This document discusses the seminar method of teaching. It defines a seminar as involving guided interaction among a group on different aspects of a topic presented by members. The objectives of seminars are to develop higher cognitive and affective abilities in participants. Seminars are classified based on their size and scope. The roles of organizers, chairperson, speakers and participants are outlined. Requirements for conducting seminars and the functions of the teacher in guiding seminars are also described.
meaning, definition, an introduction to the seminar: classification of the seminar, the requirement of the seminar, the role of chairperson and role of participants in the seminar, function of the teacher in the seminar, rules of conducting the seminar, the role of speaker, advantages of the seminar, disadvantages of the seminar, the conclusion of PPT
meaning, definition, an introduction to the seminar: classification of the seminar, the requirement of the seminar, the role of chairperson and role of participants in the seminar, function of the teacher in the seminar, rules of conducting the seminar, the role of speaker, advantages of the seminar, disadvantages of the seminar, the conclusion of PPT
Discussion involves two-way communication between participants.
In the classroom situation a teacher and students all participate in discussion.
During discussion, the teacher spends some time listening while the students spend sometimes talking.
The discussion is, therefore, a more active learning experience for the students than the lecture.
the objective of competency-based education is to prepare individuals for the challenges of the future; empower students with knowledge and skills in various fields of study in a flexible educational program tailored to each student
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
Discussion involves two-way communication between participants.
In the classroom situation a teacher and students all participate in discussion.
During discussion, the teacher spends some time listening while the students spend sometimes talking.
The discussion is, therefore, a more active learning experience for the students than the lecture.
the objective of competency-based education is to prepare individuals for the challenges of the future; empower students with knowledge and skills in various fields of study in a flexible educational program tailored to each student
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
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A guidebook about what & how of a seminar; it can be at national or international level. Helpful especially for the starters to boost their knowledge base and confidence level.
There are various methods of teaching, and educators often employ a combination of these methods based on the subject matter, learning goals, and student needs. Here are some commonly used teaching methods:
Lecture: This is a traditional method where the teacher presents information to the students through verbal communication. It is useful for delivering large amounts of content efficiently, but it should be complemented with other activities to engage students actively.
Discussion: This method encourages student participation and promotes critical thinking. Teachers facilitate discussions by asking open-ended questions, encouraging students to share their thoughts and ideas, and facilitating debates on specific topics. It promotes collaboration and helps students develop their communication skills.
Cooperative learning: In this approach, students work together in small groups to achieve shared learning goals. They actively engage in problem-solving activities, discussions, and projects, with each member contributing their skills and knowledge. Cooperative learning fosters teamwork, communication, and interpersonal skills.
Inquiry-based learning: This method focuses on encouraging students to ask questions, investigate, and discover knowledge on their own. Teachers provide guidance and support as students explore topics, conduct experiments, and find answers. It promotes curiosity, critical thinking, and problem-solving abilities.
Problem-based learning (PBL): PBL involves presenting students with real-world problems or scenarios that require critical thinking and problem-solving skills. Students work individually or in groups to identify solutions, conduct research, and apply their knowledge in a practical context. PBL enhances critical thinking, collaboration, and application of knowledge.
Project-based learning (PBL): Similar to PBL, this method involves students working on extended projects that require them to delve deeply into a subject, explore various aspects, and create a final product or presentation. It encourages self-directed learning, research skills, and application of knowledge.
Experiential learning: This approach emphasizes learning through hands-on experiences. It may include field trips, simulations, role-playing, and practical activities that allow students to directly engage with the subject matter. Experiential learning promotes active participation, reflection, and the application of knowledge in real-world contexts.
Technology-based learning: With the integration of technology in education, teachers can use various tools such as educational software, multimedia resources, online platforms, and interactive simulations to enhance instruction. Technology-based learning can engage students and provide opportunities for personalized learning experiences.
It's important for teachers to be flexible and adaptable in their approach.
The term group discussion stand for the discussion held within the group, i.e. interchange of ideas between students and the teacher or among a group of students.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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2. MEANING
A seminar as an instructional technique involves
generating a situation for a group to have guided
interaction among themselves on different aspects or
components of a topic, which is generally presented by
one or more members.
5. COGNITIVE OBJECTIVES
1. To develop higher cognitive abilities
2. To develop the ability of responding
3. To develop the ability of keen observation of
experience, feelings and to present them
effectively.
4. To develop the ability to seek clarification and
defend the ideas of others effectively.
6. AFFECTIVE OBJECTIVES
1. To develop the feeling of tolerance
2. To develop the feelings of co-operation
3. To develop the emotional ability among the
participants of the seminar.
4. To acquire the good manners of putting
questions and answering the questions of
others effectively.
10. ROLE OF ORGANISERS
It is the organisers who decides the topic of seminar.
Topics are related to the current trends or recent developments in the
clinical or nursing education.
Once the topic is decided and objectives are formulated, organisers start
searching for a suitable chairperson and select an eminent person who is
well versed in the concerned topic as the chairperson. In consultation
with the chairperson, organisers modifies the objectives if needed,
finalise the various aspects of the topic and select speakers.
Date and time is fixed according to the convenience of the chairperson
and speakers.
In case of national or international seminars, large scale preparation is
needed and organisers have to form various committees like invitation
committee, finance committee academic committee, etc. and co-
ordinate effectively for the successful conduction of the seminar.
11. ROLE OF CHAIRPERSON
Chairperson should possess in depth knowledge regarding the topic and
it is his duty to guide the seminar in a fruitful manner.
