Programmed instruction
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“Programmed instruction is planned sequence of experiences, leading to proficiency in terms of stimulus response relationship” -James E Espich &Williams
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Programmed instruction
Programmed instruction is a method of self-instruction where material is broken down into small chunks or frames presented sequentially. It was popularized by B.F. Skinner in the 1950s. There are three main types: linear programming which presents one track for all learners; branching programming which provides remedial frames for incorrect answers; and computer assisted instruction which uses technology to deliver the content. The development process involves preparatory, writing, and validation phases to create and test the program. Advantages include self-paced learning and feedback, while disadvantages can be loss of motivation if too many errors occur.
Programmed Instruction
Programmed instruction is a method of self-instruction that uses machines or specially prepared books to teach information in a step-by-step manner. It breaks subject matter into small frames and sequences them to present material in small pieces while requiring frequent student response. This allows students to learn at their own pace with immediate feedback on their answers. There are two main types: linear programming which presents frames in a straight line, and branching programming which allows students to take different paths through remedial frames depending on whether their answers are right or wrong. Programmed instruction aims to control learning conditions, promote self-paced learning, and continuously evaluate students.
Teacher preparations
This document provides an overview of teacher preparation. It begins with definitions of key terms like teacher education, teacher educators, and teachers. It then outlines the purposes and guidelines of teacher preparation, including imparting subject knowledge, developing pedagogical skills, understanding child psychology, and developing proper attitudes. It discusses the components and types of teacher education programs. It also addresses the teaching methods used in teacher preparation like lesson planning, PowerPoint presentations, demonstrations, and discussions. Finally, it considers the roles and challenges of teacher education in India.
Self instruction module
This document discusses self-instructional modules as an educational tool. It defines self-instruction as self-contained instructional activities that allow learners to progress independently at their own pace. A module is a self-contained learning package focused on a specific topic. The document outlines advantages of self-instructional modules such as allowing independent study and self-pacing, as well as limitations like lack of face-to-face interaction and discipline. It concludes that self-learning modules can create an effective learning environment when they provide answers to learner questions and immediate feedback.
Evaluation and measurement nursing education
This document discusses evaluation and measurement in nursing education. It defines evaluation as determining the extent to which educational objectives are being realized, and measurement as assigning a numerical index to a characteristic. The purposes of evaluation are described, including diagnosis, prediction, grading, selection, guidance and determining program/teacher effectiveness. Principles of evaluation include clarifying what is evaluated and using appropriate techniques. Measurement functions include prognosis, diagnosis and research. Validity and reliability are important criteria for evaluative devices. The differences between measurement and evaluation are that measurement describes attainment quantitatively while evaluation makes qualitative value judgements.
Instructional aids
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
CRITICAL ANALYSIS OF VARIOUS PROGRAMS OF TEACHER EDUCATION IN INDIA
The document provides a critical analysis of teacher education programs in India. It discusses the importance of teachers in shaping the country's future and the shift in teacher preparation from apprenticeship to a professional model. It outlines the key points of teacher education programs in India, including the educational requirements for primary vs secondary teachers and the nature of institutions that provide teacher training. Suggestions are provided for improving teacher education, such as establishing model institutions, encouraging professional development for teacher educators, and increasing the focus on practical school experience.
Programmed instruction in education
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
Recommended
Programmed instruction
Programmed instruction is a method of self-instruction where material is broken down into small chunks or frames presented sequentially. It was popularized by B.F. Skinner in the 1950s. There are three main types: linear programming which presents one track for all learners; branching programming which provides remedial frames for incorrect answers; and computer assisted instruction which uses technology to deliver the content. The development process involves preparatory, writing, and validation phases to create and test the program. Advantages include self-paced learning and feedback, while disadvantages can be loss of motivation if too many errors occur.
Programmed Instruction
Programmed instruction is a method of self-instruction that uses machines or specially prepared books to teach information in a step-by-step manner. It breaks subject matter into small frames and sequences them to present material in small pieces while requiring frequent student response. This allows students to learn at their own pace with immediate feedback on their answers. There are two main types: linear programming which presents frames in a straight line, and branching programming which allows students to take different paths through remedial frames depending on whether their answers are right or wrong. Programmed instruction aims to control learning conditions, promote self-paced learning, and continuously evaluate students.
