chairperson or moderator should be selected carefully because success of the panel depends on his/her leadership. • The chairperson must keep the discussion to the subject & see that all members of the panel get an equal opportunity opportunity to express their view.
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• Further, the chairperson should act as a neutral referee & begin the panel discussion by exploring the whole proceedings. • The members of the panel are first introduced by name & background of experience. expe rience. The topic is announced & the limit of discussion is stated. • The chairperson may start the procedure rolling r olling by making a comment or by directing a question to a particular person. • The panel discussion should provide a natural setting in which the audience will have the opportunity to ask question, evaluate replies & make constructive contributions
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Count… • The chairperson coordinates the discussion & make sure the discussion is carried on in a conversational way. • The chairperson clarifies an issue or misconception & may also introduce another thought so that the subject is fully covered. Then he/she summarizes summarizes the main points presented pres ented by the speakers speakers & invites invites the audience to contribute & ask questions. • Finally the chairperson sums up the discussion.
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ADVANTAGES OF PANEL DISCUSSION • Different points of views on the subject are presented by experts. • The quick exchange of facts, opinions, etc., e tc., helps develop critical attitude attitude & better judgment. • Students learn to discuss a topic in conversational form in a small group in front of a large group.
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DISADV DIS ADVANT ANTAGE AGES S OF PANEL DISCUS DIS CUSSIO SION N • It requires more time for planning, organizing & presentation. • The discussion may be vague & superficial if the panel members lack mastery. • The effectiveness of the method depends on: The competency & presentation of the panel members. The competency & leading abilities of the chairperson. Planning, organizing & conducting the panel discussion.
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INTRODUCTION • Role-playing is is the spontaneous s pontaneous acting out of a clearly-defined situation situation by two or more persons per sons for subsequent discussion by the whole class. • Role-playing is is a teaching method where a group of participants act out the assigned role to deliver the content of topic to be taught to the participants. • In a role playing group, the members play the assigned role the way they think the character would act in reality reality which helps helps in arousing feelings feelings & elicit emotional responses in learners where cognitive & affective domain learning may be achieved.
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DEFINITION • Role-playing is an educational method in which people spontaneously act out problems of human relations & analyze the enactment with the help of other role players & observers. • Role-playing is a discussion technique that makes it possible to get maximum participation participation of a group through acting acting out an example e xample of some problem or idea under discussion.
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PURPOSES OF ROLE-PLAY • To present interpersonal problems. • To provide emotional & affective stimulus for solving problems. • To provide awareness about social & psychological issues. • To develop a situation for an analysis. • To prevent alternative courses of action. • To prepare for meeting future situations. • To develop an understanding of others points of view. • To convey information to develop specific spe cific skills.
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PRINCIPLES OF ROLE-PLAY • As a teaching technique, role-play role-play is based on the philosophy that that meanings are in people & not in words or symbols. If the philosophy philosophy is accurate, we must first of all share the meanings, then clarify our understanding of each other’s meanings, & finally, if necessary, change our meanings. • In the language of phenomenological psychology, psychology, this has to do with changing the self-concept. • Creating teaching situations situations that can lead to change of self-concept requires a distinct organizational pattern.
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Count… • Role-play should be flexible. • It should be a stimulant to think & should not be an escape from the discipline of learning. • There is no single best method of selecting the characters; the group may do the assigning. • It requires rehearsal as an important feature to produce effective outcome & for audience to help players interpret their roles. • Role-play should be done for a brief period so that the attention of audience may be captured effectively. • Enough time should be allowed for discussion & analysis of the situation. • It evaluate the teacher & participants through discussion or follow-up as to specific individual behavior or sequence of group actions.
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STEPS STEP S IN ROLE PLA P LAY Y I. Planning phase During this phase, the following components must be ensured: Select a problem for for role-play The group leader recognizes a problem that can be used effectively & suggests it to the group. The group can list problems on the blackboard & decide which problem they want to work out. Set up the role-play scene scene The group should come to a clear agreement on the chief objectives to be realized in role planning. •
•
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group working with the leader must determine: - What characters characters are to be involved. involved. - The attitudes attitudes & personality of the characters. - The setting of the story. - The point at which the story should begin. s ituation The leader may brief the players on the situation they have decided they want to portray. The leader may arbitrarily assign individuals individuals to take the various roles or members may volunteer volunteer to play the different roles.
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Count… • Getting underway in role-play The role takers usually go out of the room & are given a few minutes to warm up or to get a feeling of the roles they are about to play. Specific names, other than their own name, should be used to help them get into their roles. The role-players role-players should attempt to express the attitudes the group has assigned to the various characters as well as achieve the goals decided upon. The story grows out of natural reactions of the characters enacted in role playing. Those members not involved in the actual role playing act as observe.
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Count… • Cutting the content & making role-play comprehensive The leader may act at a point where enough action has already occurred to provide a basis for discussion. The leader may get immediate reaction of role players. How they felt in their roles & how they responded to other responses in the scene. The leader may use the role name of each person in the discussion so that the player does not feel he is being evaluated. When role players succeed in really projecting themselves into the roles assigned to them, they usually give valuable insight into the problem & provide additional material for discussion.
