methods of teaching

5/25/2018 Methods of Teaching

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Dr. Jayesh V. Patidar

www.drjayeshpatidar.blogspot.com


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INTRODUCTION Good teaching is the main criterion of an effective

teacher.

Every 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 thelearner.

The selection of the teaching methods dependsupon the nature of a task, learning objectives,learners abilities & students entering behavior.

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DEFINITION OF METHOD OF TEACHING

The way or style of the presentation of content ina classroom is called teaching method.

According to Burton, teaching method is thestimulation, guidance, direction &encouragement of learning.

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DOMAINS OF TEACHING METHODS

Tellingmethode.g. Lecture,questioning,discussion

Showingmethod

e.g. demonstration,excursion, laboratory

work

Doingmethode.g. project,

role play,practical

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CONCEPT

The lecture method is the oldest method of teachingbased on the philosophy of idealism & is anautocratic 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 learners abilities,interests & personality.

Lecture method is the teaching procedurecomprising 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 cognitiveobjectives.

Influence learners to inculcate the habits oflistening & 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 THE LECTURE METHOD

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I.Introductionto the lecture

II. Thebody of

the lecture

III.

conclusion


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I. Introduction to the lecture

This is the first component of an effectivelecture, & the students perception & interestdepend on this stage.

It usually lasts 3-5 minutes. The teacher should provide a general idea &

framework for the lectures content in thisstage so that student get familiar with the

ongoing topic. It helps the teacher capture the students

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.Teacher should assess the students pre-existing

knowledge.The teacher should relate the students goal & interest

with the topic of lecture.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 anorganized way. This component is allotted the greatest amount of time

in a classroom, it include many more teachingprocedures than in introduction & conclusion.

The body lays emphasis on the presentation of thecontent. 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 variousexample, situations, etc.

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III. Conclusion

Conclusion helps the teacher summarize & re-emphasize the key points of the lecture & alsoget feedback from the students.

The teacher can motivate the students to askquestions by focusing their mind to specificpoints.

Students can also clarify their doubts & raisequestions at this stage.

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ADVANTAGES OF THE LECTURE

METHOD This method develop concentration in

students.

It is an economical teaching strategy . Teaching 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, analyticalthinking or transfer of learning.

It is not conducive to meeting students individualneeds.

This method brings with it the problems of limited

attention span on the part of the learners. The lecture does not allow the instructor estimatestudent understanding easily as the material iscovered.

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CONCEPT

A teaching method is the stimulation, guidance,direction & encouragement for learning. It is important method in the teaching of nursing. It

teaches by exhibition & explanation & providesopportunities to students to apply their acquiredknowledge & skill practically.

This method utilize the patients bedside as a liveteaching field for demonstration of a variety ofnursing care situation.

Demonstration can be define as visualizedexplanation of facts, concepts & procedures. Ittrains, explains the students in the art of carefulobservation

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PURPOSES OF DEMONSTRATION

To show the learner how to perform

certain psychomotor skills. The learnermust reproduce the behavior ofdemonstration exactly.

To show why things occur. The behavior isintended only as a strategy to aid thelearners understanding of a concept orprinciple.

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Special purposes in nursing Teach new procedure either at bedside in a wardor in nursing laboratory on simulators.

Apply the knowledge of underlying scientific

principles to nursing care situations. Teach uses, functioning & care of new

equipment.

Teach the application of observation techniques& skills to nursing situations.

Teach maintenance of health & preventive healthcare measures to patients & family.

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CHARACTERISTICS OF DEMONSTRATION

The demonstrator should understand the entireprocedure before attempting to perform.

All equipment needed should be assembled beforedemonstration.

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 TODEMONSTRATING

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I. Before demonstration

Formulate behavioral objectives.

Perform skill analysis & determine thesequence.

Assess entry behavior of learners &determine prerequisites.

Formulate the lesson plan fordemonstration

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II. During demonstration State the objectives to the learner. Motivate learners by explaining why the skill is

required.

Demonstrate the complete skill at a normalspeed. Demonstrate each partial skill slowly, in the

correct sequence.

Obtain feedback by questioning & observation ofnonverbal 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 safe byproviding a friendly atmosphere & constructivecriticism.

Discuss the point for improvement & provideconstructive criticism & feedback.

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ADVANTAGES OF DEMONSTRATION

It provides an opportunity for observationallearning.

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 undersupervision of the teacher provides the opportunityfor well-directed practice before the students usethe procedure on the ward.

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Count Questioning forms an important part of

demonstration to get feedback from students abouttheir understanding.

Important points & terms are mentioned on thechalkboard. The chalkboard should be behind theteacher & in front of students.

It activates several senses & increases learning.

It correlates theory with practice.

It has a particular references to studentdemonstration of procedures already learned.

It serves as a strong motivational force for students.

Students interest is maintained throughoutdemonstration. 5/21/201

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DISADVANTAGES OF DEMONSTRATION

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 toacquire competence.

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CONCEPT Group discussion is an effective method of teaching &

considered a learner-centric approach of the teaching-learning process.

In a group discussion, a number of learners interact

face-to-face to achieve specific educational objective. Group discussion is a cooperative, problem-solvingactivity, which seeks a consensus regarding thesolution of a problem.