Teacher preparations
This document provides an overview of teacher preparation. It begins with definitions of key terms like teacher education, teacher educators, and teachers. It then outlines the purposes and guidelines of teacher preparation, including imparting subject knowledge, developing pedagogical skills, understanding child psychology, and developing proper attitudes. It discusses the components and types of teacher education programs. It also addresses the teaching methods used in teacher preparation like lesson planning, PowerPoint presentations, demonstrations, and discussions. Finally, it considers the roles and challenges of teacher education in India.
Self instruction module
This document discusses self-instructional modules as an educational tool. It defines self-instruction as self-contained instructional activities that allow learners to progress independently at their own pace. A module is a self-contained learning package focused on a specific topic. The document outlines advantages of self-instructional modules such as allowing independent study and self-pacing, as well as limitations like lack of face-to-face interaction and discipline. It concludes that self-learning modules can create an effective learning environment when they provide answers to learner questions and immediate feedback.
Evaluation and measurement nursing education
This document discusses evaluation and measurement in nursing education. It defines evaluation as determining the extent to which educational objectives are being realized, and measurement as assigning a numerical index to a characteristic. The purposes of evaluation are described, including diagnosis, prediction, grading, selection, guidance and determining program/teacher effectiveness. Principles of evaluation include clarifying what is evaluated and using appropriate techniques. Measurement functions include prognosis, diagnosis and research. Validity and reliability are important criteria for evaluative devices. The differences between measurement and evaluation are that measurement describes attainment quantitatively while evaluation makes qualitative value judgements.
Instructional aids
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
CRITICAL ANALYSIS OF VARIOUS PROGRAMS OF TEACHER EDUCATION IN INDIA
The document provides a critical analysis of teacher education programs in India. It discusses the importance of teachers in shaping the country's future and the shift in teacher preparation from apprenticeship to a professional model. It outlines the key points of teacher education programs in India, including the educational requirements for primary vs secondary teachers and the nature of institutions that provide teacher training. Suggestions are provided for improving teacher education, such as establishing model institutions, encouraging professional development for teacher educators, and increasing the focus on practical school experience.
Programmed instruction in education
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
Project Method
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Project method of teaching
The document discusses the project method of teaching and learning. It defines a project as a whole-hearted activity carried out by students to completion. Key characteristics of a project include being problematic, aimed at a goal, purposeful, practical, and student-directed. Principles of the method are that it motivates students through purpose and activity, and draws on experience and social learning. Projects can be individual or group-based. Steps involve creating a situation, selecting a problem, planning, executing, evaluating, and reporting. Benefits are that it arouses interest and develops skills, while disadvantages include the time required and limited topics that can be covered.
Teacher’s role in procuring and managing instructional aids
hi ....
this is Hariom and i have uploading recently updated content of AV Aids & i hope this z very helpful for us
Method of teaching
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.
Seminar on Standardized And Non Standardized Test.
This document provides an overview of standardized and non-standardized tests. It defines standardized tests as those with uniform administration and scoring to allow for comparison. Examples include achievement, IQ, and aptitude tests. Non-standardized tests are constructed by teachers and vary in their administration. The document discusses the construction, uses, and types of various tests and assessments including essays, short answers, multiple choice, true/false, matching, rating scales, and checklists. It provides guidance on developing valid, reliable, and objective tests and assessments.
Aims of Education
Aims of education can be categorized into two, traditional and modern. This slide focuses on the general aims of education.
Educational objectives
Educational objectives are statements that describe the changes in learner behavior desired as a result of instruction. Objectives should be written in measurable terms, be reasonable in number, and describe what learners will know or be able to do. Bloom's taxonomy classifies objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis and evaluation. The affective domain encompasses receiving, responding, valuing, organization and characterization. The psychomotor domain ranges from perception to origination and involves physical skills.