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Count… II. Implementation Implementation & evaluation phase The role-play is carried out to convey particular content to the audience & discussion is stimulated. The audience observers The comments of the audience observes constitute the heart of role playing as a discussion technique. It may consider: - How did the group think the role was handled? - What were the good points points of the action? - What were the poor points or omissions? omissions? •
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• Role playing observers This might be played by different people so that there might be a comparison of the behavior of different people. Summarize phase The leader sums up to the group chief points or principles which which have come out in role playing & the comments of the observers obser vers that follow. The comments on specific problems should be taken under consideration. •
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Count… • Cautions in use of role-playing Use role-play only when it will be useful & not just for the the sake of doing it. it. relationships Be careful about interpersonal relationships within the group. If there is a popular role, give it to a person with enough status status in the group to carry it successfully. Avoid uncovering uncovering deep seated personal problems that require professional help.
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ADVANTAGES OF ROLE-PLAY • Develop real communication communication skills skills in leadership, interviewing & social interaction & obtain constructive feedback from peers. • Develop sensitivity to another’s feelings fee lings by having the opportunity opportunity to put oneself in another’s place, by noting there is a difference between what a person says & what a person says & what a person does & develop empathy & understanding. • Develop skills in group problem solving. • Develop an ability to observe obse rve & analyze situation. • Practice selected behaviors in a real-life situation without the the stress of making a mistake.
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• In a teaching-learning situation, situation, role-play provides the opportunity to: Note individual individual student s tudent needs by observing & analyzing student student needs in a simulated real life situation. meeting their own needs Assist the students in meeting by either giving them or encouraging group group members to to give them on the spot suggestions. Encourage independent thinking thinking & action by stepping aside or giving indirect guidance as emphasis is on the students helping themselves.
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DISADVANTAGES OF ROLE-PLAY • • • •
Role-play is a means, not an end. It requires expert guidance & leadership. Participants Participants may sometimes feel threatened. It is used as an education technique, not as a therapeutic one, strongly dependent on student’s imagination. • It is time consuming in developing group readiness, should should not be used when time constraints are present. • It is limited only by the teacher’s ingenuity & realistic use.
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INTRODUCTION • The project method has been recognized as a teaching technique technique since many year; it has its primary inception in the field of agriculture sciences where students carried out some planned creative activities activities in a natural environment or or planned work field to produce certain products. • This method is a teaching method where students learn to work individually individually or in a group to achieve preplanned learning objectives.
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DEFINITION OF PROJECT METHOD • According to to Prof. Ballard, ‘A project is a bit of real life that has been imparted into the school, further in project method, method, learning by living; this life has spontaneity, purpose, significance significance & interest, freedom.’ • According to to Williams Williams Kilpartrick, ‘Project method is a whole-hearted, purposeful activity proceeding in a social environment.’ • According to to Stevenson, Stevenson, ‘A project method is a problematic act carried to completion in its natural setting.”
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CHARACTERISTICS CHARACTERI STICS OF A GOOD PROJECT METHOD • The method aims at teaching the learner to get the best out of life. life. • An attempt to use experience, trust & the best master whose lessons are unforgettable. • The project method gives an opportunity for selfexpression. • The experiments of the project method want to reset the whole curriculum & break all barriers of the subject matter. • The project matter proposes the whole sequence of activities involved in complete understanding.
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• A project can be large unit of appreciation learning or of attitude attitude development that increases motor skills & technical knowledge. • A project is a play play activity activity & learners are engaged in carrying out the activity. • The project method is complete surrender to the learner’s point of view. • An attempt is made to establish a positive relation relation with life. life. • The project method lends itself naturally to group work. • It is a large unit plan of teaching.
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TYPES OF PROJECTS Projector type
Drill type
TYPES OF PROJECT
Problem type
Consumer type
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Count… 1. Project type: type: Projects where students are getting to something like building building a house or a garden or planning to execute a model of a textile factory are called projector type projects. 2. Consumer type: Projects where students set & enjoy the direct experience with their future expected consumers. 3. Problem type: type: Project where a solution to a problem is to be found out. 4. Drill type: The drill type projects involve an activity that aims at acquiring greater skill. For ex; a nursing student may be given a project to obtain competency skills skills in specific nursing procedures such as mouth care etc.
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ESSENTIALS OF A GOOD PROJECT PROJECT • The project should stress present & future values & experiences that supplement & extend rather than duplicate learning acquired outside the school. • The project must have a bearing on a great number of subjects & the knowledge acquired through it may be applied in a variety of ways. • The project should be timely. • The project should be challenging. • The project should be feasible.
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ORGANIZING A PROJECT • The teacher must exercise guidance in the selection of a project. • Whole-hearted acceptance of the project, almost every student must be secured if the teacher wants to ensure its success. • Good planning should be done by the students beforehand. • The project is an activity to accomplish certain purposes. • Sufficient preparations must be made to avoids interruptions & delays later.
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• During the execution of the project, the teacher should carefully supervise the students in manipulative manipulative skills to prevent a waste of materials & to guards against accidents. • The relation between chalked-out plans & the developing project should be constantly checked. • The evaluation evaluation of a project should be done by both – the students & the teacher.
