Our conversations about shared aims in teacher education led us to develop an interdisciplinary methods course—the second in a two-course sequence —for teacher candidates in our social studies and ELA teacher education programs. We have two overarching goals: (1) to expand dialogues about learning, teaching, and their inherent dilemmas (Grossman, Wineburg, &Woolworth, 2001); and (2) to help candidates adapt the theoretical and practical foundations from their initial domain-specific methods courses to specific instructional activities in their fields. To select those instructional activities, we drew from the growing base of scholarship on high-leverage teaching practices, which allow novice teachers to better understand how students learn, reveal the complexities of disciplinary thought and activity,are warranted by research, and can be enacted across curricular contexts

1. Mrs. Suja Santosh
Professor,
RVS College of Nursing, Sulur, Coimbatore

2. An educational
procedure by which the
students obtain first
hand information by
observing places,
objects, phenomena &
processes in their
natural setting to
further learning

3. • Provide real life situations with first hand
information
• To supplement classroom instruction
• To gain definite information for a specific
topic
• To serve as a preview of a topic
• To verify previous information, class
discussion & conclusion
• To cultivating observation, keenness &
discovery
• To develop positive attitude, values &
specific skills

4. • Planning:
-plan to meet specific objectives
-plan with specific checklist:
* prior permission
* arrangement of transport
* parental notification
*safety & emergency arrangement
*booking boarding facility
-Plan schedule & route map

5. • Implementation:
-assign a leader & sub leaders for group
-assign different responsibilities to different
peoples
-make everyone understand overall schedule &
route plan
- make the list of candidates, contact numbers of
people in case of emergency/special needs
- ensure all must get the opportunity to achieve
objectives planned

6. • Post implementation:
-review the trip
-present a report of the
trip
- submit the report to
coordinator & principal

7. • Class room experiences should be
highly enriched
• Opportunity to get first hand
information from natural settings
• Monotony & boredom can be
supplemented with natural, interesting
& exciting method
• Motivates & make students interactive
& creative
• Quick learning
• Retention
• Opportunity to solve individual
problems

8. • Time consuming
• Need accurate planning
• Expensive

10. • A class puts up their
work for showing it
to people outside –
Exhibition
• Piece of work done
by students for a
exhibition -Exhibit

11. • Should have a central
theme with subthemes to
focus on a concept
• Should be clean & properly
labelled
• Size & colour contrast of
concepts for laying out
exhibition
• Placed the exhibit, in such
a way to see all visitors

12. • Placed exhibit in well
lighted room
• Use both sound & motion,
to capture attention&
interest of visitors
• Exhibits should include
some activity for visitors
• Involve students in
Demonstration of exhibits
• Provide integrated learning

13. • Learn by doing
• Sense of involvement &
achievement
• Develop social skills , 3C’s–
communication, cooperation &
coordination
• Foster community relations
• Develop creativity
• Gain information with pleasure

14. • Time consuming
• Expensive
• Requires thorough
preparation

16. • To illustrate interpersonal
problems
• To gain insight of personal
attitudes, values and behaviours.
• To understand the social &
psychological issues.
• To understand feeling & opinion
of others
• To develop good interpersonal
communication skill
• To enable the shy and introverts
to express their views

17. • SOCIODRAMA
( It deals with Interactions of people
with other individuals or groups like
mother, nurse and leader. It always
involves situations of more than
one person and deals with
problems related to majority of the
group)
• PSYCHODRAMA
(It is practiced in group setting,
mainly concerned with the unique
needs and problems of a particular
individual, under the guidance of a
trained therapist)

18. • Start with situations that will
be relatively easy for role
players.
• Give a copy of the guidelines
shown to the role players
• Review the guidelines with
the group.
• Decide how to use your most
experienced people.

19. • A technique of simulation
• The role is acted in artificial
environment
• To get understand the real life
situation
• Can perceive attitude, insight
of person, situation etc.

20. • Teacher has to plan the
role play
• An ideal problem
should be selected
• Small group of student
should be selected
• Preparation for an
appropriate settings

21. • Briefing
• Running
• Debriefing

22. • Warm up the group
• Select participants
• Set the stage
• Prepare observers
• Enact
• Discuss and evaluate
• Re-enact
• Discuss and evaluate
• Share experiences and generalize.

23. • Controller of student
behaviour
• Confident to students
• Judge of achievement
• Bureaucrat
• Scholar and research
specialist
• Expert in area of knowledge
or skills

24. • Develops skills in leadership,
interviewing and social interaction.
• develops sensitivity to others feelings
and generates awareness.
• develops skills in group problem-
solving.
• develops ability to observe and
analyse situation.
• helps to practice selected behaviours
in a real life situation
• helps to minimize shyness
• helps the students in making
adjustments
• gives scope for free expression of
feelings

25. • time consuming
• effective only for small
groups.
• All problems cannot be
role played.
• Quick learning of
behaviours in characters

26. Before the role play:
• Arrange the room to allow for free
interaction.
• Write out the role briefs for each actor.
• Write out instructions for the
participants.
• Do a briefing session, outlining purpose,
rules, etc.
• Invite observers.
During the role play:
• Enact the role play.

