Communication and Educational Technology - Methods of Teaching - Microteaching, Computer Assisted Learning, Programmed Instructions,Problem Solving, Self Directed Learning

1. METHODS OF TEACHING
(Computer Assisted Learning, Programmed Instruction, Micro Teaching,
Problem Solving, Self Directed Learning)
Mrs. Suja Santosh, Professor, RVS College of Nursing, Sulur, Coimbatore

2. Computer –assisted learning is also known as
computer assisted instruction (CAI)

4. The use of computers
to present drills,
practice exercises and
tutorials to the
students and engages
the student with active
learning

5. CAI uses
• computer programmes that are interactive and
teaches a topic using animation, sound and
demonstration
• Allows students to work at their own pace, in
groups or independently
• Offers a different type of activity & change of pace
from traditional teacher- learner group instruction

6. • LOGO
• SIMULATION
• CONTROLLED LEARNING

7. • Logo is the simple
programming language,
which can be taught to
children.
• children who learn
logo can make their
own programmes to
draw flowers, faces or
designs on the screen

8. • This language enables students to mount an
experiment in a symbolic form

9. • Use of interesting adaptive strategies
• Includes both drill & practice

10. • Word prediction : programme that identify
words students use repeatedly
• Speech to text
• Text to speech
• Spellchecker

11. – Computer engineer
– Lesson writer (Teacher)
– System operator

12. • Design & implement the CAL activity
• Guide the student how to use
• Teach students the multimedia language
• Liberated from his routine duty

13. • Providing background
knowledge
• Remediation
• Foundation mastery
• Review and
reinforcement
• Assessment for
improving teaching

20. CHARACTERISTICS LINEAR
PROGRAMMING
• Programmed Instruction is individualized
• Teaching material is carefully ordered simple
to complex
• Participants or students actively involved in
each step of evaluation
• Self directed learning method.

21. PURPOSES OF PROGRAMMED
INSTRUCTIONS
• To manage human learning under controlled
conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response

22. • Small steps.
• Active participation and responding
• Reinforcement
• Self –pacing
• Self evaluation
• Immediate feed –back

25. Straight line-single track
Every learner follow the same path
A linear programme is called "straight line
programme".

26. • The learner starts from initial behaviour to the
terminal behaviour following a straight line.
• The student proceeds from one frame to the
next until he completes the program.

27. • Principle of small steps
• Principle of active responding
• Principle of self pacing
• Student testing/evaluation

28. • His model focuses problem solving from
COMMUNICATION POINT OF VIEW.

29. • PRINCIPLE OF EXPOSITION.
• PRINCIPLE OF DIAGNOSIS.
• PRINCIPLE OF REMEDIATION.

30. • The whole concept is presented to the
students so that he can learn the complete
information better which is provided in the
home page.
• It serves two purposes : TEACHING &
DIAGNOSIS.

31. • Here the weakness of the learner is identified
after exposition and it is assessed whether the
learner could learn what the causes are.
• And then it is modified

32. • If a learner chooses the
wrong alternative, the
learner has to move to a
wrong page where a
remedial instruction is
provided.
• And the student is directed
to return to the home page
and he / she is asked to
choose the right answer.

33. • Home page
– Teaching
– Response
– Diagnosis
– Reinforcement
•Wrong page
– Repeating student response
– Negative confirmation
– Reason to why he/she is wrong
– Further explanation in a single language
– Direction as to where leaner should go next

34. • Backward branching
• Forward branching

35. • The main emphasis is on individual differences
and student’s involvement.
• Students may learn at their own pace.
• Students are exposed only to correct
responses, therefore, possibility to commit
errors is reduced.
• Reinforcement and feedback helps students
to develop mastery over the content.