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THE ROLE OF TEACHER IN THE PROJECT METHOD • • • • • • • •
The teacher has to skillful s killfully ly guide in the selection. The student has to be given help when required. The teacher should be good prompter. The relations of the teacher & students should be much closer & informal than in ordinary classroom teaching. The teacher is like a friend with rich & mature experience. The teacher acts as a director. The teacher must be a keen observer. the teacher should be a stroke house of information & knowledge.
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ADVANT ADV ANTAGES AGES OF THE THE PROJEC PROJECT T METHOD METHOD • It follows the psychological laws of learning: Law of readiness. Law of exercise. Law of effect. • It gives freedom to the students. • It suited to the psychological concept of maturation. • It drives social values. • It trains for social adjustments. • It saves children from insincerity & superficiality. • It trains for a democratic way of life.
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• It promotes learning through practical problem saving. • It helps the students & teachers grow. • It confers on school work a much needed sense of reality. • It sets up an intrinsic standard of evaluation. • It leads to satisfaction of completing the whole task. • It is economical. • It is ideal for science work, handicrafts & practical geography & dramatic work literature.
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DISADVANTAGES OF THE PROJECT METHOD • The role of communication is subordinated to the glorification of active learning. • The practical difficulties of covering a syllabus rule out the project method as the basis of teaching in most schools. • It is time consuming & limited by availability & cost of materials. • It is most valuable in students with lesser academic interest, for it provides an opportunity for the practical enthusiast. • It leaves gaps in student knowledge. • It may be too ambitious: beyond a student’s capacity.
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Count… • Opportunity Opportunity for the correlation with the academic subjects is extremely limited. • In this method instructions are more planned. • In involves difficulty difficulty to ensure any kind of systematic progress in instructions. instructions. • A complete reorganization of the school is is needed for a new teacher. • Children may ignore maxims, working from simple to complex. • Time-bound projects are introduced artificially & may require more than necessary necess ary help. • Projects may be adopted or abandoned at will.
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DEFINITION OF FIELD TRIP • An educational educational trip is defined as an educational procedure by which the students obtain firsthand information by observing places, objects, phenomena & processes in their natural setting to future learning.
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PURPOSES OF FIELD TRIP To
provide real-life situations for first-hand f irst-hand information. To supplement classroom instruction, to secure definite information for a specific lesson. To serve as a preview of a lesson & gather instructional material. To verify previous information, class discussion & conclusion of individual experiments. To create situational s ituational teaching for cultivating observation, keenness & discovery. To serve as a means to develop positive attitudes, attitudes, values & specific skills. skills.
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GUIDELINES FOR USING FIELD TRIP AS A TEACHING METHOD The field trip must be planned to meet specific educational objectives rather than merely a picnic activity. Plan the field trip with a specific checklist such as prior permissions, arrangement of transpiration, booking boarding facility, facility, parental notification notification & safety & emergency arrangement. Plan a schedule & route plan for the field trip. Further, identify identify a main leader of the group & subleader subleader of the the small small groups. groups.
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Assign different responsibilities responsibilities to different individuals individuals & make every individual understand the overall schedule & route plan of the field trip. Have a list of all the candidates, contact numbers of the people to be contacted in case of an emergency or special needs. During a field, individuals individuals must be provided with opportunities to achieve educational objectives of the field trip. Post the field trip, a review & presentation along with a report must be made made to the institutional institutional head & other target group of the institution. institution.
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ADVANTAGES OF FIELD TRIP Classroom experience could be further enriched with field field trip experiences. Field trips provide the opportunity for learners to get first-hand information from natural settings. The monotony & boredom of classroom teaching may be supplemented with natural, interesting & exciting teaching methods. Field trips give natural stimulation stimulation that motivates & makes learners interactive & creative. Field trip help the learners learn things very quickly & remember them for a longer period.
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INTRODUCTION • The word workshop is related to any area that provides both space & tools required for the manufacture manufacture & repair of goods. • Similarly, Similarly, in educational workshops, experts provide knowledge & skills to deal with problem.
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DEFINITION OF WORKSHOP • Workshop is a meeting during which experienced people in responsible positions come together with expert & consultants to find solutions for the problem that that cropped up in the course of their work & they have had difficulty in dealing with on their own. It is a large discussion method. • Workshop is defined as assembled group of 10-25 persons who share a common interest or problem. They meet together to improve their individual skill of a subject through intensive study, research, practice & discussion.
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ESSENTIAL ESSE NTIAL FEATURES FEATURES OF WORKSH WORKSHOP OP • Complete active involvement by the participants. • The whole point of attention is to work & learn from practical experiences. • Participants Participants may have to work as reporters or a leader. • Workshop offers each member an opportunity opportunity to make his own contribution. contribution.
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PRINCIPLES OF WORKSHOP Allowing
the participants to to prepare & select objectives to be reached will increase the participant’s motivation. Giving the participant an active role will make teaching more effective. Improve a person’s attitude towards other people. Learn better human relations. Every individual individual has worth & contributes to the common goals. Cooperation is a technique & a way of life that is superior to competition & is a primary factor to be allowed.
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OBJECTIVES OF THE WORKSHOP Cognitive Objectives
• To learn the new innovations & practices of education • To solve problems in the area of teaching education • To provide a broad understanding of a topic & theme • To provide a rationalized & philosophical philosophical background for instructional & teaching situation
• To put people in a situation where they will evaluate their own efforts. • To develop the proficiency for planning & organizing Psychomotor teaching & instructional activities. Objectives • To provide an opportunity for personal growth through accepting & working towards a goal held in common with others.