Group discussion can be defined as three or moreparticipants who have an agreed topic to discuss &share their views in all the aspects & submit/presenttheir views in the form of report to bigger gathering.

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PURPOSES OF GROUP DISCUSSION

It provides an opportunity for sharing informationamong the members of a group.

Members get an opportunity to attend group

consortium to gain & share knowledge necessary toachieve specific educational objectives.

It develops the skills of group development, groupcohesiveness & group socialization in group

members under the leadership of teacher. A variety of information may be learned in a short

time, when a number of people in a group sharetheir 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 beachieved & environment for group discussion.

Plenty of time & motivation must be provided tostudents for preparation on the topic of discussion.

Group leader & each member should be well awareof their moral & professional responsibilities

during group discussion. The teacher open the discussion session with abrief introduction of the topic with specificobjectives.

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During discussion, the teacher assume the role of the

mentor & leader, & students are facilitated to sharetheir viewpoint. Over-talkative students arediscouraged & passive students are motivated toparticipate in the discussion.

One student from the group is asked to record theproceedings of the discussion. During the discussion, the teacher intervenes in case of

argumentative & ambiguous discussions & clarifydoubts when require.

At the end of discussion, the teacher summarizes thediscussion & concludes with a comprehensive note ofcarry home messages & words of encouragement forthe participants.

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ADVANTAGES OF GROUP DISCUSSION

Each group member actively participates inachieving the educational objectives.

It boots the self-esteem & morale of students

when their viewpoints are accepted & given dueregard.

It helps the students develop a problem-solvingapproach while working in a group.

It also offers group members an opportunity toexpress their viewpoints & ideas in full freedom.

Individuals in a group develop social skills &

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DISADVANTAGES OF GROUP DISCUSSION

Group discussions are generally time consuming& are usually not completed in the scheduledtime.

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 by eachmember to have a fruitful discussion. Equal participation of group members may not

be possible in a group discussion.

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INTRODUCTION

Seminar is a controlled type of discussion. It is a method of teaching where the students

ability to solve problems is increased by way ofrational thinking & reasoning.

It can be a motivating strategy in nursing, wherea learner presents a paper on some aspects ofnursing & then participates in a discussion with

the group. It involves a discussion of the problem usingsmall group of students & a teacher who ia anexpert in the field of study.

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DEFINITION OF SEMINAR

Seminar is one of the techniques of discussionfor small groups, a small group is one in whichface to face relationship among participants is

there. Seminar are simply a group of people coming

together for the discussion & learning of specifictechniques & topics. Usually there are severalkeynote speakers within each seminar, & thesespeakers are usually experts in their own field ortopics.

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SEMINAR AS A METHOD OF TEACHING

Seminar is a form of a class organization that utilizes ascientific approach for the analysis of a problem chosenfor discussion.

It is an organized, guided discussion with a focus on the

discovery of new relationships by the participatingindividuals. The objective of a seminar is to give students the

opportunity to participate in methods of scientificanalysis & research procedures.

A seminar group is mainly concerned with academicmatters rather than individual students & commonlyinvolves the reading of an easy or paper by one groupmember followed by a discussion by the total group on

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It is a discussion method of teaching where an informal

group of 10-15 students (not more than 25) participate tosolve problem in a scientific approach. Generally, theduration of a seminar should not be more than 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, formulate &

resolve the most significant student problem & suggestthe available sources of information

As a seminar progress, the students assume increasedresponsibilities for preparing the problems & conducting

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CHARACTERISTICS OF THE SEMINAR

Teacher is the leader (students can also function asleaders in certain selected situation). The group generally consists 10-15 participants. An ideal seminar lasts for 1-2 hours. The topic is

initially presented by the presenter followed bygroup discussion. The leader should keep the discussion within limits

so the focus of discussion can be mentioned.

In student seminars, students present their data inan informal way under the leadership of theteacher, followed by a teacher-monitoreddiscussion.

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Care should be taken to avoid stereotypes.

All members take part in discussion in an

informal but orderly manner.

The chairman should be skilled in encouragingtimid participants.

A student secretary may record the problemsthat came up & the solutions given to them.


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ORGANZING A SEMINAR

The basic guidelines for organizing seminar: Define the purpose of the seminar.

Relate the topic of seminar & discussion to themain concept or the objectives to be 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 thosecontributing ideas.

Plan comments & questions that relate to thesubject & also help guide the discussion.


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The basic guidelines for organizingseminar: Set time limitations for each persons 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 ideasexpressed to the purpose of discussion.

Have the discussion recorded either by a studentsas a recording secretary or by tape recording. Plan for teacher & student 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 forpresentation).

Remain in the background at the seminar but sitwhere the whole group can be seen.

Prepare to help out in the initial stages of usingthis 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 thediscussion & that irrelevant discussion inavoided.


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ADVANTAGES OF SEMINAR

Role of the student is active; it presupposes that thestudent has background knowledge. If properly conducted, the seminar teaches the

method of scientific analysis & techniques ofresearch.

The group as a whole & individual students try tosolve problems.

Exchange of facts & attempts to crystallize group

opinion that is sound & workable. By participation in the solution of problem, thestudents becomes more articulate & develop a morecritical point of view & a more organized, scientificapproach towards the issue.


