Methods of teaching

PRESENYED BY -------
DEBJANI DASGUPTA
SUSMITA GUPTA
4TH YR B.SC
NURSING STUDENT

INTRODUCTION
Students have different ways of absorbing
information & demonstrating their knowledge.
so teachers often use techniques which cater
to multiple learning styles to help students
from retain information & strengthen
understanding . so the methods accepted by
the teachers must link the teacher & her
pupils into an organic relationship with
constant mutual interaction.

The method of teaching is which approaches
most likely to the method of investigation.
---BURKE
A device implies the external mode or form in
which teaching may take from time to time .
Teaching methods is the stimulation
,guidance ,direction, & encouragement for learning.
----- BURTON

MEANING
The procedural dimension like sustentative ,
environmental , & human relations are interrelated.
In the educative process it refers to the methods &
techniques , which may be used by the teacher or
learner to achieve the desired educational
objectives.

OBJECTIVES
 Aim at developing love for work.
 Inculcates the desire to do work with maximum
efficiency which one is capable of.
 Develops the capacity for clear thinking.
 Provides adequate opportunities for participation.
 Expands students interest.
 Provides opportunities to pupil to apply practically
the knowledge & skill acquired by them.
 Adaption of 3 As ---age , ability ,& aptitude.
 General support of the profession.
 Teamwork & sense of security.
 Mastery of the subject matter.
 Provision for a good library & teaching learning
material.
 Cooperation of the parents.
 Role of the teachers training institutes.

PRINCIPLES FOR SELECTION
 Methods should be suited to objectives & the
content of the course.
 Should be adopted to the capacity of the
student.
 Should be in accord with sound
psychological principles.
 Should suit the teacher personally & capitalize
on her special assets.
 Methods can be used creatively.

1. Inspirational: based on
high activity of
teachers.
2. Expository : cognitive
emphasis is high,
student activity &
emphasis on
experience is low.
3. Natural-learning : learning
takes place in
natural way.
1. Simulation, micro
teaching
2. Lecture method
3. Field trip
METHODS EXAMPLES

CONTD….
4. Individualized : emphasis
on each learner to
learn at his own
place.
5. Encounter : providing
experience through
confrontation.
6. Discovery: high on all
dimensions.
7. Group
4. Programmed
instruction, self study ,
case method,
computer oriented
instruction.
5. Role play, simulation
6. Problem solving
techniques.
7. Project , socialised
classroom method.
METHODS EXAMPLES

TECHNIQUE OF LECTURE
METHOD
 Rapport
 Voice
 Gesture
 Eye contact
 Lecture outline and students notes
 Enthusiasm
 examples

GUIDELINES FOR GOOD
DEMONSTRATION
 It should be planned
 Equipment should be visible to the whole class
 All equipment should be placed in order before
starting the demonstration
 Purpose of demonstration should be defined
before the procedure
 Demonstration should be quick and slick
 Demonstration should be interesting
 Students should be actively participate in the
demonstration method

STEPS OF LECTURE-CUM-DEMONSTRATION
METHOD
 Planning and preparation
 Introduction of the lesson
 Presentation
 Performance of procedure
 Blackboard summery
 supervision

PRINCIPLES OF DISCUSSION METHOD
 There should be a leader
 there should be participants
 Every person should feel free to
participate
 Discussion should keep to the point
 The discussion should be closed with a
report,decision,recommendation or
summing up of the matters discussed.
 All group members should come to the
discussion with a basic knowledge of the
topic.

TYPES OF DISCUSSION
 1.CLOSED GROUP DISCUSSION
 Study group
 Work shop
 Staff meating
 Briefing sessions
 Round table

CONT….
2.DECISION MAKING
 Public discussion or discussion techniques for
large groups
 Pannel discussion
 Symposium
 Discussion techniques for small group
 Individual conference
 Seminar
 Role play
 Case analysis
 Group discussion

MAIN APPROACHES OF SEMINER
METHOD
 To give students the opportunity to participate.
 The teacher should help the students to select,
formulate and organize the most significant
student problems.
 The participants talk to one another,not just the
teacher alone
 Group should be 10-15 students,duration is 1-2
hours
 The leader does not offer his/her own opinions.
 The group should be heterogeneous.
 Evaluation of seminer done by participants.

