GENERAL OBJECTIVE: At the end of class, the students will acquire the knowledge regarding the METHODS OF TEACHING and apply this knowledge in their practical skill training for the effective teaching and learning. SPECIFIC OBJECTIVES: At the end of the class the students will be able to : 1. define methods of teaching 2. list down the teaching methods 3. discuss about Lecture, demonstration, group discussion, seminar 4. deliberate symposium, panel discussion 5. enumerate the, role play, project, field trip 6. explain the workshop, exhibition, programmed instruction 7. elaborate about computer assisted learning 8. detail about micro teaching, problem based learning, Self instructional module and simulation etc. INTRODUCTION  Good teaching is the main criterion of an effective teacher. Every individual is unique and so different teachers adopt different methods and strategies of teaching.The main objective of teaching is to be bring about desired changes in the attitude and behaviour of the learner.  The selection of the teaching methods depends upon the  Nature of a task  Learning objectives  Learner abilities  Student entering behaviour. DEFINITION OF TEACHING MEHOD: • Teaching method is the stimulation,guidance,direction and encouragement of learning. -Burton • The way or style of the presentation of content in a classroom is called teaching method.M.Varma has presented a broad meaning of the term teaching method. • According to him ,content matter is important for determining the teaching method. TEACHING METHODS ARE CLASSIFIED 3 DOMAINS • Telling methods(lecture,questioning,discussion) • Showing methods(demonstration,excursion • Doing method(project,role play,practical TEACHING METHODS: • Lecture, demonstration, group discussion, seminar symposium, panel discussion, role play, project, field trip, workshop, exhibition, programmed instruction, computer assisted learning, micro teaching problem based learning, Self instructional module and simulation etc. • Clinical teaching methods: case method, nursing round & reports, bedside clinic, conference (individual & group) process recording LECTURE METHOD DEMOSTRATION GROUP DISCUSSION DEFINITION • Group discussion can be defined as three or more participants who have an agreed topic to discuss & share their views in all the aspects & submit/present their views in the form of report to bigger gathering. DEFINITION “Demonstration is method of teaching by exhibition and explanation combined to illustrate a procedure experiments”. -According to Gullibert “Demonstration is a method of teaching by exhibition and explanation or experiments”. DEFINE LECTURE METHOD.. Lecture method is the teaching procedure comprising the presentation of content, clarification of doubts & explanation of facts, principles & relationships.

2. COMMUNICATION AND EDUCATIONAL
TECHNOLOGY
UNIT –VI
METHODS OF TEACHING
PRESENTED BY,
MISS.C.KEERTHANA M.SC (N).,
NURSING TUTOR
SRMTCON,TRICHY

3. GENERAL OBJECTIVE
• Demonstrate teaching skill using various teaching. methods
in clinical, classroom and community settings.
• Discuss about the Lecture, demonstration, group discussion,
seminar teaching method

4. INTRODUCTION
Good teaching is the main criterion of an effective teacher.
Every individual is unique and so different teachers adopt
different methods and strategies of teaching.The main
objective of teaching is to be bring about desired changes in
the attitude and behaviour of the learner.
The selection of the teaching methods depends upon the
Nature of a task
Learning objectives
Learner abilities
Student entering behaviour.

5. DEFINITION OF METHOD OF TEACHING
• Teaching method is the stimulation,guidance,direction and
encouragement of learning.
-Burton
• The way or style of the presentation of content in a classroom
is called teaching method.M.Varma has presented a broad
meaning of the term teaching method.
• According to him ,content matter is important for determining
the teaching method.

6. Teaching methods are classified 3 domains
TELLING
METHODS(LECTURE,QUESTIONING,DISCUSSION)
SHOWING
METHODS(DEMONSTRATION,EXCURSION)
DOING METHOD(PROJECT,ROLE PLAY,PRACTICAL)

8. • Lecture, demonstration, group discussion, seminar
symposium, panel discussion, role play, project, field trip,
workshop, exhibition, programmed instruction, computer
assisted learning, micro teaching problem based learning,
Self instructional module and simulation etc.
• Clinical teaching methods: case method, nursing round &
reports, bedside clinic, conference (individual & group)
process recording

9. LECTURE METHOD

10. DEFINITION
• Lecture method is the teaching procedure comprising the
presentation of content, clarification of doubts & explanation of
facts, principles & relationships.
• The lecture method is the oldest method of teaching based on the
philosophy of 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 abilities, interests & personality.

12. PURPOSE
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

13. DOMAINS OF LECTURE METHOD
OBJECTIVE-To achieve cognitive and affective objectives
Activities-knowledge and telling
Nature of content
It include facts,rules,principles,theories,problem solving and creativity.