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A seminar helps in self-learning & promotesindependent thinking.

Ability to see & solve our own problems inincreased because personal difficulties can becompared with those of the group.

Skillfully directed, the seminar promotes groupspirit & 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, unnecessarydiscussion arise.

The approach to problems extends to students

professional & personal activities.


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SYMPOSIUM


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INTRODUCTION

Symposium technique is a type of discussionwhere two or more speakers talk for 10-20minutes, develop individual approaches orsolutions to a problem or present aspects of apolicy, process or programme.

This is a technique of higher learning.

It is an instructional technique that is used to

achieve higher 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 their opinion &preparing them for arriving at decisionregarding 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. To develop values & feelings regarding a problem. To enable the listeners form policies regarding a theme

or problem. To provide 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 orproblem.

The listener is provided with an opportunity to

take decisions about a problem. It is used in higher classes for specific theme &

problem. It develops feelings of cooperation & adjustment.

The objectives of synthesis & evaluation areachieved by employing the symposium technique.

It provides different views on the topic of thesymposium.


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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 thegeneral approaches.

All members of the symposium performing group cansit in a straight line behind the table, or in adjoiningchairs with the chairman in the middle or to one side ofthe speakers.


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GUIDELINES FOR CONDUCTING SYMPOSIUM

All members of the performing group can sit in astraight line behind a table or in adjoining chairswith the chairman in the middle or to one side ofthe speakers.

The chairman of the symposium introduces thetopic & 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 proceedswithout interruption.

The speeches are followed by questions orcomments 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 for discussion at conventions &organization of meetings.

Organizing is good as speeches are preparedbeforehand.

It gives deeper insight into the topic.

It directs the students to continuous independentstudy.

This method can be used in political meetings.


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DISADVANTAGES OF SYMPOSIUM

It provides inadequate opportunity for allstudents to participate actively.

The speech is limited to 15-20 minutes.

It has limited audience participation.

Questions & answers limited to only 3-4minutes.

It has possibility of overlapping of subjects.

The chairman has no control over the speakersas they full freedom to prepare the theme fordiscussion. They can present any aspect of thetheme or problem.


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There is a probability of repetition of content. Thedifferent aspects of the theme are not preparedseparately. It creates difficulty of understanding

for the listeners. The different aspects of the theme are notpresented simultaneously. Therefore the listenersare not able to understand the theme correctly.

The listeners remain passive in the symposiumbecause they are not given an opportunity to seekclarification & put questions in between thesymposium.


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PANELDISCUSSION


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INTRODUCTION All techniques of higher learning require discussion

among the participants.

The discussion provides equal opportunities in theinstructional situation to every participant.

This technique was used by Harry A. Ober Street forthe first time in 1929.

The purpose of panel is to make use of a small groupdiscussion for the benefit of a large group.


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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 inwhich four to six or eight persons or studentsdiscuss the assigned topic/issue/problemcreatively among themselves in front of anaudience which may be too large.


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PURPOSE OF PANEL DISCUSSION

To provide information & new facts.

To analyze the current problem from differentangles.

To identify the values. To organize for metal recreation.

To influence the audience to an open-mindedattitude & respect for others opinion.

When handled intelligently & creatively, the paneldiscussion 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 to providefactual & 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 specificpoints of view regarding the issue or topic. A paneldiscussion that includes 3-5 panelists is usually mostworkable.

Select a leader or chairperson/moderator of the paneldiscussion. 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 thechairperson/moderator, the panelists & theaudience.

The panel consists of 4-8 panelists along with a

chairperson or moderator seated in a semicirclefacing the audience. The chairman or moderator isgenerally seated in the middle of the panelists.

The chairperson or moderator should be selected

carefully because success of the panel depends onhis/her leadership. The chairperson must keep the discussion to the

subject & see that all members of the panel get anequal opportunity to express their view.


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Further, the chairperson should act as a neutral

referee & begin the panel discussion by exploringthe whole proceedings.

The members of the panel are first introduced byname & background of experience. The topic is

announced & the limit of discussion is stated. The chairperson may start the procedure rolling by

making a comment or by directing a question to aparticular person.

The panel discussion should provide a naturalsetting in which the audience will have theopportunity to ask question, evaluate replies &make constructive contributions


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The chairperson coordinates the discussion &make sure the discussion is carried on in aconversational way.

The chairperson clarifies an issue ormisconception & may also introduce anotherthought so that the subject is fully covered. Thenhe/she summarizes the main points presented

by the speakers & invites the audience tocontribute & ask questions.

Finally the chairperson sums up the discussion.


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ADVANTAGES OF PANEL DISCUSSION

Different points of views on the subject arepresented by experts.

The quick exchange of facts, opinions, etc., helpsdevelop critical attitude & better judgment.

Students learn to discuss a topic inconversational form in a small group in front ofa large group.


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DISADVANTAGES OF PANEL DISCUSSION

It requires more time for planning, organizing &presentation.

The discussion may be vague & superficial if thepanel members lack mastery.

The effectiveness of the method depends on:

The competency & presentation of the panelmembers.

The competency & leading abilities of thechairperson.

Planning, organizing & conducting the paneldiscussion.


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INTRODUCTION

Role-playing is the spontaneous acting out of aclearly-defined situation by two or more personsfor subsequent discussion by the whole class.