Curriculum nature, factors affecting curriculum
Curriculum development involves several key steps and considerations. It begins with formulating objectives based on goals of education, student needs, and societal factors. Next, appropriate teaching-learning experiences are selected and organized to meet the objectives. Finally, evaluation ensures the objectives are achieved. An effective curriculum requires input from various stakeholders, including students, teachers, administrators, parents, and the community. It also must be flexible and able to evolve with changes in different influencing factors.
Instructional aids
This document discusses instructional aids, which are materials used to aid in transferring information from an instructor to students. It defines instructional aids as devices that assist teachers in the teaching and learning process. The document categorizes instructional aids into audio aids, visual aids, audiovisual aids, and activity aids. It discusses the importance, uses, selection, preparation, and advantages of using instructional aids to enhance the learning process.
Master rotation plan
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Question bank preparation ppt. by jyot
A question bank is a planned collection of test items designed to fulfill predetermined purposes like improving teaching, learning, and evaluation processes. It provides a pool of readymade quality questions for teachers and examiners to select from for assessments. Developing a question bank involves writing questions, screening, coding, classifying them according to content and difficulty, and validating the questions. Moderation of exams by expert panels helps reduce grievances and avoid injustice to students. A question bank must be utilized properly and have practical features for easy administration, scoring, and interpretation to be effective.
Microteaching
Microteaching is a technique used to train teachers to develop and improve their teaching skills. It involves teaching a lesson to a small group of students for a short duration of 5-10 minutes, followed by feedback from supervisors. The key aspects of microteaching include breaking down the lesson into smaller units, focusing on one teaching skill at a time, providing immediate feedback, and the opportunity to re-plan and re-teach the lesson. Common teaching skills practiced in microteaching include introduction techniques, questioning skills, explanation abilities, classroom interaction patterns, and closing a lesson effectively. Microteaching aims to enhance teaching competencies in a supportive, controlled environment.
Principles of teaching
The document outlines several principles of teaching that teachers should follow to effectively achieve their goals. It categorizes the principles into general principles and psychological principles. Some of the key general principles discussed include planning lessons effectively, having clear goals and objectives, flexibility, utilizing students' past experiences, and making provisions for individual differences. Important psychological principles include motivating students through interest, using repetition to reinforce learning, providing changes in instruction to prevent fatigue, giving feedback and reinforcement, and fostering cooperation and sympathy between teachers and students.
Maxims of teaching ppt
The document discusses maxims of teaching, which are simple guidelines or principles that help teachers make decisions during the teaching process. Some key maxims discussed include proceeding from the known to the unknown, from simple to complex, from concrete to abstract, and from analysis to synthesis. The maxims are based on the experiences of educators and are intended to facilitate the teaching and learning process. Examples are provided for how each maxim can be applied in practice.
Problem based learning
This document provides an overview of problem-based learning (PBL). It defines PBL as a student-centered learning strategy where students collaboratively solve problems, reflecting on their experiences. The key components of PBL include presenting real-world problems in small discussion groups, with students engaging in self-directed learning to understand and resolve the problem. PBL aims to develop students' problem-solving skills, self-directed learning, collaboration skills, and motivation to learn. The document outlines the PBL cycle and roles of students and tutors in PBL. It discusses advantages such as improved critical thinking and application of knowledge, as well as disadvantages like high costs and difficulty evaluating outcomes.
Lesson planning
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
Curriculum development
The document discusses various aspects of nursing curriculum development including:
- The stages of curriculum development including the directive, formative, functional, and evaluative stages.
- The principles, determinants, and types of curriculum including knowledge-centered, competence-based, and experience-based approaches.
- The steps of curriculum development including formulation of objectives, selection of learning experiences, organization of experiences, and evaluation of objectives.
- Characteristics of the core curriculum and discussion of new curriculum types including legitimate, illegitimate, hidden, and null curriculums.
Nursing education
The document discusses the concepts of education and nursing education. It provides various definitions of education from different scholars such as Swami Vivekananda, M.K. Gandhi, Pestolozzi, and John Dewey. It describes nursing education as a professional education that aims for the harmonious development of students' physical, intellectual, social, emotional, spiritual and aesthetic abilities. The document also outlines the aims of general education and nursing education as well as the trends and evolution of nursing education in India from 1871 to 2001.