36. • It is difficult to develop an instructional
programme.
• There is no chance for student’s creativity.
• Development of programme is not
economical.
• In the absence of teacher, students may spoil
discipline of the class.
• It cannot be applied at primary level of
education

38. • Bush (1960) Defines Microteaching as a
teacher education technique which allows
teacher to apply well defined teaching skills to
a carefully prepared lesson in a planned series
of 5-10 minutes encounter with a small group
of a real classroom students offer with an
opportunity to observe the performance on
videotape

40. • It is a scale down teaching where the
class size is 6-10 students
class time is 5-10 minutes
teaching skill is one at a time
topic size is reduced
• Provides feedback to student teacher
immediately
• Highly individualized teacher training device

41. Skills Develop through Micro teaching
• Stimulus variation
• Non-verbal cues
• Fluency in questioning
• Higher order questions
• Recognizing behavior
• Explanation
• Completing the communication
• Set induction
• Reinforcing learning
• Probing questions
• Divert questions
• Use of examples

42. Skills Develop through Micro teaching
• Planned repetition
• Closure
• Writing instructional
• Objectives
• Introducing a lesson
• Increasing participation
• Using chalk board
• Response management

43. Steps of Micro teaching

44. Procedure of Microteaching
• Orientation
• Discussion of teaching skills
• Presentation of modal lesson
• Preperation of micro-lesson plan
• Micro teaching setting
a) Group of students :5-10
b) Teach – 5 minutes
feedback – 5 minutes
replan – 10 minutes
reteach 5 minutes
refeed back - 5 minutes

46. Procedure of microteaching
c)Supervisors – 1-2
d)Audio – video recording
• Simulated condition
• Practice of teaching skills
• Observation of teaching skills
• feedback

48. • Helps student – teacher, how to place a lesson in an
efficient manner
• Developing self confidence
• Give knowledge of practice & teaching skill
• Effective feedback device for the modification of
teacher behaviour .
• Develop specific teaching skills by experience
• Training of teacher in individualized
• Done either in classroom/ simulated condition
• Simple procedure
• Non-threatening
• convenient to the beginners because of limited
group(5-10)

49. • Time consuming training technique
• Recording audio/ video tape may be costly
• Restrict to classroom technique only
• Take place in simulated condition .(Actual
classroom situation is different from
simulated condition)

53. • The problem solving is process of overcoming
difficulties that appears to interfere with the
attainment of goal

54. • To train student in the act of reasoning
• To give practical knowledge
• To discover new knowledge
• To solve puzzling problem
• To improve student knowledge
• To overcome the obstacles in attaining
objectives
• To help students progress

55. • Meaningful problem
• Interesting Problem
• Worthy problem
• Have correlation with life
• Problem arise as real students need
• Students should possess background knowledge
on problem
• Under teachers guidance student find solution
for problem

56. • Recognizing the problem
• Defining the problem
• Collecting relevant data & information
• Organizing conclusion
• Drawing & testing conclusion

57. • Inductive method
• Deductive method
• Combination of
inductive &
deductive method

58. • To get students to define problem
clearly
• To aid them to keep problem in mind
• To get them to make suggestions by
encouraging them
• To give time to evaluate their
suggestion
• To give them time to organise
material
• To set up an atmosphere of freedom

59. • Improves Problem solving ability
• Student centred method
• Activity of collaboration
• Develop Multiple intelligence
• Opportunity to extend time frame
• Deeper understanding of knowledge
• Good study habit

60. • Participation in social activities
• Self dependent
• Teacher should know student in detail
• Discipline
• Interesting
• Critical judgement
• Curiosity
• Learn to act in new situation

61. • Only mental activity
• Lack of suitable references
• Time consuming
• Difficult to cover the prescribed syllabus
• Need very capable teachers to provide
effective guidance

63. DEFINITION:
Self Directed Learning is any increase in Knowledge,
skill, accomplishment, or personal development that
an individual selects and brings about by his or her
own efforts using any method in any circumstances at
any time.
GIBBONS (2002)

65. PRINCIPLES OF SELF DIRECTED LEARNING
• SDL should be congruent with lifelong, natural and individual
learning drives
• It should be adapted to the maturation, transformations and
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 and action as well as intellects
•The SDL activities should be conducted in settings suited to
their development

66. Role of teacher in SDL
• Motivator
• Give direction to learn
• Clarifies doubt
• Just methods for references
• To help learners locate resources
• To encourage critical thinking skills

67. Process of Self Directed Learning

68. Advantages
• Stimulates active learning
• Provides opportunity to review & reflect on
information
• Mastery of materials accomplished in a time frame
• Develop sense of responsibility
• Leadership
• Independent in learning
• Self disciplined
• Goal oriented
• Self confidence

69. Disadvantages
• Time consuming
• Expensive
• Requires high level motivation
• Induce boredom while overuse the method
• Easily distracted