TECHNIQUES OF SYMPOSIUM
METHOD
 All members should know the objectives of symposium.
 Chairman should ensure that the members have clear
guidelines to follow in preparing their papers.
 The group may meet together before hand and discuss how
each will present his/her particular topic.
 The chairman opens the symposium and introduce the topic.
 Speakers invite questions from the floor and directs the
discussion.
 All speakers should have an equal opportunity for
participation before summing up or closing the session.

TECHNIQUES OF PANEL
DISCUSIONS
 The panel consists of 4-8 members seated in a semicircle
facing the audience.
 The members should be quick thinker,facile talkers,and
represents different poins of view
.
 The members should be prepared by knowing the limits
of the topic to be discussed
 The chairman should be selected carefully
 Chairman must keep the discussion to the subject.
 All members have an equal opportunity to express their
views.

CONT…
 The chairman begins the pannel
discussion.
 A general summary before discussion is
opened to the audience.
o Audiece have an opportunity to ask
questions,evaluate replies and make
constructive contributions.

ESSENTIALS OF A GOOD GROUP
DISCUSSION
 Clear formulation of realistic goals.
 A permissive atmosphere conductive to full participation.
 Work on specific problems rather than broad general
problem area.
 Participation by each group members.
 All participants accept responsibility for the smooth conduct
of the group activities.
 The participants have same educational standard.
 The candidates must be flexible and open to change.

TYPES OF CONFERENCE
 Individual conference
 Group conference

GROUP CONFERENCE
 SUBJECT SUITABLE FOR GROUP
CONFERENCE
 Individualized nursing care.
 Gaps in nursing care.
 An unusual drug or a treatment method.
 New hospital or ward routines.
 Change in nursing procedures.
 TIME FOR GROUP CONFERENCE

CONT..
 PLACE FOR GROUP CONFERENCE
 Seating arrangements are essential.
 Patient signals must register in the conference
room
 The place for conference should be one where
interruption will be minimal.
 The patients must not be able to hear any part
of the discussion.

FEATURES OF WORKSHOP
 Complete active involvement by each
participants.
 The size of the group being small enough to
encourage full participation by each members.
 Time is limited.
 Strong group cohesiveness.
 One of the commonest methods in the
workshop is group discussion.
 Objectives must be clearly defined before
starting the workshop.

CHARACTARISTICS OF PROBLEM-
BASED LEARNING
 Learning is student centered.
 Student work in small collaborative group.
 Teacher takes part as a guide of learning.
 New information is acquired through self-
directed learning.
 Learning is driven by challenging open-ended
problems.

ROLE OF TEACHER IN PBL
 Teacher listens actively.
 Teacher ensures equal participation of all
students.
 Teacher remains as guide to resources.
 Teacher will NOT teach,act as an expert.

TYPES OF ROLE PLAYING
 SOCIODRAMA
 PSYCHODRAMA

GUIDELINES FOR AN EFFECTIVE ROLE
PLAY
 Faculty should plan meticulously for the role
play.
 Good scenario can be created by incorporating
situations.
 Three stages of role play are:
 1.Briefing
 2.Running
 3.Debriefing
 This method works best with small group of
students.
 Students should be encouraged to respond
naturally to the roleplay.

SELF – INSTRUCTING ACTIVITIES

EACH SIM NEDDS TO CONTAIN THE
FOLLOWING ELEMENTS
 An introduction and statement of purpose.
 A list of pre-requisite skills.
 An identification of resources and learning
activities.
 Periodic self-assessment which provide feed
back to learner.
 A post test to evaluate the learners level of
mastery in achieving the objectives.

SIMULATION TECHNIQUES
 The participants is introduced into the situation.
 The participants is provided with information and
opportunities to solve the problem.
 The participants is also given the opportunity of
observing the results of his activities.
 After presentation of problem the participants
respond to an incident response sheet.
 Small group discussion follow which consider the
analysis and action taken.

TYPES OF PROJECT
 Projector type
 Consumer type
 Problem type
 Drill type

CHARACTARISTICS OF GOOD
PROJECT METHOD
 The project method gives an opportunity for self-
expression.
 A project is a play activity and learners are engaged
in carrying out the activity.
 The project method lends itself naturally to group
work.
 It is a large unit plan of teaching.
 The method seeks to have individuals see and
understand life in its unity.