Role-playing is a teaching method where a group of

participants act out the assigned role to deliver thecontent of topic to be taught to the participants.

In a role playing group, the members play theassigned role the way they think the character

would act in reality which helps in arousing feelings& elicit emotional responses in learners wherecognitive & affective domain learning may beachieved.


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DEFINITION

Role-playing is an educational method in whichpeople spontaneously act out problems of humanrelations & 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 of a

group through acting out an example of someproblem 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 & psychologicalissues.

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.

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PRINCIPLES OF ROLE-PLAY

As a teaching technique, role-play is based on thephilosophy that meanings are in people & not inwords or symbols. If the philosophy is accurate, wemust first of all share the meanings, then clarify ourunderstanding of each others meanings, & finally,if necessary, change our meanings.

In the language of phenomenological psychology,

this has to do with changing the self-concept. Creating teaching situations that can lead to change

of self-concept requires a distinct organizationalpattern.


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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 playersinterpret their roles.

Role-play should be done for a brief period so that theattention 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 individualbehavior or sequence of group actions.


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STEPS IN ROLE PLAY

I. Planning phaseDuring this phase, the following components must be

ensured:

Select a problem for role-play

The group leader recognizes a problem that can beused 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

The group should come to a clear agreement onthe chief objectives to be realized in role planning.


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The group working with the leader mustdetermine:

- What characters are to be involved.

- The attitudes & personality of the characters.

- The setting of the story.- The point at which the story should begin.

The leader may brief the players on the situationthey have decided they want to portray. The

leader may arbitrarily assign individuals to takethe various roles or members may volunteer toplay the different roles.


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Count Getting underway in role-play

The role takers usually go out of the room & are given afew minutes to warm up or to get a feeling of the rolesthey are about to play. Specific names, other than theirown name, should be used to help them get into their

roles.The role-players should attempt to express the

attitudes the group has assigned to the variouscharacters as well as achieve the goals decided upon.

The story grows out of natural reactions of thecharacters enacted in role playing.

Those members not involved in the actual role playingact as observe.


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Cutting the content & making role-play comprehensive

The leader may act at a point where enough action hasalready 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 beingevaluated.

When role players succeed in really projectingthemselves into the roles assigned to them, they usuallygive valuable insight into the problem & provideadditional material for discussion.


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II. Implementation & evaluation phase

The role-play is carried out to convey particularcontent to the audience & discussion isstimulated.

The audience observers

The comments of the audience observesconstitute the heart of role playing as adiscussion technique. It may consider:

- How did the group think the role was handled?- What were the good points of the action?

- What were the poor points or omissions?


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Role playing observersThis might be played by different people so that

there might be a comparison of the behavior ofdifferent people.

Summarize phase

The leader sums up to the group chief points orprinciples which have come out in role playing &

the comments of the observers that follow.The comments on specific problems should be

taken under consideration.


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Cautions in use of role-playing

Use role-play only when it will be useful & notjust for the sake of doing it.

Be careful about interpersonal relationshipswithin the group.

If there is a popular role, give it to a person withenough status in the group to carry it

successfully.Avoid uncovering deep seated personal

problems that require professional help.


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ADVANTAGES OF ROLE-PLAY Develop real communication skills in leadership,

interviewing & social interaction & obtainconstructive feedback from peers.

Develop sensitivity to anothers feelings by having

the opportunity to put oneself in anothers place, bynoting there is a difference between what a personsays & what a person says & what a person does &develop empathy & understanding.

Develop skills in group problem solving. Develop an ability to observe & analyze situation.

Practice selected behaviors in a real-life situation

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In a teaching-learning situation, role-play

provides the opportunity to:Note individual student needs by observing &

analyzing student needs in a simulated real lifesituation.

Assist the students in meeting their own needsby either giving them or encouraging groupmembers to give them on the spot suggestions.

Encourage independent thinking & action bystepping aside or giving indirect guidance asemphasis 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 may sometimes feel threatened.

It is used as an education technique, not as atherapeutic one, strongly dependent on studentsimagination.

It is time consuming in developing group

readiness, should not be used when timeconstraints are present. It is limited only by the teachers ingenuity &

realistic use.


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INTRODUCTION

The project method has been recognized as ateaching technique since many year; it has itsprimary inception in the field of agriculture

sciences where students carried out someplanned creative activities in a naturalenvironment or planned work field to producecertain products.

This method is a teaching method wherestudents learn to work individually or in a groupto achieve preplanned learning objectives.


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DEFINITION OF PROJECT METHOD

According to Prof. Ballard, A project is a bit ofreal life that has been imparted into the school,further in project method, learning by living;

this life has spontaneity, purpose, significance& interest, freedom.

According to Williams Kilpartrick, Projectmethod is a whole-hearted, purposeful activity

proceeding in a social environment. According to Stevenson, A project method is a

problematic act carried to completion in itsnatural setting.


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CHARACTERISTICS OF A GOOD

PROJECT METHOD The method aims at teaching the learner to get the

best out of life. An attempt to use experience, trust & the best

master whose lessons are unforgettable. The project method gives an opportunity for self-

expression. The experiments of the project method want to

reset the whole curriculum & break all barriers ofthe subject matter.