Programmed instruction
Programmed instruction is an educational technique characterized by self-paced, self-administered instruction presented in logical sequence and with repetition. It breaks content into small, incremental steps with immediate feedback to reinforce learning. Programmed instruction is based on the theory that learning is best accomplished through this approach. It aims to help students learn independently and at their own pace.
Field trip
This document defines a field trip as an educational procedure where students obtain first-hand information by observing places, objects, phenomena or activities in their natural setting. It discusses the purpose, organization, procedures, values and disadvantages of field trips. The main purposes are to provide real-life learning situations, supplement classroom instruction, verify information, and develop observation skills. Effective planning, supervision, and evaluation are essential to ensure field trips are well organized and contribute to learning objectives.
Method of Teaching - Microteaching, CAI, PI, PS, SDL
Method of Teaching - Microteaching, CAI, PI, PS, SDLRVS Institute of Health Sciences, Sulur, Coimbatore
Communication and Educational Technology - Methods of Teaching - Microteaching, Computer Assisted Learning, Programmed Instructions,Problem Solving, Self Directed LearningModels of teaching
The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.
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Project Method
This document discusses the project method of teaching and learning. It defines the project method according to different authors and outlines the key characteristics. There are four main types of projects described: projector type, consumer type, problem type, and drill type. The document outlines the essentials of a good project, the process of organizing a project from selecting it to evaluating it, and the role of the teacher. Finally, it discusses the advantages and disadvantages of using the project method.
Project method of teaching
The document discusses the project method of teaching and learning. It defines a project as a whole-hearted activity carried out by students to completion. Key characteristics of a project include being problematic, aimed at a goal, purposeful, practical, and student-directed. Principles of the method are that it motivates students through purpose and activity, and draws on experience and social learning. Projects can be individual or group-based. Steps involve creating a situation, selecting a problem, planning, executing, evaluating, and reporting. Benefits are that it arouses interest and develops skills, while disadvantages include the time required and limited topics that can be covered.
Teacher’s role in procuring and managing instructional aids
hi ....
this is Hariom and i have uploading recently updated content of AV Aids & i hope this z very helpful for us
Method of teaching
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.
Seminar on Standardized And Non Standardized Test.
This document provides an overview of standardized and non-standardized tests. It defines standardized tests as those with uniform administration and scoring to allow for comparison. Examples include achievement, IQ, and aptitude tests. Non-standardized tests are constructed by teachers and vary in their administration. The document discusses the construction, uses, and types of various tests and assessments including essays, short answers, multiple choice, true/false, matching, rating scales, and checklists. It provides guidance on developing valid, reliable, and objective tests and assessments.
Aims of Education
Aims of education can be categorized into two, traditional and modern. This slide focuses on the general aims of education.
Educational objectives
Educational objectives are statements that describe the changes in learner behavior desired as a result of instruction. Objectives should be written in measurable terms, be reasonable in number, and describe what learners will know or be able to do. Bloom's taxonomy classifies objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis and evaluation. The affective domain encompasses receiving, responding, valuing, organization and characterization. The psychomotor domain ranges from perception to origination and involves physical skills.
Curriculum nature, factors affecting curriculum
Curriculum development involves several key steps and considerations. It begins with formulating objectives based on goals of education, student needs, and societal factors. Next, appropriate teaching-learning experiences are selected and organized to meet the objectives. Finally, evaluation ensures the objectives are achieved. An effective curriculum requires input from various stakeholders, including students, teachers, administrators, parents, and the community. It also must be flexible and able to evolve with changes in different influencing factors.
Instructional aids
This document discusses instructional aids, which are materials used to aid in transferring information from an instructor to students. It defines instructional aids as devices that assist teachers in the teaching and learning process. The document categorizes instructional aids into audio aids, visual aids, audiovisual aids, and activity aids. It discusses the importance, uses, selection, preparation, and advantages of using instructional aids to enhance the learning process.