THE ROLE OF TEACHER IN THE PROJECT
METHOD
 The teacher has to skillfully guide in selection.
 The student has to be given help when required.
 The teacher is like a friend with rich mature
experience.
 The teacher act as a director.
 The teacher should be a store house of information
and knowledge.

CHARACTARISTICS OF MICRO-
TEACHING
 Micro element.
 Teaching skills and teaching strategies.
 Safe practice ground.
 The teaching models.
 The research laboratory.

BASIC PRINCIPLES OF MICRO-
TEACHING
 Enforcement
 Practice and drill
 Continuity
 Micro-scopic supervision

ROLE OF TEACHER-EDUCATOR IN
MICROTEACHING
 Teacher-educator assist student teachers in
relating component skills of teaching.
 He/she has to provide continuous consultation
to the student teacher.
 Initially he/she should provide demonstration of
particular skill.
 He/she supervises the lesson and gives feed
back.

FIELD TRIP
 A field trip is defined as any teaching and
learning excursion at outside of classroom.
 HEIDGERKEN has
defined it as an educational procedure by
which student studies 1st hand objects and
materials in their natural environment.

PROGRAMMED INSTRUCTION / LEARNING
Definition : Edgar Dale : programmed
learning is a systematic ,step by step, self
instructional program aimed to ensure the
learning of stated behavior.

SALIENT CHARACTERISTICS :
 Objectives of this program are defined in
explicit & operational terms.
 Subject matter should be in the form of
breaking into small steps in a logical
sequence.
 Programmed learner emphasizes the
interaction between the learner & the
program.
 In this situation learner progress in his
own pace.
 Learner moves in every sp. way as opposed
to traditional procedures of teaching.

PRINCIPLES OF PROGRAMMED LEARNING
 Principles of :
 Small steps
 Active responding
 Reinforcement
 Self pacing
 Student – evaluation / student - testing

RULES
 Active responding
 Proper cueing
 Appropriate context
 Small steps
 Sequence of topic
 Frequent repetition
 Knowledge of subject matter & technical
accuracy
 Lecturing to be avoided
 Evoking a relative response
 Providing cues in adequate number
 Not assuming to much knowledge
 Presenting facts in frames

Definition : a team teaching is a form of
organization , in which individual teachers
decide to pool resources , interest &
expertise , in order to devise & implement
scheme of work suitable to the needs of
pupils & the facilities of their school.

CHARACTERISTICS
 Instructional arrangement.
 Two or more teachers conduct this
teaching.
 Calls for team spirit in teaching.
 Team spirit of teachers is bound to
benefit the students to the max.
 Economical in the sense as it results
in more work in less time.

OBJECTIVES
 Bring about improvement in
instruction.
 Make the best use of expertise &
talent of teachers.
 Develop the feeling of cooperation &
group work among teachers.
 Make the best use of resources of
the institution.
 Expand the scope of teaching to
students in the most effective
manner.

TYPES
Team teaching with in a single
discipline.
Different team experts related to
the course.
Combined team teaching with
related innovation.

PRINCIPLES
 Allocations of duties teachers on the basis
of their interests , qualifications , &
personality characteristics.
 Having varying size of group according to
the purpose of team teaching.
 Allotment of time is in accord with topic.
 Provide appropriate learning environment.
 Provide appropriate learning behavior to
each learner with in the group.
 Exercising constructive supervision on the
activities of the group.

EXHIBITION
Many times in the school , a
department of the school or
a class puts up their work
for showing it to people
outside the school & such a
show is called exhibition.

CHARACTERISTICS
 Should have a central theme with many
subthemes to focus.
 It should be clean & clearly labeled.
 Concept of color & size should be used
for laying out the exhibition.
 Place of exhibition should be well
lighted.
 Exhibits should be placed visibly.
 Should be able to relate various subject
areas to provide integrated learning.

PROBLEM SOLVING
 Problem solving is process of
overcoming difficulties that appears
to interfere with the attainment of
goal. It is a procedure of making
adjustment in spite of interferences.