The project matter proposes the whole sequence ofactivities involved in complete understanding.


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A project can be large unit of appreciation learning

or of attitude development that increases motorskills & technical knowledge.

A project is a play activity & learners are engaged incarrying out the activity.

The project method is complete surrender to thelearners point of view.

An attempt is made to establish a positive relationwith life.

The project method lends itself naturally to groupwork.

It is a large unit plan of teaching.


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TYPES OF PROJECTS

TYPES OFPROJECT

Projectortype

Consumertype

Problemtype

Drilltype


C t

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1. Project type: Projects where students are getting

to something like building a house or a garden orplanning to execute a model of a textile factory arecalled projector type projects.

2. Consumer type: Projects where students set &

enjoy the direct experience with their futureexpected consumers.3. Problem type: Project where a solution to a

problem is to be found out.

4. Drill type: The drill type projects involve anactivity that aims at acquiring greater skill. For ex; anursing student may be given a project to obtaincompetency skills in specific nursing procedures

such as mouth care etc. 5/21/2014www.drjayeshpatidar.blogspot.com

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ESSENTIALS OF A GOOD PROJECT

The project should stress present & future values &experiences that supplement & extend rather thanduplicate learning acquired outside the school.

The project must have a bearing on a great numberof subjects & the knowledge acquired through itmay 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 selectionof a project.

Whole-hearted acceptance of the project, almostevery student must be secured if the teacher wantsto ensure its success.

Good planning should be done by the studentsbeforehand.

The project is an activity to accomplish certainpurposes.

Sufficient preparations must be made to avoidsinterruptions & delays later.


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During the execution of the project, the teachershould carefully supervise the students inmanipulative skills to prevent a waste ofmaterials & to guards against accidents.

The relation between chalked-out plans & thedeveloping project should be constantly checked.

The evaluation of a project should be done byboth the students & the teacher.


THE ROLE OF TEACHER IN THE PROJECT

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THE ROLE OF TEACHER IN THE PROJECT

METHOD The teacher has to skillfully 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 classroomteaching.

The teacher is like a friend with rich & matureexperience.

The teacher acts as a director. The teacher must be a keen observer. the teacher should be a stroke house of information

& knowledge.5/21/2014www.drjayeshpatidar.blogspot.com

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ADVANTAGES OF THE PROJECT 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 ofmaturation.

It drives social values. It trains for social adjustments.

It saves children from insincerity & superficiality.

It trains for a democratic way of life.5/21/2014www.drjayeshpatidar.blogspot.com

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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 ofreality.

It sets up an intrinsic standard of evaluation.

It leads to satisfaction of completing the wholetask.

It is economical. It is ideal for science work, handicrafts & practical

geography & dramatic work literature.


DISADVANTAGES OF THE PROJECT

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DISADVANTAGES OF THE PROJECT

METHOD

The role of communication is subordinated to theglorification of active learning.

The practical difficulties of covering a syllabus rule outthe project method as the basis of teaching in mostschools.

It is time consuming & limited by availability & cost ofmaterials.

It is most valuable in students with lesser academic

interest, for it provides an opportunity for the practicalenthusiast.

It leaves gaps in student knowledge. It may be too ambitious: beyond a students capacity.


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Opportunity for the correlation with the academic

subjects is extremely limited. In this method instructions are more planned.

In involves difficulty to ensure any kind ofsystematic progress in instructions.

A complete reorganization of the school is neededfor a new teacher.

Children may ignore maxims, working from simple

to complex. Time-bound projects are introduced artificially &may require more than necessary help.

Projects may be adopted or abandoned at will.


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DEFINITION OF FIELD TRIP An educational trip is defined as an educational

procedure by which the students obtain first-

hand information by observing places, objects,phenomena & processes in their natural settingto future learning.


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PURPOSES OF FIELD TRIP

To provide real-life situations for first-handinformation.To supplement classroom instruction, to secure

definite information for a specific lesson.

To serve as a preview of a lesson & gatherinstructional material.To verify previous information, class discussion &

conclusion of individual experiments.

To create situational teaching for cultivatingobservation, keenness & discovery.To serve as a means to develop positive attitudes,

values & specific skills.5/21/201www.drjayeshpatidar.blogspot.com

GUIDELINES FOR USING FIELD TRIP AS A

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GUIDELINES FOR USING FIELD TRIP AS A

TEACHING METHOD

The field trip must be planned to meet specificeducational objectives rather than merely a picnicactivity.

Plan the field trip with a specific checklist such asprior permissions, arrangement of transpiration,booking boarding facility, parental notification &safety & emergency arrangement.

Plan a schedule & route plan for the field trip.Further, identify a main leader of the group &subleader of the small groups.


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Assign different responsibilities to different

individuals & make every individual understand theoverall schedule & route plan of the field trip.

Have a list of all the candidates, contact numbers ofthe people to be contacted in case of an emergency

or special needs.During a field, individuals must be provided withopportunities to achieve educational objectives ofthe field trip.

Post the field trip, a review & presentation alongwith a report must be made to the institutional head& other target group of the institution.


ADVANTAGES OF FIELD TRIP

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ADVANTAGES OF FIELD TRIP

Classroom experience could be further enrichedwith field trip experiences.

Field trips provide the opportunity for learners toget first-hand information from natural settings.