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PREP PRE PARA ARATIO TION N OF A WORKSHOP WORKSHOP Open a file
Formulation of aims & objectives
Arrangement of funds
Date & place of workshop
Selection of experts or resource persons
Criteria for selection of participants
Committee of sponsors
Working language
Invitation to participants
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Count… file: A suitable system might be a Opening a file: A loose leaf with the following sub division: budget, workshop sitting sitting arrangement, selection of participants, documentation & equipment checklist, publicity publicity press pres s & evaluation. Formulation of aims & objectives: Aims objectives: Aims & objectives of the workshop should be formulated for the participants as well as the organizers. At the first stage of the workshop, theoretical aspects are discussed by experts on the theme of the workshop. Arrangement of funds: The whole programme & schedule is prepared by the organizer. He has to arrange for the funds needed for boarding & lodging facilities facilities for participants as well as experts.
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Count… Choosing the date & place: For the first day of the workshop, a nonworking day is usually selected. Ensure that at least one working day precedes the opening of the workshop. While selecting a place, it should be kept in mind that the place should enable the participants to take part in all activities without interruption. or resource person: Identifying the experts or In organizing a workshop, resource persons play an important role in providing theoretical & practical aspects of the theme. They provide guidance to participants at every stage & train them to perform the task effectively.
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Count… Selection
of participants: The participants should be keen or interested in the theme of the workshop. Number of participants, type of participants & voluntary participation should be specified. Identifying the sponsors: sponsors: People in administrative administrative positions should be represented as committees that that will be called on to apply the selection criteria defined earlier. Working language: The workshop is usually carried out in a national language or preferred one.
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Count… Invitation
to the participants: participants: A A personal letter should should be sent s ent to the participants selected with the the following following points: • Aims of the the workshop • What is implied implied by the workshop • Working methods methods of the workshop workshop • Theme of the workshop
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OUTCOMES OF THE WORKSHOP • Widening specified knowledge • Professional & personal growth • Friendships, team spirit & human relations.
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EXHIBITION
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INTRODUCTION • Many times in the school, a dependent of the school or a class puts up their work for showing it to people outside the school & such a show is called exhibition. exhibition. • The pieces of work done by students for an exhibition are called exhibit .
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BASIC CHARACTERISTICS OF EXHIBITION • The exhibition should have a central theme with a few subthemes to focus attention on a particular concept. • The exhibits should be clean & properly labeled. • The concepts of contrast in colour & size should be used for laying out the exhibitions. • The exhibits should be placed so the most visitors can see them. • The place & exhibits should be well lighted. • Both motion & sound should be utilized to capture the attention & interest of visitors
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Count… • The exhibition should have some exhibits with operative mechanisms mechanisms such as switches & handles to be operated by visitors. • The exhibition should should include a lot of demonstrations as they involve the students & the visitors deeply. • The exhibition should be able to relate various subject areas to provide integrated learning.
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ADVANTAGES OF EXHIBITION Exhibitions Exhibitions
inspire the students to learn by doing things themselves & get a sense of involvement. They give students a sense se nse of accomplishment accomplishment & achievement. They develop social skills s kills of communication, communication, cooperation & coordination. They foster better school community relations & make community community members conscious about the school. They couple information with pleasure. They foster creativity in students.
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DISADVANTAGES OF EXHIBITION • It require through preparation. • It is a time-consuming process. • It requires a large amount of funds or budget.
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PROGRAMMED INSTRUCTION
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DEFINITION OF PROGRAMMED INTRUCTIONS • The instructions provided by a teaching machine or programmed textbook are referred to as programmed instructions. instructions. • According to Susan Susan Markle (1969), ‘programmed instruction is a method of designing des igning reproducible sequence of instructional event to produce a measurable consistent effect on a behavior of each & every acceptable acceptable student. student.
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CHARACTERISITCS OF PROGRAMMED INTRUCTIONS The
subject matter is broken down into small steps called frames called frames & arranged sequentially. sequentially. Frequent response of the student is required. There is an immediate confirmation of the right answer or correction of wrong answers given by the learners, i.e. ‘self -correcting features.’ The content & sequence of the frames are subjected to actual try out by students & are revised on the basis of data gathered by the programmer, i.e. ‘diagnostic feature.’
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Count… Each student progresses at his own pace without any threat of being exposed to any humiliation humiliation in a heterogeneous class. The assumption about the learner is clearly stated in the programmed learning materials. The objectives underlying programming instructions are defined explicitly & in operational terms so that the terminal behavior is made observable & measurable. The interaction between the learner & the programme is emphasized in programmed learning. In a programmed material, continuous evaluation is possible by recording the student’s response.
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TYPES OF PROGRAMMING
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I. Linear Programming • In a linear programme, the learner’s responses are controlled externally by the programmer sitting at a distant place. • A linear programme programme is is called a straight line programme as the learner starts from his initial behavior to the terminal behavior following following a straight line. • The student proceeds from one frame to the next until he completes the programme.
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Count… • The basic characteristics of linear programming are as follows: Linear programmes are exposed to a small amount of information & proceed from one frame or one item of information to the next in an orderly fashion. They respond overtly so their correct responses can be rewarded & incorrect responses can be corrected. They are informed immediately about whether or not their response is correct (feedback). They proceed at their own pace (self-pacing).