27. After the role play:
• Facilitate group discussion and
evaluation
• Re-enact the role play if required
• Facilitate group discussion &
re-evaluation if re-enacted
• Explore the implications and
applications arising out of role play
• Summarize the concepts .
• Thank the actors and participants

29. The project method is
a teaching method
that requires the
students to present is
concrete form the
results of information
gathered about a
concept, principle or
innovation.

30. Definition
A project is a whole
hearted purposeful act
completed in a natural
setting – Dr. Kilpatrick

32. •Projector type – Projects where students are getting to
something like building a house or garden or planning to
execute a model of textile factory etc
•Consumer Type - Projects where students set and enjoy the
direct experience with their future expected consumers. Eg:
assessment of health problems of elderly residing in community
by home visits
•Problem Type – Projects where a solution to a problem is to
be found out
•Drill Type – Projects involve activity that aims at acquiring
greater skill. Eg: Project to obtain competency skill in specific
nursing procedures such as intramuscular injection

33. • Spontaneity
• Definite goal
• Purposeful
• Significant
• Interesting
• Problematic in nature
• Practical in nature
• Direction and planning by
student only

34. Related to a real situation
Practical relevance
Student based approach
Product based approach
Action based approach
A holistic integrated learning process
Self organization
Collective implementation
 Inter disciplinary nature

35. Need to prepare the learning process
Create relevant learning situation
 Observe the project process
 Had a pool of information sources
 Expert in content of study
 Expert in Methodology
 Bring creative thought
 Establish a link between acquired knowledge and
new knowledge

37.  Students own decision and learn to
act independently
 Motivate the student
 Easily transferable learning themes
 Self confidence are strengthened
 Students can set up their own
learning situation
 Acquire knowledge and skill

38. Can not apply in every teaching learning
process
Difficult to apply in poorly motivated
students
Students should have a previous experience
 Time consuming
Teacher need to create the objectives
Evaluation criteria should formulate by
consider the understanding level of student

41. It is away of
designing and
presenting
course that uses
problems in
professional
practice as
stimulus for
student learning

42. • focus on key problems
that arise in professional
practice, which require
student activity either
independent or in
co-operative groups
• Students work through
the problems under
guidance of teacher

43. • An instructional method which focuses on
the investigation and resolution of messy,
“real world” problems as a context for
students to learn critical thinking and
problem solving skills
• “Students work individually and/or in
groups to solve challenging problems that
are authentic, curriculum-based, and often
interdisciplinary”

44. • Acquiring subject matter
• Motivating students to learn
• Helping students with retention
• Developing students thinking skill
• Linking theory and practice
• Facilitating students how to learn
• Having a sense of fun while learning
• Having a sense of belonging and friendship
• Encourage students to integrate knowledge from different
subjects, disciplines and sources
• Foster professional competence and confidence together
with professional identity

45. • Identify a problem
• Connect the problem with professional practice
• Organize the subject matter around the problem
• Allow students to define their learning
experience & to understand the problem
• Create learning groups for coordinated &
collaborative activities
• All students to perform activity
• Opportunity to demonstrate the results of their
learning

46. • Learning is student centred.
• 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.

47. 1. Presentation of problem
2. Organize ideas and prior knowledge
(What do you know?)
3. Pose Questions (What we need to
Know?)
4. Assign responsibility for questions,
discuss resources
5. Research questions, summarize,
analyze findings
6. Reconvene , report on research
7. Integrate new information, refine
questions
8. Resolution of the problem (How did we
do?)

48. 2. Experiencing
(Activity phase)
3. Sharing
(exchanging
reactions and
observations)
4. Processing
(Discussing
patterns and
dynamics)
5. Generalizing
(Developing
real world
principles)
1. Applying
(Planning
effective use of
learning)

49. • Teacher listens actively.
• Teacher ensures equal
participation of all
students.
• Teacher remains as guide
to resources.
• Teacher will NOT teach,
act as an expert.

50. Implementing PBL
1. Present the problem. As the teacher, you
introduce an "ill-structured" problem (or
scenario) to the students

51. Implementing PBL
2. List what is known
In answering the basic questions above,
students begin by listing what they know
about the problem.

52. Implementing PBL
3. List what is needed. Now that the problem
is developed, students need to find information
to fill in missing gaps

53. Implementing PBL
4. List possible actions, recommendations,
solutions, or hypotheses.
Under the heading: "What should we do?"

54. Implementing PBL
5. Present and support the solution.
As part of closure, teachers generally require
students to communicate their findings and
recommendations.

55. Advantages of PBL
• Makes learning
relevant to the real
world
• Moves learning from
a passive activity to
an active activity --
learning becomes the
act of discovery

56. Advantages of PBL
• Increases motivation -- students are more engaged,
interested, and energetic learners as they make a
personal investment in the outcome of their inquiry
• Promotes an interdisciplinary approach to learning
• Promotes collaborative learning
• Requires advanced cognitive skills, higher order thinking

57. Disadvantages of PBL
• Time consuming
• Difficult with large group
• Demanding on staff time
• Information overloaded