The monotony & boredom of classroom teachingmay be supplemented with natural, interesting &exciting teaching methods.

Field trips give natural 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 & repair of goods. 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 experiencedpeople in responsible positions come together withexpert & consultants to find solutions for theproblem that cropped up in the course of their work& they have had difficulty in dealing with on theirown. 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 skillof a subject through intensive study, research,practice & discussion.


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ESSENTIAL FEATURES OF WORKSHOP Complete active involvement by the participants.

The whole point of attention is to work & learn

from practical experiences. Participants may have to work as reporters or a

leader.

Workshop offers each member an opportunity tomake his own contribution.


PRINCIPLES OF WORKSHOP

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PRINCIPLES OF WORKSHOP

Allowing the participants to prepare & selectobjectives to be reached will increase theparticipants motivation.Giving the participant an active role will make

teaching more effective.Improve a persons attitude towards other people.Learn better human relations.Every 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 beallowed.


OBJECTIVES OF THE WORKSHOP

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OBJECTIVES OF THE WORKSHOP

To learn the new innovations & practices ofeducation

To solve problems in the area of teaching education To provide a broad understanding of a topic & theme To provide a rationalized & philosophical

background for instructional & teaching situation

CognitiveObjectives

To put people in a situation where they will evaluatetheir own efforts.

To develop the proficiency for planning & organizingteaching & instructional activities.

To provide an opportunity for personal growththrough accepting & working towards a goal held incommon with others.

PsychomotorObjectives


PREPARATION OF A WORKSHOP

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PREPARATION OF A WORKSHOP

Open a fileFormulation of

aims &objectives

Arrangement offunds

Criteria forselection ofparticipants

Selection ofexperts or

resource persons

Date & place ofworkshop

Committee ofsponsors

Workinglanguage

Invitation toparticipants


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Opening a file:A suitable system might be a

loose leaf with the following sub division: budget,workshop sitting arrangement, selection ofparticipants, documentation & equipmentchecklist, publicity press & evaluation.

Formulation of aims & objectives:Aims &objectives of the workshop should be formulatedfor the participants as well as the organizers. At thefirst stage of the workshop, theoretical aspects arediscussed by experts on the theme of the workshop.Arrangement of funds: The whole programme

& schedule is prepared by the organizer. He has toarrange for the funds needed for boarding &lodging facilities for participants as well as experts.


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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 theopening of the workshop. While selecting a place, itshould be kept in mind that the place should enable

the participants to take part in all activities withoutinterruption.

Identifying the experts or resource person:In organizing a workshop, resource persons play animportant role in providing theoretical & practicalaspects of the theme. They provide guidance toparticipants at every stage & train them to perform

the task effectively 5/21/201www.drjayeshpatidar.blogspot.com

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Cou t

Selection of participants: The participants

should be keen or interested in the theme of theworkshop. Number of participants, type ofparticipants & voluntary participation should bespecified.

Identifying the sponsors: People inadministrative positions should be represented ascommittees 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 preferredone.


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Invitation to the participants:A personalletter should be sent to the participants selectedwith the following points:

Aims of the workshop What is implied by the workshop

Working methods of the 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 iscalled exhibition.

The pieces of work done by students for anexhibition are called exhibit.


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BASIC CHARACTERISTICS OF EXHIBITION

The exhibition should have a central theme with afew subthemes to focus attention on a particularconcept.

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 such as switches &

handles to be operated by visitors. The exhibition should include a lot of

demonstrations as they involve the students &the visitors deeply.

The exhibition should be able to relate varioussubject areas to provide integrated learning.


ADVANTAGES OF EXHIBITION

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ADVANTAGES OF EXHIBITION

Exhibitions inspire the students to learn bydoing things themselves & get a sense ofinvolvement.They give students a sense of accomplishment &

achievement.They develop social skills of communication,

cooperation & coordination.They foster better school community relations &

make community members conscious about theschool.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.


PROGRAMMED INSTRUCTION

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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. According to Susan Markle (1969), programmed

instruction is a method of designingreproducible sequence of instructional event to

produce a measurable consistent effect on abehavior of each & every acceptable student.


CHARACTERISITCS OF PROGRAMMED

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CHARACTERISITCS OF PROGRAMMED

INTRUCTIONSThe subject matter is broken down into small

steps calledframes & arranged sequentially.

Frequent response of the student is required.

There is an immediate confirmation of the rightanswer or correction of wrong answers given bythe learners, i.e. self-correcting features.

The content & sequence of the frames are

subjected to actual try out by students & arerevised on the basis of data gathered by theprogrammer, i.e. diagnostic feature.


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Each student progresses at his own pace without

any threat of being exposed to any humiliation in aheterogeneous class.The assumption about the learner is clearly stated

in the programmed learning materials.

The objectives underlying programminginstructions are defined explicitly & in operationalterms so that the terminal behavior is madeobservable & measurable.

The interaction between the learner & theprogramme is emphasized in programmed learning.In a programmed material, continuous evaluation is

possible by recording the students response.


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TYPES OF PROGRAMMING


I Li P g i g

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I. Linear Programming

In a linear programme, the learners responsesare controlled externally by the programmersitting at a distant place.