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II. Branching or intrinsic style programming • Norman Crowder, a contemporary of skinner, was working independently for the armed services on programmed instructions. • He felt a programme was a form of communication between a programmer & a user. • Like any communication, the programme must be directed to the individual. • In an intrinsic or branching programme, programme, each frame presents more text than the average linear frame. After reading, the user responds to an adjunct question, usually in a multiple-option format.
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Count… Principles of the branching programme: Principle of exposition: Here the whole concept is presented to the student so that he can learn the complete information better which is provided in the home page. It serve two purposes: teaching & diagnosis. Principle of diagnosis: Here the weakness of the learner is identified after exposition & it is assessed whether the learner could learn what the causes are, then it can be modified. Principles of remediation: If a learner chooses the wrong alternative, the learner has to move to a wrong page where a remedial instruction is provided & the student is directed to return to the home page & he/she is asked to choose the right answer.
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III. Computer-assisted instruction • It consist of individual individual learning booths, each with a console. console. • It has a television screen for displaying information. • A complete complete package of information is stored in in the system & is presented sequentially. sequentially. • The student may question the computer computer & feed fe ed the answer into it. • It helps determine subsequent activities in the learning situations.
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DEVELOPMENT OF A PROGRAM DEVELOPMENT PROGRAMMED MED INSTRUCTION Preparatory phase
Phases for development of PIs Validation Writing phase phase
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I. Preparatory phase It involves the following steps: steps: • Viewing the the programme on any topic. • Deciding to prepare a programme. • Selecting a topic. • Preparing a content outline. • Specification of objectives in behavioral terms. • Specifications (assumption about learner). • Entering behavior. • Prerequisite skills. • Preparation of pretest. • Preparation of post-test, i.e. preferably criterion test.
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II. Writing phase It involves five steps: • Present the material in frames information that calls calls A frame is a small segment of information for particular student response. The task of a programmer is to provide the stimulus necessary to evoke student response. acquisition of these responses is a step towards The acquisition terminal behavior. should also note that each frame presents a You should relatively small segment of material. The programmer should present only enough material to elicit a single response.
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• Require active student student response is the response the the An essential part of the frame is student is asked to make. The responses in programmed material should be overt or covert. covert. Students who make overt responses should write down their answers on sheets of paper. Student who make covert response should mentally compose compose the responses to each blank in the frame before turning the page to the correct answers.
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Count… • Provide answers for for confirmation or correction of student responses Provide the correct response with which students can compare their own responses is a standard characteristic of programmed instruction. Students come to know their responses are correct or incorrect. • Use prompts to guide student response Prompts are provided in the programme frame to guide the student to the correct response. Prompts are supplementary stimuli.
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• Provide careful sequencing sequencing of the frames: The sequence or order the frame appear in depends de pends on two factors: The description & analysis of the behaviors the programme intends intends to teach. The conditions necessary for the learning required by the various various tasks.
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III. Validati alidation on phase phase It involves: • Tryout & revision. • Individual tryout. • Small group tryout. • Master validation. validation. • Editing, reviewing, revising & modifying the programme for final preparation based on fruits of tryout.
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ADVANT ADV ANTAGES AGES OF PROGRAMME PROGRAMMED D INSTRUCTION • Programmed instruction instruction are more successful in critical sagacity (discernment) of the logic of various subjects & inspiring students’ creative thinking & judgment. • Good teachers are freed from the humdrum of routine classroom activity activity & they are in a position to devote their time to more creative activities. • Some educationists fear that the programmed instructions will deteriorate the quality of instruction. • The use of programmed instructions instructions has brought a revolution in the social setting of the classroom.
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Count… • Programmed instruction instruction is a great thrust in the direction of individualized instruction. • It helps the teacher diagnose the problems of the individual learner. • By presenting the material in small segments of information, i.e. frames, it makes learning an interesting game in which the learner is challenged by his own capabilities. capabilities.
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DISADVANT DISADV ANTAGES AGES OF PROGRAMME PROGRAMMED D INSTRUCTION INST RUCTION • Programmed Programmed instruction does not eliminate competition or grades as often claimed. • Mere manipulation of machine is not rewarding to children as Skinner seems to think. Once the novelty wears & if, at the start, too many errors appear, the students lose interest & motivation. • Programmed instruction restrict the learner’s freedom of choice resulting in cramping of his imagination & initiative. • Operant conditioning is found successful only with some students in some cases & not in all. • The teacher-pupil teacher-pupil contact, which is so vital for development of human personality & relationship, is completely lost.
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COMPUTERASSISTED LEARNING
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INTRODUCTION • The word computer is derived from the word compute, compute, which means to calculate justifying its usefulness. • A computer computer is an electronic machine, which works under under the control of a stored programme, automatically automatically accepting processing of data to producing designed results. • Computer-assisted learning learning (CAL) is also known as computer-assisted instruction (CAI).
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DEFINITION • Computer-assisted instruction instruction or learning refers to the introduction or remediation presented on a computer. Many educational computer programmes are available online from computer stores & textbook companies. They enhance the teacher’s instruction instruction in several ways. • Computer-assisted learning learning or computerassisted instructions facilities facilities access to information with infinite infinite patience, accuracy & provide an opportunity to all learners. It provides complete individualizing instruction.