PURPOSES
To train the students in the act
of reasoning.
To give practical knowledge.
To discover new knowledge.
To solve puzzling problem.
To improve students knowledge.
To help in an individual as well
as societies progress.

ESSENTIAL FEATURES
Problem should be meaningful ,
interesting & worthwhile.
Should have correlation with life.
Should arise out of the real
needs of the students.
Should be clearly defined.
Student must possess some
background knowledge of the
problem.

STEPS
Recognizing the problem
Defining the problem
Collection of relevant data &
information.
Organization of conclusion
Drawing & testing conclusion.

METHODS
Inductive
Deductive
Combination of both

ROLE OF TEACHER
 Get the students to define the
problem clearly.
 Get them to make suggestions by
encouraging them.
 Give them time to organize material.
 Set up an atmosphere of freedom in
the class.
 Give them time to evaluate each
suggestion carefully.

LABORATORY
It is considered as planned
learning activity dealing with
original or raw data in the
solution of the problems.

STEPS
Introductory phase
Work period
Culminating activities

TEACHER PREPARATION
 To solve a problem.
 To understand a process.
 To develop a skill.
 Teacher can give whatever instruction
may be necessary for the student .
 Teacher preparation consists in
thinking over what the students will
be doing.

STUDENT PREPARATION
 Orientation & motivation achieved through
proper instruction & guidance.
 When instruction are short they may be
given verbally .
 The teachers who stands at the students
elbow & prompt at every step, achieves the
same effect.
 The laboratory procedures should be
prepared in a manual , state the problem
to solved or the procedure to be
followed.

WORK PERIOD
It is the period during which
the individual student or
groups of students do their
particular work under the
supervision of the teacher.

PERSONALIZED
SYSTEM OR INSTRUCTION
A system of instruction which is
person oriented . The instruction
is tailored to the need & ability
of the individual learner.

OBJECTIVES
 To establish better personal -social
relationship in the educational
process.
 To provide frequent reinforcement for
learning.
 To provide increased frequency &
quantity of feedback to the
instruction.
 Decreased reliance on the lecture for
presentation critical information.

CHARACTERISTICS
Self pacing
Use of multi media
Use of proctors
Mastery learning
Importance of written work

KINDERGARTEN
It is a German word means the ‘
children’s garden ’
 The fundamental thought
of the kindergarten is to help the
child to express himself & thus
produce development.

METHODS
Song
Movement
construction

MONTESSORI
Dr. Maria Montessori discovered
that feeble mindedness is often due
to dullness of the senses , & that if
sense training given to these children
, it would help them to acquire some
knowledge & to learn something.

DALTON PLAN
It is one of the most notable
attempts made to individualize
instruction in the middle & high
classes.
 It is a method of
organizing the work of a school
to promote purposive self -
activity.

HERUISTIC
The GREEK letter HEURICO
means I DISCOVER or I FIND .
 The aim
of this method is to develop
the sc. Attitude & spirit in the
pupils.

PRINCIPLES
Activity
Logical thinking
Proceeding from known to
unknown
Purposeful experience
Mental development

CLINICAL TEACHING
It is a vehicle that provides
students with the opportunity to
translate the basic theoretical
knowledge into the learning of a
variety of intellectual &
psychomotor skills needed to
provide patient centered reality
nursing care.

METHODS
Nursing clinic / bedside clinic.
Nursing rounds
Nursing assignments
Nursing care conferences
Morning & afternoon reports
Health team conference
Individual conferences
Field visits
Process recording

QUESTIONING
It is a very ancient method of
teaching.the key to successful
questioning is asking questions
at an appropriate cognitive level
that stimulates a response.

COMPUTER ASSISTED LEARNING
 The word computer is derived from the
word compute , meaning to calculate
justifying its usefulness.
 a computer is an electronic
device which works under/ the control of a
stored program , automatically accepting
processing of data to producing designed
results .
 computer – assisted learning is also
known as computer assisted instruction.

TYPES
Logo
Stimulation
Controlled learning

EXPERTS NEEDED HERE ARE :
Computer engineer
Lesson writer
System operator

APPLICATIONS OF COMPUTERS IN NURSING
 Education
 Administration
 Hospital
 Research work

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