A linear programme is called a straight lineprogramme as the learner starts from his initialbehavior to the terminal behavior following astraight line.

The student proceeds from one frame to the nextuntil he completes the programme.


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The basic characteristics of linear programmingare as follows:Linear programmes are exposed to a small

amount of information & proceed from one frameor one item of information to the next in anorderly fashion.They respond overtly so their correct responses

can be rewarded & incorrect responses can becorrected.They are informed immediately about whether or

not their response is correct (feedback).They proceed at their own pace (self-pacing).


II. Branching or intrinsic style

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II. Branching or intrinsic styleprogramming

Norman Crowder, a contemporary of skinner, wasworking independently for the armed services onprogrammed instructions.

He felt a programme was a form of communicationbetween a programmer & a user.

Like any communication, the programme must bedirected to the individual.

In an intrinsic or branching programme, each framepresents more text than the average linear frame. Afterreading, the user responds to an adjunct question,usually in a multiple-option format.


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Principles of the branching programme

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Principles of the branching programme:

Principle of exposition: Here the whole concept is

presented to the student so that he can learn thecomplete information better which is provided in thehome page. It serve two purposes: teaching & diagnosis.

Principle of diagnosis: Here the weakness of the learneris identified after exposition & it is assessed whether thelearner could learn what the causes are, then it can bemodified.

Principles of remediation: If a learner chooses thewrong alternative, the learner has to move to a wrongpage where a remedial instruction is provided & thestudent is directed to return to the home page & he/sheis asked to choose the right answer.


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III. Computer-assisted instruction It consist of individual learning booths, each

with a console.

It has a television screen for displayinginformation. A complete package of information is stored in

the system & is presented sequentially.

The student may question the computer & feedthe answer into it. It helps determine subsequent activities in the

learning situations.


DEVELOPMENT OF A PROGRAMMED

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INSTRUCTION

Phases fordevelopment

of PIs

Preparatoryphase

Writingphase

Validationphase


I. Preparatory phase

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p y pIt involves the following steps:

Viewing 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.


II. Writing phase

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g pIt involves five steps:

Present the material in framesA frame is a small segment of information that calls

for particular student response.

The task of a programmer is to provide the stimulusnecessary to evoke student response.

The acquisition of these responses is a step towardsterminal behavior.

You should also note that each frame presents arelatively small segment of material.

The programmer should present only enoughmaterial to elicit a single response.


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Require active student response

An essential part of the frame is the response thestudent is asked to make.

The responses in programmed material shouldbe overt or covert.

Students who make overt responses should writedown their answers on sheets of paper.

Student who make covert response should

mentally compose the responses to each blank inthe frame before turning the page to the correctanswers.


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Provide answers for confirmation or correction of

student responsesProvide the correct response with which students

can compare their own responses is a standardcharacteristic of programmed instruction.

Students come to know their responses are corrector incorrect.

Use prompts to guide student response

Prompts are provided in the programme frame toguide the student to the correct response.

Prompts are supplementary stimuli.


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Provide careful sequencing of the frames:

The sequence or order the frame appear in dependson two factors:

The description & analysis of the behaviors the

programme intends to teach.The conditions necessary for the learning required

by the various tasks.


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III. Validation phaseIt involves:

Tryout & revision.

Individual tryout. Small group tryout.

Master validation.

Editing, reviewing, revising & modifying theprogramme for final preparation based on fruitsof tryout.


ADVANTAGES OF PROGRAMMED INSTRUCTION

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Programmed instruction are more successful in

critical sagacity (discernment) of the logic ofvarious subjects & inspiring students creativethinking & judgment.

Good teachers are freed from the humdrum of

routine classroom activity & they are in a positionto devote their time to more creative activities.

Some educationists fear that the programmedinstructions will deteriorate the quality of

instruction. The use of programmed instructions has brought a

revolution in the social setting of the classroom.


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Programmed 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 aninteresting game in which the learner ischallenged by his own capabilities.


DISADVANTAGES OF PROGRAMMED INSTRUCTION

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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 noveltywears & if, at the start, too many errors appear, the

students lose interest & motivation. Programmed instruction restrict the learners freedom of

choice resulting in cramping of his imagination &initiative.

Operant conditioning is found successful only with somestudents in some cases & not in all.

The teacher-pupil contact, which is so vital fordevelopment of human personality & relationship, iscompletely lost.


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COMPUTER-

ASSISTEDLEARNING


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INTRODUCTION The word computer is derived from the word

compute, which means to calculate justifying its

usefulness. A computer is an electronic machine, which

works under the control of a stored programme,automatically accepting processing of data to

producing designed results. Computer-assisted learning (CAL) is also known

as computer-assisted instruction (CAI).


DEFINITION

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DEFINITION

Computer-assisted instruction or learning refersto the introduction or remediation presented ona computer. Many educational computerprogrammes are available online from computerstores & textbook companies. They enhance theteachers instruction in several ways.

Computer-assisted learning or computer-

assisted instructions facilities access toinformation with infinite patience, accuracy &provide an opportunity to all learners. Itprovides complete individualizing instruction.


TYPES OF COMPUTER-ASSISTED LEARNING

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TYPES OF COMPUTER ASSISTED LEARNING

I. Logo: This system was developed by Feurzing & Papart.

Logo is a simple programming language, which canbe taught to children.