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TYPES OF COMPUTER-ASSISTED LEARNING I. Logo: • This system system was was developed developed by Feurzing Feurzing & Papart. Papart. • Logo is a simple programming language, which which can be taught taught to children. • The programme provides instructions that can be used to produce pictures on an oscilloscope or make a little mechanical robot. • The children who learn logo make up their own programmes to to draw flowers or faces or generate gene rate designs on the screen.
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II. Stimulation: Stimulation: • This language enables students to mount an experiment in a symbolic form. III. Controlled learning: • Controlled learning involves involves the use of interesting adaptive strategies. • It includes both drill & practice. • Drill & practice programmes are supplementary to the regular curriculum followed by the classroom teacher.
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COMPUTER-ASSISTED WRITING INSTRUCTION • A computer computer programme for writing helps students with developing ideas, organizing, outlining outlining & brainstorming. • A template template provides the framework & reduces reduces the physical effort spent on writing so that students can pay attention to organization & content.
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EXPERT NEEDED IN COMPUTERASISTED LEARNING • Computer engineer • Lesson writer • System operator
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ROLE OF A TEACHER IN COMPUTERCOMPUTER ASSISTED LEARNING • The teacher will be liberated from his routine duty. • The computer-assisted instruction can complete the language data accurately & rapidly.
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DISADVANTAGES DISADVANT AGES OF COMPUTER-AS COMPUTER-ASSISTED SISTED LEARNING • Inadequate training training of teachers & inadequacy of instructional material. • The computer fails to appreciate the students’ emotions. The warm emotional climate climate created by the teacher in classroom interaction with the students is lacking in CAL. • CAL fails to develop essential e ssential features of language competency. • CAL is a mechanical approach to education. • The peripheral equipment puts constraints in the ways a student can interact with the the computer.
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APPLICATION OF COMPUTERS IN NURSING
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I. Education • Knowledge of computers can be applied to prepare slides in MS PowerPoint on the topics to be taught to students. • Knowledge of multimedia multimedia helps the nursing teachers & students teach effectively. • Education through internet & CAL has simplified education in nursing schools. • A computer aids in learning & instructions: By providing information & instructions. By asking questions. By doing difficult calculations. By being tireless & repetitive. By simulated process. By selecting the right speed for providing information to individual learners.
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II. Administr Administration • Preparing records of nursing students by lecturers & nursing superintendent. • Preparing & maintaining records of assessment & results. • Preparing duty rosters that saves time. • Preparing drafts of a plan annually, annually, monthly & weekly.
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III. Hospital • Computers keep records of patient’s health status during hospital stay & OPD. • Hospital Information Management System (HIMS) helps to have access to the patient treatment chart, operation list or anesthetic record; this is possible poss ible with computer knowledge. • Computer helps nurses manage routine documents in a fraction of a time, which may otherwise take up a lot of time manually. • It increase productivity of nurses. • Other functions in hospital, i.e. automatic generation of reminder letters, determination of milestones & so on are performed with the help of appropriate software.
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Features of HIMS • Data is retrieved quickly & easily. • Entry of data is easy. • It has a high degree of security of data. • Data validation is stringent.
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Benefits of HIMS • Improvement in in the doctor’s productivity. • Reduced patient waiting time. • Eliminating Eliminating wastage of stationary. • Prompt medical attention. • Accuracy & timeliness timeliness of data. • Eliminating Eliminating any possibility of mixing of blood samples.
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Count… • Benefits of HIMS HIMS • Authorization Authorization check & accuracy accuracy of billing. • Prompt issue of medication for patients. • Maintaining Maintaining inventory of medication. • Safe recording of data & saving the time that has to be spent in the medical record department. • Carrying legal value. • Prescribing diet from the ward through a computer. • Giving secret code to prevent manipulation manipulation for security reasons.
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IV. Research work • Computer are used to get information on the research works being carried out via the internet. • They help support research findings with other research that has been carried out. • Knowledge of computers helps nurses increase their productivity productivity & provide the best patient centered care.
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MICRO-TEACHING
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INTRODUCTION • The idea of micro-teaching originated for the first time at Stanford University, USA, when an experimental project on the identification of teaching skills was in progress under guidance & supervision of faculty members. • The term micro-teaching was coined for this method of developing teaching skills in 1963. • It is being used with great emphasis in all teacher training programmes for developing teaching skills & competencies in teacher trainees.
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Count… • Micro-teaching Micro-teaching is a teacher training that helps the teacher trainee to master the teaching skills. It requires the teacher trainee: • To teach a single concept of content. • Use a specific teaching skill. • Teach for a short time. • Teach to a very small number of students.
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DEFINITION OF MICRO-TEACHING "A system of controlled practice that makes it possible to concentrate on specific teaching behavior and to practice teaching teaching under controlled condition". Allen and Eve Eve (1968).