Seminar begins with an introductory speech by the chairperson.
In the introductory talk, he justifies the topic selection by stating its
relevance and importance in the current context and introduces the
speakers by highlighting their achievements.
After the introductory speech chairperson invites speakers according to
the order.
When one speaker completes his speech, he gives a brief summary of it
and invites next speaker to present his viewpoints.
Once all the speakers complete their presentations, chairperson opens
the discussion session by inviting participants to come out with their
doubts, clarifications and contributions.
Some chairpersons prefer discussion after each speaker completes the
presentation.
12. ROLE OF SPEAKERS
Success of a seminar depends on how well the discussion
session is utilised by the participants.
The quality and quantity of the information presented by the
speakers have a direct role in preparing the participants for
the discussion session.
Success of the seminar is largely determined by the
performance of the speakers.
13. Speakers have to prepare and hand over the study
materials to the organisers in advance so that
organisers can combine all study materials in a user
friendly way.
Study material is given to the participants one or two
hours before the seminar. Speakers are expected to
present the relevant information in an interesting and
comprehensible manner with the help of suitable
audio-visual aids.
14. ROLE OF PARTICIPANTS
Objectives of seminars are framed in accordance with the learning
needs of the participants.
Always participants make the seminar very live and interesting.
They have to prepare themselves well in advance and the study
material issued by the organisers before the seminar will also
provide the required information in a condensed form.
They have to utilise the discussion session by asking questions,
seeking clarifications and expressing their viewpoints.
Participants should use discussion to enrich their knowledge
rather than testing the knowledge of the speakers or the
chairperson.
15. SEMINAR TECHNIQUE
Organisers make necessary arrangement for the seminar and
distribute study material to the participants one or two hours
before the seminar.
Seminar begins with an introductory speech by the chairperson.
Chairperson then invites the speakers to present the latest
information about different aspects of the seminar topic.
After each speech chairperson has to summarise it before inviting
the next speaker.
After all speakers presented the information on various aspects of
the topic, chairperson opens the discussion session by inviting
questions, clarifications, and contributions.
16. Questions and clarifications should be addressed to
the chairperson instead of addressing directly to the
speakers.
Chairperson then invite the concerned speaker,
chairperson himself can clear the doubt.
Seminar will come to an end after the discussion
session with concluding note by the chairperson.
In the concluding note, chairperson summarises the
whole information exchanged in the seminar and
congratulate organisers, speakers and participants.
17. REQUIREMENTS OF SEMINAR
Teacher is a leader.
10-15 members are participants.
The topic is presented by the students taking 15-20 minutes
time.
Duration is 1-2 hours.
Leader should keep the discussion within the limits of
problem discussed.
18. Students present their data in an informal way under
the leadership of the teacher.
Care should be taken to avoid stereotype.
All the members take part in discussion in an informal
way but orderly in manner.
The chairperson should be skilled in encouraging the
timid participants.
A student secretory should record the problems which
arise and the solution given.
19. ADVANTAGES OF SEMINAR
Role of the student is active; it presupposes that student has
background knowledge.
If properly conduct, the seminar teaches the method of
scientific analysis and techniques of research.
The group as a whole and the individual students try to solve
problems.
Exchange of facts and attempts to crystalize the group
opinion which is sound and workable.
20. By participation, in the solution of problems the
student becomes more articulate and develops a more
critical point of view and organized, scientific
approach towards issue.
Seminar gives training in self-learning and promotes
independent thinking.
Ability to see and solve our own problems is increased
because personal difficulties can be compared with
those of the group.
Skilfully directed, seminar promotes group spirit and
cooperativeness.
21. DISADVANTAGES OF SEMINAR
Time-consuming.
Cannot be applied to new students.
Timid students cannot improve.
If subject knowledge is poor, unnecessary discussion
arises.
The approach to problems extends to their
professional and personal activities.
22. CONDUCTING A SEMINAR
The establishing of an environment that contributes to the
purpose of the seminar is of importance and requires a
skilled teacher.
A motivating learning situation that is not too highly
organised or too relaxed is essential.
The discussion needs to be kept active, while at the same
time the orderly development of the subject content should
be maintained.
The teacher usually guides the seminar, however student
carry out this function under the guidance of teacher.
23. THE RULES FOR CONDUCTING A
SEMINAR
Define the purpose of the discussion.
Relate the topic of discussion to the main concept or the
objectives to be attained.
Direct and focus the discussion on the topic.
Helps students express their ideas.
Keep the discussion at a high level of interest so that
students will listen attentively to those who are
contributing ideas.
Plan comments and questions that relate to the subject and
will also help to guide the discussion.
24. Set time limitations for each person to contribute.
Guard against monopoly of the discussion by any
member of the seminar.
Plan for a summary at intervals during discussion and
also at the end and relate the ideas expressed to the
purpose of discussion.
Have the discussion recorded either by a student as a
recording secretory or have it tape recording.
Plan for teacher and student self-evaluation of the
progress made towards the immediate objectives.
25. THE FUNCTIONS OF THE TEACHER IN
SEMINAR
Selecting the topic.
Remaining in the background at the seminar, but
sitting where she/he can see the whole group.
Being prepared to help out in the initial stages of using
the method, where there are long silences.
See that no essential points are overlooked and that
gross inaccuracies are corrected.
See that all have a share in the discussion and that
irrelevant discussion is avoided.