14. FACTORS CONSIDER WHILE PLANNING
THE LECTURE METHOD
• Related to student (Learner’s )
Interest
and
attitude
Cognitive
level
Capability
and ability
Previous
knowledge
Eg.ANM,DNM
Type of
programme
s

15. Teacher’s related,
Knowledge and mastery over
the subject matter
Teaching tactiles include voice ,gestures,eye
conduct and manners
Teacher learner
relationship
Preparation of lecture
before presentation
Purpose or reason to be
taught

16. ENVIRONMENT
Time of the day
Duration and length
Use of av aids
Good light facility

17. COMPONENTS TO THE LECTURE METHOD
I.
Introduction to
the lecture
II. The
body of
the lecture
III.
conclusion

18. Introduction tothe lecture
• 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.

19. Cont…
• 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 student’s 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.

20. 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.

21. Conclusion
• Conclusion helps the teacher summarize & re- emphasize 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.

26. DEMONSTRATION

27. 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 & 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.
• Demonstration can be define as visualized explanation of
facts, concepts & procedures. It trains, explains the
students in the art of careful observation

28. PURPOSE
• 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.

29. 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 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 health care measures to
patients & family.

30. CHARACTERISTICS
The demonstrator
should understand
the entire procedure
before attempting to
perform.
All equipment
needed 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.

31. COMPONENTS/STEPS TO
DEMONSTRATING

32. BEFORE DEMONSTRATION
Formulate
behavioural
objectives.
Assess entry
behavior of
learners &
determine
prerequisites
Formulate the
lesson plan for
demonstration
Perform skill
analysis &
determine the
sequence.

33. DURING DEMONSTRATION
State the
objectives to
the learner.
Motivate learners
by explaining why
the skill is
required.
Demonstrate the 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

34. AFTER DEMONSTRATION
Provide immediate supervised
practice with adequate time
allowance.
Make the environment
psychologically safe by providing
a friendly atmosphere &
constructive criticism.
Discuss the point for
improvement & provide
constructive criticism & feedback.

35. ADVANTAGES OF DEMONSTRATION
• It provides an opportunity for observational 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.

36. • Questioning forms an important part of demonstration to get feedback from
students about their understanding.
• Important 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 force for students.
• Student’s interest is maintained throughout

37. 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 to
acquire competence.

39. DEFINITION
• Group discussion can be defined as three or more participants
who have an agreed topic to discuss & share their views in
all the aspects & submit/present their views in the form of
report to bigger gathering

40. 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-solving
activity, which seeks a consensus regarding the solution of
a problem.

41. PURPOSES OF GROUP DISCUSSION
• It provides an opportunity for sharing information among the
members of a group.
• Members get an opportunity to attend group 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 may be learned in a short time, when
a number of people in a group share their own experience &
knowledge with others.

42. GUIDELINES TO CONDUCTAGROUP
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 during group discussion.
• The teacher open the discussion session with a brief introduction
of the topic with specific objectives.

43. • 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.

44. ADVANTAGES OF GROUP DISCUSSION
• Each group member actively participates in achieving the
educational objectives.
• It boots the self-esteem & morale of students when their viewpoints
are accepted & given due regard.
• It helps the students develop a problem-solving approach while
working in a group.
• It also offers group members an opportunity to express their
viewpoints & ideas in full freedom.
• Individuals in a group develop social skills & feelings of team
activity.

45. DISADVANTAGES OF GROUP
DISCUSSION
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 by each
member to have a
fruitful discussion.
Equal participation of
group members may
not be possible in a
group discussion.

46. SEMINAR

47. 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 & reasoning.
• It can be a 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 group of
students & a teacher who is an expert in the field of study.

48. DEFINITION
• Seminar is one of the techniques of discussion for small groups, a
small group is one in which face to face 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 each seminar, & these speakers
are usually experts in their own field or topics
• The word seminar is derived from Latin word SEMINARIUM
Meaning “SEED PLOT”

50. • Teacher is the leader
• The group generally consists of 10-15 participants
• An ideal seminar last for 1-2 hrs
• 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.
CHARACTERISTICS

51. • 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 encouraging timid
participants.
• A student secretary may record the problems that came up
& the solutions given to them.

52. TYPES OF SEMINAR

59. ORGANZINGASEMINAR
• 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 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.

60. • The basic guidelines for organizing seminar:
• Set time 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 or by tape recording.
• Plan for teacher & student self-evaluation of the progress
made towards the immediate objectives.

62. 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 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.

63. ADVANTAGES
• 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.

64. Cont…
• By participation in the solution of problem, the students becomes
more articulate & develop a more critical point of view & a more
organized, scientific approach towards the issue.
• A seminar helps in self-learning & promotes independent
thinking.
• Ability to see & solve our own problems in increased because
personal difficulties can be compared with those of the group.
• Skillfully directed, the seminar promotes group spirit &
cooperativeness.

65. DISADVANTAGES
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.