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STEPS OF MICRO-TEACHING Plan Refeedback
Teach
Re-teach
Feedback
Re-plan
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PHASES OF MICRO-TEACHING Knowledge acquisition phase Skill acquisition phase Transfer phase of micro-teaching
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Knowledge acquisition phase • In this phase, the teacher trainee learns about skill & its components through discussion, illustrations & demonstration of the skill given by the expert. • He learns about the purpose of the skill & the condition under which it proves useful in the teaching-learning process. • The teacher trainee’s analysis of the skill into components leads to various types of behaviors to be practiced. • The teacher trainee tries to gain the skill from the demonstration given by the expert. He discuss & clarifies each & every aspect of the skill.
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Skill acquisition phase • On the basis of the demonstration demonstration presented by the expert, the teacher trainee plans a micro-lesson for practicing the demonstrated demonstrated skill. • He practices the teaching skill through the microteaching cycle & continues his efforts till he attains the mastery level. • The feedback component of micro-teaching contributes significantly towards the mastery level acquisition of the skill. • On the basis of performance of teacher trainee in teaching, feedback is provided for the purpose of change in behavior of the teacher trainee in the desired direction. • These skills are called core skills because skills because of their extensive use in classroom teaching.
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Transfe ransferr phase of micro micro-teach -teaching ing • After attaining attaining mastery & command over each of the skills, the teacher trainee integrates all these skills & transfers to actual classroom teaching during this transfer phase.
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BENEFITS OF MICRO-TEACHING • Visual feedback (trough watching a recorded recorded lesson) has been found to provide one of the most m ost effective means of evaluating teaching strengths & identifying areas of improvement. • Micro-teaching Micro-teaching enables both intrinsic (self-assessment) & extrinsic (peer review) assessment of teaching behaviors. • Through micro-teaching, micro-teaching, one can seek to identify & improve these observable teaching skills & behaviors. Some such skills & observable teaching behaviors include: Oral presentation skills (voice modulation & articulation, enthusiasm, gestures, nonverbal cues, clarity of explanations & examples)
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Count… Organization
skills (structure of lessons, strong opening & closing, good transitions between sections, clear learning objectives, effective use of time & good pacing) Relating to the student (speaker engages audience, material is audience-appropriate, audience-appropriate, effective questioning & use of reallife examples) Effective use of teaching aids (handouts, blackboard, presentation software, overhead transparencies, props & charts etc.). • Helps student teachers to acquire hard-to-attain teaching skills by providing a real situation for practicing skills. • Since micro-teaching micro-teaching focuses on a particular skill at a time, student teachers teachers can attain proficiency in teaching skills in a phased manner. • Provision of immediate feedback makes micro-teaching micro-teaching more interesting and reliable. • Since main role is played by the student teacher, it is regarded as a student centered method.
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DEMERITS OF MICRO-TEACHING • Time consuming • Produces homogenized standard robots with set smiles and procedures • It is said to be (wrongly) a form of play acting in unnatural surroundings surroundings and it is feared that the acquired skills may not be internalized.
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PROBLEMBASED LEARNING
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INTRODUCTION • Problem-based learning is a student-centric instructional strategy where students collaboratively collaboratively solve problems & reflect on their experiences. • It is an inquiry-based method of instruction that guided students to solutions of real-world problems through cooperative group work & builds critical critical thinking thinking skills.
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DEFINITION OF PROBLEM-BASED LEARNING ‘The principal idea behind problem-based problem-based learning is that the starting points should be a problem, a query, or a puzzle that the learner wishes to to solve’ -D.J. -D.J. Boud Boud (198 (1985) 5)
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USES OF PROBLEM-BASED LEARNING • Acquiring subject subject matter knowledge • Motivating students to learn. • Helping students with retention. • Developing student’s thinking skills. • Developing student’s key skills relevant to employment such as interpersonal communication skills.
• Fostering professional competence & confidence together with professional identity. • Facilitating students how to learn. • Encouraging students to integrate knowledge from different subjects, disciplines & sources. • Linking theory & practices. • Having a sense of belonging & friendship. • Having a sense of fun while learning. 5/21/2014
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COMMON FEATUERS OF PROBLEMBASED LEARNING • Learning is initiated by a problem. • Problems are based on complex, real-world situations. • All information information needed to solve the the problem is is not given initially. initially. • Students identify, find & use appropriate resources. • Students work in a permanent group. • Learning is active, integrated, cumulative & connected.
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PPROCESS OF PROBLEM-BASED LEARNING • Presentation of problem • Organize ideas & prior knowledge (what do you do?) • Pose questions (What we need to know?) • Assign responsibility responsibility for questions, questions, discuss resources • Research questions, summarize, analysis findings • Reconvene, Reconvene, report r eport on research • Integrate new information, refine questions • Resolution of the problem (How did we do?)
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THE PROBLEM-BASED LEARNING CYCLE 5. Generalizing (developing real-world principles)
4. Processing (discussing patterns & dynamics)
1. Applying (planning effective use of learning)
2. Experiencing (activity phase)
3. Sharing (Exchanging reactions & Observations)
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ADVANTAGES OF PROBLEM-BASED LEARNING • Relates to real world & motive students. • Requires decision making or judgments. • A multipage multipage & multi-stage multi-stage process. • Designed for group solving. • Poses open-ended initial questions that encourage the discussion. • Incorporates course content, objectives, higherorder thinking & other skills.