The programme provides instructions that can beused to produce pictures on an oscilloscope ormake a little mechanical robot.

The children who learn logo make up their ownprogrammes to draw flowers or faces or generatedesigns on the screen.


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II Sti l ti

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II. Stimulation:

This language enables students to mount anexperiment in a symbolic form.

III. Controlled learning:

Controlled learning involves the use ofinteresting adaptive strategies.

It includes both drill & practice.

Drill & practice programmes are supplementaryto the regular curriculum followed by theclassroom teacher.


COMPUTER ASSISTED WRITING

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COMPUTER-ASSISTED WRITING

INSTRUCTION A computer programme for writing helps

students with developing ideas, organizing,

outlining & brainstorming. A template provides the framework & reduces

the physical effort spent on writing so thatstudents can pay attention to organization &

content.


EXPERT NEEDED IN COMPUTER

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EXPERT NEEDED IN COMPUTER-

ASISTED LEARNING Computer engineer

Lesson writer

System operator


ROLE OF A TEACHER IN COMPUTER

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ROLE OF A TEACHER IN COMPUTER-

ASSISTED LEARNING The teacher will be liberated from his routine

duty.

The computer-assisted instruction can completethe language data accurately & rapidly.


DISADVANTAGES OF COMPUTER-ASSISTED

LEARNING

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LEARNING

Inadequate training of teachers & inadequacy ofinstructional material.

The computer fails to appreciate the studentsemotions. The warm emotional climate created by

the teacher in classroom interaction with thestudents is lacking in CAL.

CAL fails to develop essential features of languagecompetency.

CAL is a mechanical approach to education. The peripheral equipment puts constraints in the

ways a student can interact with the computer.


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APPLICATION

OF COMPUTERSIN NURSING


I. Education

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Knowledge of computers can be applied to prepare

slides in MS PowerPoint on the topics to be taught tostudents. Knowledge of 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. 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, monthly &

weekly.


III. HospitalC t k d f ti t h lth t t d i

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Computers keep records of patients 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 with

computer knowledge. Computer helps nurses manage routine documents in a

fraction of a time, which may otherwise take up a lot oftime manually.

It increase productivity of nurses. Other functions in hospital, i.e. automatic generation of

reminder letters, determination of milestones & so onare performed with the help of appropriate software.


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Features of HIMS

Data is retrievedquickly & easily.

Entry of data is easy. It has a high degree

of security of data. Data validation is

stringent.

Benefits of HIMS

Improvement in the doctorsproductivity.

Reduced patient waitingtime.

Eliminating wastage ofstationary.

Prompt medical attention. Accuracy & timeliness of

data. Eliminating any possibility of

mixing of blood samples.

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Benefits of HIMS

Authorization check & accuracy of billing.

Prompt issue of medication for patients.

Maintaining inventory of medication.

Safe recording of data & saving the time that hasto be spent in the medical record department.

Carrying legal value.

Prescribing diet from the ward through acomputer.

Giving secret code to prevent manipulation forsecurity 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 otherresearch that has been carried out.

Knowledge of computers helps nurses increase

their productivity & provide the best patientcentered care.


MICRO TEACHING

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MICRO-TEACHING


INTRODUCTION

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N O UC ON

The idea of micro-teaching originated for the firsttime at Stanford University, USA, when anexperimental project on the identification ofteaching 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 teachertraining programmes for developing teaching skills& competencies in teacher trainees.


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Micro-teaching is a teacher training that helpsthe 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 undercontrolled condition".

Allen and Eve (1968).


STEPS OF MICRO-TEACHING

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Plan

Teach

Feedback

Re-plan

Re-teach

Re-feedback


PHASES OF MICRO-TEACHING

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Knowledgeacquisition phase

Skill acquisitionphase

Transfer phase ofmicro-teaching


Knowledge acquisition phase

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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 & thecondition under which it proves useful in the

teaching-learning process. The teacher trainees analysis of the skill into

components leads to various types of behaviors to bepracticed.

The teacher trainee tries to gain the skill from thedemonstration given by the expert. He discuss &clarifies each & every aspect of the skill.


Skill acquisition phase

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On the basis of the demonstration presented by the

expert, the teacher trainee plans a micro-lesson forpracticing the demonstrated skill.

He practices the teaching skill through the micro-teaching cycle & continues his efforts till he attains themastery level.

The feedback component of micro-teaching contributessignificantly towards the mastery level acquisition of theskill.

On the basis of performance of teacher trainee inteaching, feedback is provided for the purpose of changein behavior of the teacher trainee in the desireddirection.

These skills are called core skillsbecause of theirextensive use in classroom teaching.


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Transfer phase of micro-teaching After attaining mastery & command over each of

the skills, the teacher trainee integrates all these

skills & transfers to actual classroom teachingduring this transfer phase.


BENEFITS OF MICRO-TEACHING

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Visual feedback (trough watching a recorded lesson) has

been found to provide one of the most effective meansof evaluating teaching strengths & identifying areas ofimprovement.

Micro-te

methods of teaching

Documents

com5252018 methods of

teaching methods dependsupon

teaching procedurecomprising

introduction good teaching

main objective of teaching

anautocratic style of

topic of lecture

definition of method