The document discusses various teaching methods including lectures, demonstrations, panel discussions, symposiums, role plays, and field work. It provides details on the purpose, procedures, advantages, and limitations of each method. Lectures are described as the oldest method but can induce passivity, while demonstrations show how to perform skills. Panel discussions and symposiums involve experts discussing a topic. Role plays allow acting out problems and field work provides first-hand learning experiences outside the classroom.

1. Dr Rajesh G Konnur
Professor
KHFH

2. Groups
 A gathering of people is a group.
- when its members are collectively conscious of
their existence as a group;
- when they believe it satisfies their needs;
- when they share aims, are interdependent, like to
join in group activities , and want to remain with
in group activities, and want to remain with the group.
- Though groups occur in many forms and sizes, there
seems to be a set of characteristics fairly common to them
all.

3. Characteristics of groups
• A definable membership.
• Group consciousness.
• A sense of shared purpose.
• Interdependence.
• Interaction.
• Ability to work as a single unit.
(John Adair 1989 ‘Effective team building’ London, Gower)

4. Roles
 Task – based roles.
 Personal attributes , styles & preferences.
• “A tendency to behave, contribute and interrelate with others in a
particular way”
(Belbin)
• Everybody has a preferred role.
• People are likely to take on more than one role.
• Group roles are not personality types; they are clusters of characteristics:
• Role orientation
-Action
- shaper, implementer, completer finisher
• People
• chair/co-ordinator, team worker, resource investigator
• Cerebral
- plant, monitor/evaluator, specialist
• General group roles
- Group building & maintenance
- Group task

5. Effective groups
 Contain a balanced range of members whose strengths
complement each other.
• Are not small or too large.
• Members take time to form a ‘group’.
• Members are clear about their own role and that of others.
• Members understand and abide by a set of mutually
agreed ground rules.
• Share out the tasks fairly.
• Are organized & self disciplined.
• Tackle problems within the group effectively.

6. Methods of Teaching
 Demonstration
 Panel discussion
 Symposium
 Seminar
 Lecture
 Role Play
 Field work
 Project work

7. lecture
 Lectures are the oldest method of learning in
medicine and allied subjects.
 Simple , economical , commonly used, one way
method.
 Chalk and talk.
 The main purposes of lectures are
- Coverage of a topic or theme,
-Understanding of processes and phenomena
- Motivation

8.  Coverage =>the most common,
the most common weakness
 Lectures can be boring and, worse, useless
- lectures can induce passivity =>as learning
is passive.
 Prevents thinking.

10. Demonstration
 Demonstration is method of presentation of skill which
shows how a particular procedure is performed.
Demonstration
Verbal + Live Display / Use of
apparatus
Explanation

11. TECHNIQUE OF DEMONSTRATION
 The demonstration involve three steps as
follows:-
- PLANNING
- PERFORMING
- EVALUATION

12. Advantages :
 1. The demonstration method follows a systematic
procedure.
 2. The use of expensive equipment and
machines will be maximized.
 3. Possible wastage of time, effort and
resources will be avoided since the demonstration
is supposed to be well- planned in advance.

13.  4. It will not result to trial and error learning
as what happens with unplanned learning
activities.
 5. The findings are reliable and accurate since the
procedure has been tried before.
 6. The value of confidence is developed
among the demonstrators for such hands-on
demonstration.
 7. Curiosity and keen observing ability are
instilled among the observers.

14. Disadvantages
Practice may be limited due to cost of
supplies & equipments.
• Increased faculty workload involved in
supervision of students practices time.
• Limited to small group.
• High instructor/student ratio require 10:1.

15. Panel Discussion
 INTRODUCTION
- The panel method, originated by professor Harry A.
Overstreet is a discussion in which a few persons (the
panel) who are qualified to talk about the topic carry
over a conversation and discuss the given problem in
front of an audience. The purpose of the panel is to
reproduce the features of a small group discussion for
the benefit of a larger group.

16. Definitions
• A panel of experts is set up to discuss a topic that
cannot be easily resolved by just one or two persons.
• It is a discussion in which few persons(the panel) carry
on conversation in front of the audience.