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SELF-DIRECTED LEARNING
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DEFINITION OF SELF-DIRECTED LEARNING ‘Self -directed -directed learning is any increase in knowledge, skill, skill, accomplishment, or personal development that an individual selects & brings about by his or her own efforts using any method in any circumstances at any time’ -Gibbons (2002)
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SKILLS FOR SELF-DIRECTED LEARNING
• Goal-oriented skills • Information processing skills • Competency or aptitude skills. • Decision-making skills
• Achievement motivated • Inner directed • Self-confidence • Self-awareness
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PRINCIPLES OF SELF-DIRECTED LEARNING • Self-directed learning should be congruent with lifelong, natural & individual learning drives. • It should be adapted to the maturation, transformations & transitions experienced by students. • It should be concerned with all aspects of a full life. • It should employ a full range of human capacities, including senses, emotion & action as well as intellects. • The self-directed learning activities should be conducted in setting suited to their development.
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PROCESS OF SELF-DIRECTED LEARNING 1. Diagnosing learning needs 2. Formulating learning goals 3. Identifying human & material resources for learning 4. Choosing & implementing appropriate appropri ate learning strategy Evaluating learning outcome
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ROLE OF TEACHER IN SELF-DIRECTED LEARNING • Teach inquiry skills, decision making, personal developments & self-evaluation of work. • Help learners develop positive attitudes & feelings of independence related to learning. • Help learners acquire the needs & assessment techniques necessary to discover what objectives they should set. • Help the learners identify the staring point for a learning project & understand the relevant modes of examination & reporting. • Create a partnership with the learner by negotiating a learning contact for goals, strategies & evaluation criteria.
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Count… • Make sure that learners are aware of the objectives, learning strategies, resources & evaluation evaluation criteria once they are decided. • Teach inquiry skills, decision making, personal development & self-evaluation of work. • Act as advocates advocates for educationally educationally underserved populations populations to facilitate their access to resources. • Help match resources to the needs of the learners. • Help learners locate resources. • Encourage critical thinking skills.
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ADVANTAGES OF SELF-DIRECTED LEARNING • Self-directed learning allows allows learners to be more effective learners. • It help the learner develop a sense of responsibility. • It can encourage students to develop their own rules & leadership patterns. • It helps the learners to be motivated & persistent, independent, self-disciplined, selfconfident & goal oriented.
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DISADVANTAGES DISADVANT AGES OF SELF-D SELF-DIRECTE IRECTED D LEARNING • Learners can easily be distracted by their own needs, assumptions, values & misperceptions. • Research has shown that some adults are unable to engage in self-directed learning because they lack independence, confidence or resources. • Self-directed learning needs to be combined with other learning methods for content to be fully learned.
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SIMULATION
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CONCEPT…. • Simulation Simulation is role-playing where the process of teaching is displayed artificially artificially & an effort to practice some important skills of communication communication is made . The teacher & students simulate simulate an actual life situation or a person’s actual role.
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PRINCIPLES PRINCIPLE S OF OF SIMULA SIMUL ATION • Players take on roles that are representative repres entative of the real world & then make decisions in response to their assessment of the setting they find themselves in. • The experience simulated are consequences that relate to their decisions & general ge neral performance. • Monitoring Monitoring the results of their actions to reflect upon the relationship between their own decisions & the resultant consequences.
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VALUES OF THE SIMULA SIMULATION TION TECHNIQUES • Enables the learners to learn to learn directly from experience. • Promotes a high level of critical thinking. • Develops in the students an understanding of the decision-making process. • Enables the individual to emphasize with the real life situations. • Provides feedback feedback to the learners on the consequences of actions & decision made. • Motivates the students by making real life situations exciting & interesting. • Enables teachers & learners to assess the realism of the situation by uncovering misconceptions.
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PROCEDURE OF SIMULATION 1. Selecting the roleplayers
2. Selecting & discussing skills
3. Planning
5. Provided practical lesson
Deciding the procedure of evaluation
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ACTIVITIES IN SIMULATION • Role-playing: The role, false or actual, is performed in an artificial environment. This may give the student an understanding of a situation or relationship among real-life participants of the social process. He will gain some perceptions of the actions, attitudes attitudes & insight of persons or situations. • Sociodrama: It seeks to utilize role-playing as a means finding out the solution to a problem situation assigned to the role players. • Gaming: The situations involve outcomes affected by decisions made by one or more decisions.
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ADVANTAGES OF SIMULATION • Simulation Simulation establishes a setting where theory & practice can be combined. • Simulation Simulation requires requires the teacher to be an active participant in the process. • No risk involved. • Controlled teaching assignments are possible. • Simulation Simulation is a teaching that motivated & involves students. • Students are not expected to identify the group time & follow. • It removes the student-teacher polarization. polarization.
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Simulation Simulation as a universal behavioral mode. It gains related to relevance & learning. It develop decision-making skills in to action. It provide an integrated view & is a vehicle for free interdisciplinary interdisciplinary communication. communication. • It provide dynamic framework. • Simulation Simulation works to bridge the gap between unreal & real.
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DISADVANTAGES OF SIMULATION • Simulation cannot be made in all subject s of the curriculum. • Simulation cannot be conveniently used in the case of small children because mechanism is too difficult for them to follow. • It require s a lot of preparation on the part of teachers. • Simulation reduces reduces the seriousness of learning. • It require minimum feedback sequence to be chosen. • It is time consuming. • It has difficulty in using analytic approach.
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