This document outlines various teaching strategies that can be used in education, including demonstration, seminar, simulation, and laboratory techniques. It provides definitions and objectives for each strategy. Demonstration involves exhibiting and explaining a procedure to illustrate it. A seminar creates guided group interactions on a topic. Simulation creates realistic situations to allow practice. Laboratory techniques provide hands-on experiences to translate theory to practice. The document discusses the purposes, advantages, disadvantages and proper techniques for each instructional strategy.

1. SEMINAR
ON
DEMONSTRATION, SEMINAR,
SIMULATION AND LABORATORY
TECHNIQUES AS INSTRUCTION
STRATEGIES.

2. CENTRAL OBJECTIVES
At the end of the class the students will be able to
acquire in depth knowledge regarding teaching
strategies such as laboratory method,
demonstration, seminars and simulation and help
the students to carry out teaching and facilitate
learning.

3. SPECIFIC OBJECTIVES
At the end of the class students will be able to:-
• Define teaching
• Illustrate different types of teaching strategies
• Define demonstration method
• Recognize the uses of demonstration method
• Describe the phases of demonstration
• Enlist the advantages of demonstration
• List down the disadvantages of demonstration.

4. • Define seminar
• Enlist the advantages of seminar
• List out disadvantages of seminar
• Define simulation
• Classify simulation
• Identify the purpose of simulation

5. • Enlist the advantages of demonstration
• List out disadvantages of demonstration
• Define laboratory techniques
• Explain about techniques of laboratory methods

7. Teaching
Teaching is defined as the stimulation,
guidance, direction and encouragement of
learning
- Burton

8. TEACHING STRATEGIES
• Lecture
• Discussion
• Demonstration
• Simulation
• Laboratory
• Seminar
• Panel
• Symposium
• Problem solving
• Problem based learning
• Workshop
• Project
• Role play
• Clinical teaching method
• Programmes instruction
• Self directed learning
(SDL)
• Micro teaching
• Computer assisted
instruction (CAI)
• Computer assisted
learning

9. DEMONSTRATION
Demonstration is a
method of teaching by
exhibition and
explanation combined
to illustrate a
procedure or
experiments.

10. Uses of Demonstration Method
1. To demonstrate experiments and the use of
experimental equipment.
2. To demonstrate procedures in the class room
and wards.
3. To teach a patient a procedure or treatment
which he must carry in the home.
4. To demonstrate various approaches in
establishing rapport with the patient.

11. Characteristics of good demonstration
1. The demonstrator should understand the entire
procedure.
2. All equipments should be assembled.
3. Advance knowledge.
4. Positive approach
5. Setting for the demonstration should be true.
6. Discussion period
7. Prompt practice

12. Phases of Demonstration
• Planning and Preparation phase
• Performance phase
• Evaluation phase

13. ADVANTAGES
• Development and refining of psychomotor skills.
• Use of multiple senses promote learning.
• The amount learnt and retained is high in demonstrations.
• Accompanying explanations helps the students to understand
and clarify the scientific principles.
• Good mean of developing observational skills.
• Return demonstration helps to evaluate the student.

14. Cont….
• Gratification gained through the application of
theory motivates the students.
• Demonstration helps to evaluate her
competency in handling this teaching method.
• Fosters critical thinking.

15. DISADVANTAGES
1. Individual differences in skill acquisition
abilities.
2. Mastering psychomotor skills is often stressful
for students
3. Requires adequate supervision
4. Increased faculty work
5. Limited practices due to high cost.

16. SEMINAR
A seminar is an instructional
technique involves in
generating a situation for a
group to have a guided
interactions among
themselves on different
aspects of a topic,
presented by one or more

17. Purposes
1. Increase understanding of ideas
2. Talk to one another
3. Be actively involved in learning
4. Speak more accurately
5. Question each others opinion
6. Listen better
7. Read more
8. Learn to justify opinion

18. PEOPLE WHO ARE
INCLUDED IN SEMINAR

19. Advantages
1. High cognitive abilities will develop
2. Tolerance to others view, cooperation,
openness of ideas develop
3. Development of better learning habits
4. It makes the instruction learner centred

20. Disadvantages
1. Some topics cannot be discussed
2. It cannot be used in all levels of education
3. Discussion confines to few persons only
4. During group discussion, each groups try to
win over other thus purpose of seminar is not
served.

21. SIMULATION
Acc to r Wynn (1964) -:
Simulation is an accurate
representation of realistic situation.
Simulation creates an environment
resembling real life situation helps
the students to practice and gain
experience as in a real situation
and can practice confidently when
exposed to real life situation.

22. TYPES
a. Simulation exercise
b. Simulation game
c. Role playing

23. PURPOSES
• Practice Decision making and problem solving
skills and develop human interaction abilities.
• Students achieve cognitive, affective and
psychomotor outcomes.
• A chance to apply principles and theories
learned by the students
• Knowledge gain through simulation can be
easily transferred to real patient care settings.

24. VALUE OF SIMULATION
1. Simulation ensures the safe
nursing practice
2. It is an effective technique to
learn psychomotor skills.
3. It help the student to develop
critical thinking abilities and
problem solving skills.

25. 4. It helps to provide feedback.
5. Role play helps the students to empathise with
the real life situation.
6. Teacher can easily inculcate proper attitudes
among nursing students.

26. ROLE OF THE TEACHER
1. Planning :- Ensure usefulness of
simulation
2. Facilitator :- Observe the behaviour of
student
3. Debriefing :- self analysis of student and
their opinion

27. ADVANTAGES
1. Build confidence in student – teacher.
2. Bridges gulf between the theory and
practice.
3. Learner learns directly from the
experiences.
4. Promotes high level of critical thinking.

28. Conti….
5. Develops decision making process.
6. Enable the individuals to empathize with
the real life situation.
7. Motivates students.
8. provides feedback to the learners.

29. DISADVANTAGES
• Simulation is expensive in terms of time, money
and energy.
• Emotion laden simulations may cause mental
trauma to the participating students.
• Students may undervalue the complexities
waiting for them in the real world.
• Simulation may fail to attain objectives if the
group dynamic is not good.

30. LABORATORY TECHNIQUES
According to Webster
Laboratory is the workroom of the chemist, a
place devoted to the experimental study of
natural sciences, to testing, analysing and
preparing various chemical materials.

31. PURPOSES
1. It provide first hand experience.
2. It provide experience with actual situation.
3. To make students skilful in manipulating,
practicing lab techniques.
4. Helps students to acquire scientific attitudes and
scientific approaches in problem solving.

32. VALUES
• For the student
1.To experience a learning situation at first
hand
2.To use problem solving approach
3.To translate theory into practice
4.To develop, to test and apply principles
and to learn methods of procedure.

33. • For the teacher
1. To observe, assess, correct her mistakes
and to guide in to the direction.
2. A little encouragement or special help at
the right moment may enkindle the interest
and provide the basis for independent
accomplishment in the future.

34. TECHNIQUES OF THE
LABORATORY METHODS
Steps:-
1. The Introductory Phase
2. Work Period
3. Culminating Activities

35. THE LABORATORY METHOD IN
NURSING EDUCATION
1. In the class room, in courses that employ problem
solving activities, in which students gather first hand.
2. In a laboratory, e.g. Nutrition or Nursing arts.
3. In the clinical setting, e.g. Hospital and Community
health agencies.
4.Nursing skills can be learned only through first hand
experience in the clinical laboratory under careful
supervision.

36. CONCLUSION