17. Procedure of Panel Discussion
 A panel discussion consists of four types of persons. It
means four roles are played .
- Instructor
- Moderator
- Panelists and
- Audience

18. Limitations
The followings are the limitations of panel discussion:
 There are chances to deviate from the theme at time of
discussion hence the purpose the panel discussion is
not achieved.
 Some members dominate the discussion and not
provide the opportunities to participate others in
discussion.
 If panelists belong to different groups, it may not
create appropriate learning situations.

19. Symposium
Definition:
 “Symposium consists of a set of program of prepared
speeches followed by audience discussion”.
 “Symposium is a technique in which two or more
person under the direction of a chairperson presents
several speeches, which give several aspect of one person”.

20. Characteristics
The symposium has the following main characteristics:-
 It provides the broad understandings of a topic or a
problem.
 The opportunity is provided to the listeners to take decision
about the Problem.
 It is used for higher classes to specific theme and problem.
 It develops the feeling of co-operation and adjustment. The
objectives as synthesis and evaluation are achieved by
employing the symposium.
 It provides the different views on the topic of the symposium.

21. Limitations :
 The chairman has no control over the speakers.
 There is a probability of repetition of the conduct.
 The different aspect of theme is presented simultaneously.
 The listeners remain passive in the symposium.
 The discussion and presentation of the theme is not
summarized at the end.
 This technique is employed to achieve the higher objectives
of
cognitive domain but affective are not empathized properly.

22. Disadvantages :
 Inadequate opportunity for all the students to
participate actively.
 The speeches are limited to 15-20 minutes.
 Limited audience participation.
 Question and answer limited to 3 or 4 minutes.
 Possibility of overlapping the subjects.

23. Role Play

24. Definitions :
 Role play is an educational method in which people
spontaneously act out problems of human relations
and analyze the enactment with the observers.
 Role playing is a discussion technique that makes
possible to get maximum participation of a group
through citing out an example of some problem or idea
under discussion.

25. Types :
1. SOCIO DRAMA.
2. PSYCHO DRAMA

26. Purposes:
 To present inter personal problems.
 To provide emotional and affective stimulus for solving
problems.
 To provide awareness about social & psychological issues.
 To develop a situation for analysis.
 To prevent alternative courses of action.
 To prepare for meeting future situations. To develop an
understanding of others points of view.
 To convey information to develop specific skills.

27. PRINCIPLES:
 Role play is based on the philosophy that meanings
are in people an not in words or symbols.
 If philosophy is accurate, one must in the first place
share the meanings, then clarify our understanding
of each other’s meanings & finally if necessary
change our meanings.
 Role play has to do with the self concept.
 The self concept is best changed through direct
involvement in a realistic & life related problem
situation rather than hearing about such situations
from others.

28.  Creating a teaching situations that lead to change of
self concept requires a distinct organization pattern.
 Role play should be flexible.
 A role play should be a stimulant to think & should
not be an escape from discipline or learning.
 There is no single best method of selecting the
characteristics ; the group may do the assigning.
 It requires rehearsal as an important feature to
produce effective outcome & for audience to help
interpret their roles.

29.  Role play should be done for a brief period so that
the attention of audience may be captured
effectively.
 Enough time should be allowed for discussion &
analysis of the situation.
 Role play evaluates the teacher & participants
through discussions or follow up as to specific
individual behaviour or sequence of group
actions.

30. Steps in role –Play:
 1. PLANNING PHASE.
 2. IMPLEMENTATION PHASE.
 3. EVALUATION PHASE

32. Disadvantages :
 Role playing is a means and not an end.
• It requires expert guidance and leadership.
• Participants may sometimes feel threatened.

33. Filed Work :
 The “field” : “ any arena or zone within a subject where
supervised learning can take place via first hand
experience , outside the constraints of the four- walls
classroom setting”. ( Maskall & Stokes 2009).
Examples:
- Site visits
- Exhibitions & conferences
- Museums & galleries
- Observational visits – e.g. visiting to Cancer Hospital.

34. Benefits of Field Work :
 Students can visit places they may not normally see.
 Real-world engagement rather than idealized textbook.
 Develops certain skills effectively:
 observation, analysis, enquiry, teamwork, leadership
responsibility.
 Facilitates more relaxed interaction between students &
staff; development of cohort.

35. Thanks a lot.