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Seminar
 

Seminar

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    Seminar Seminar Presentation Transcript

    •  DEFINITION- The method of teaching is in which approaches must likely to the method of investigation.”Burke “A devices implies the external mode or form, which teaching may take time to time.”-Burton
    • Do work with maximum efficiencyEagerness toinspectorate Develop love for work Expand student interest Make capable for clear thinking Apply practical Adapt 3 A – Age knowledge ability and aptitude
    • Objectives and Content of course Capacity of Accord sound students psychological principlesTeacher Should usepersonality and creativityassets
    • ImpartInculcates values knowledgeattitude and habitsfor work Train the teacher Clear in speech and writing Create genuine attachment to work Principle of verbalism and To learn memorization Provide benefit in actively and all categories apply practically
    • GROUP METHODS DISCOVERY METHODS INSPIRATIONAL METHODS EXPOSITORY METHODS NATURAL LEARNING METHOD INDIVIDUALIZED METHODSENCOUNTER METHODS
    •  LECTURE METHOD SEMINAR METHOD PROJECT METHOD WORKSHOP METHOD SELF DIRECTED METHOD STIMULATION METHOD LABORATORY METHOD SYMPOSIUM METHOD CLINICAL TEACHING METHOD PANNEL DISCUSSION METHOD DEMONSTRATION METHOD PROBLEM SOLVING METHOD GROUP DISCUSSION METHOD ROLE PLAY [SOCIODRAMA] MICRO TEACHING METHOD COMPUTER ASSISTED INSTRUCTION [CAI] PROGRAMMED INSTRUCTION METHOD
    •  Lecture method is talk giving specified information to the class or long serious speech- oxford dictionary The lecture is an excellent method for presenting information to a large number of persons in a short period of time.- A Adivi Reddy The lecture is essentially a formal exposition, which makes only incidental use of narrative description in setting forth the basic and all inclusive structure of an entire topic.
    • Student will able to generalize Create interest and able and conclusion enthusiasm Stimulates the process of thinkingAnalysis by usingscientific principle Organize the content Develop teachingImprove the skillsknowledge ofteacher Draw attention of students Reflect understanding Material will through suitable be long time examples
    •  PRINCIPLES OF AIM PRINCIPLES OF ACTIVITY PRINCIPLES OF CORELATION PRINCIPLES OF LOOKING AHEAD PRINCIPLES OF EFFECTIVE PREPARATION
    • Sometimeabsorb organizedinformation preparationwithout thinking Conserves Cover thoroughly time the subject content Results are easy Adaptable to large to cheek group
    • It useful to relate past Provide new present and future information contentDevelop professionalrelationship Present largebetween teacher fact in shortand students time Integrate different ideas and concept Advanced in orderly system the students
    •  QUESTION LEARNER PREPARATION NOTE TAKING STRUCTURE TECHNOLOGY AND VISUAL AIDS PREPARATION OF THE GROUP
    • ADVANTAGE DISADVANTAGE1)Apparent saving of time and It is the wastage of time toresources repeat the material present in books.2) Presence of teacher. Keep the student in passive situation.3) Covers a large group of Don’t facilitate how to solvestudents. the problem.4) Give a feeling of security. Low receptivity.5) It has more weight than Hard to check teachingmute appeal. learning process.
    • Allow for note Teacher not only Illustrate taking to talk but work and interject with studentsquestions to clarify the doubts Teacher establish the Provide contact very soon clarification of with students so she thoughts and deliver the content assimilation of according to student ideas capacity Teacher will compensate Important points for the are clear first restrictions of before moving to student verbal next expressions
    • rapport Lecture outline andstudents note voiceeye contact gestures
    • It is not readily Time analyzed and consumesummarized by studentsPoorly adapted tothe perceptiveability of students Little student activity Is likely to become a Require special sustained dictation skill exercise
    •  People have now days . . . got a strange opinion that everything should be taught by lecturesNow, I cannot see that lectures can do so much good as reading the books from which the lectures are taken. . . . Lectures were once useful, but now, when all can read, and books are so numerous, lectures are unnecessary (Boswells Life of Samuel Johnson, LL.D., pp. 144, 471). More Samuel Johnson (1709-1784) Further two of the studies reviewed conclude that the process of trying to to take notes from a lecture, although useful for aiding recall later on and in raising test scores, can interfere with immediate retention of information communicated in a lecture (Davis and Alexander 1977a) Since the medieval universities of Paris and Bologna (Haskins 1957), the lecture has shown remarkable durability in the face of technological advances and the often sharp attacks of its critics, themselves dating back almost as far (McLeish 1968). A report by the Association of American Medical Colleges points out that 37 percent of North American medical schools scheduled over 1,000 hours of lectures for the first two-year, preclinical medicine curriculum, With "abundant evidence [indicating] that the educational yield from lectures is generally low" (p. 12), the report recommends reducing scheduled lectures by one-third to one-half and allowing students unscheduled time for more productive learning activitie
    •  Neeraja KP “Textbook Of Nursing Education”[2009] 1 STEedition Pp-255-258 Published by Jaypee Brothers. Sharma Kumar Dinesh “Communication and Educational Technology”[2008] 1st edition Pp-183 -192 Published by Lotus Publisher Clement I “ General Textbook Of Nursing And Midwifery”[2010] 1STEdition Pp-29 to 32 Published by Jaypee brothers. Chanda Eshita “Introduction To Nursing Education”[2011] 1st edition Pp-74 to 77 Published by PV brother. http://www.hi.is/~joner/eaps/wh_lecte.htm
    • Thank u