Master rotation plan
Master Rotation Plan is an overall plan which shows rotation of all students in a particular Educational Institution...Nurses of India Journal
Question bank preparation ppt. by jyot
A question bank is a planned collection of test items designed to fulfill predetermined purposes like improving teaching, learning, and evaluation processes. It provides a pool of readymade quality questions for teachers and examiners to select from for assessments. Developing a question bank involves writing questions, screening, coding, classifying them according to content and difficulty, and validating the questions. Moderation of exams by expert panels helps reduce grievances and avoid injustice to students. A question bank must be utilized properly and have practical features for easy administration, scoring, and interpretation to be effective.
Microteaching
Microteaching is a technique used to train teachers to develop and improve their teaching skills. It involves teaching a lesson to a small group of students for a short duration of 5-10 minutes, followed by feedback from supervisors. The key aspects of microteaching include breaking down the lesson into smaller units, focusing on one teaching skill at a time, providing immediate feedback, and the opportunity to re-plan and re-teach the lesson. Common teaching skills practiced in microteaching include introduction techniques, questioning skills, explanation abilities, classroom interaction patterns, and closing a lesson effectively. Microteaching aims to enhance teaching competencies in a supportive, controlled environment.
Principles of teaching
The document outlines several principles of teaching that teachers should follow to effectively achieve their goals. It categorizes the principles into general principles and psychological principles. Some of the key general principles discussed include planning lessons effectively, having clear goals and objectives, flexibility, utilizing students' past experiences, and making provisions for individual differences. Important psychological principles include motivating students through interest, using repetition to reinforce learning, providing changes in instruction to prevent fatigue, giving feedback and reinforcement, and fostering cooperation and sympathy between teachers and students.
Maxims of teaching ppt
The document discusses maxims of teaching, which are simple guidelines or principles that help teachers make decisions during the teaching process. Some key maxims discussed include proceeding from the known to the unknown, from simple to complex, from concrete to abstract, and from analysis to synthesis. The maxims are based on the experiences of educators and are intended to facilitate the teaching and learning process. Examples are provided for how each maxim can be applied in practice.
Problem based learning
This document provides an overview of problem-based learning (PBL). It defines PBL as a student-centered learning strategy where students collaboratively solve problems, reflecting on their experiences. The key components of PBL include presenting real-world problems in small discussion groups, with students engaging in self-directed learning to understand and resolve the problem. PBL aims to develop students' problem-solving skills, self-directed learning, collaboration skills, and motivation to learn. The document outlines the PBL cycle and roles of students and tutors in PBL. It discusses advantages such as improved critical thinking and application of knowledge, as well as disadvantages like high costs and difficulty evaluating outcomes.
Lesson planning
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
Curriculum development
The document discusses various aspects of nursing curriculum development including:
- The stages of curriculum development including the directive, formative, functional, and evaluative stages.
- The principles, determinants, and types of curriculum including knowledge-centered, competence-based, and experience-based approaches.
- The steps of curriculum development including formulation of objectives, selection of learning experiences, organization of experiences, and evaluation of objectives.
- Characteristics of the core curriculum and discussion of new curriculum types including legitimate, illegitimate, hidden, and null curriculums.
Nursing education
The document discusses the concepts of education and nursing education. It provides various definitions of education from different scholars such as Swami Vivekananda, M.K. Gandhi, Pestolozzi, and John Dewey. It describes nursing education as a professional education that aims for the harmonious development of students' physical, intellectual, social, emotional, spiritual and aesthetic abilities. The document also outlines the aims of general education and nursing education as well as the trends and evolution of nursing education in India from 1871 to 2001.
Programmed instruction
Programmed instruction is an educational technique characterized by self-paced, self-administered instruction presented in logical sequence and with repetition. It breaks content into small, incremental steps with immediate feedback to reinforce learning. Programmed instruction is based on the theory that learning is best accomplished through this approach. It aims to help students learn independently and at their own pace.
Field trip
This document defines a field trip as an educational procedure where students obtain first-hand information by observing places, objects, phenomena or activities in their natural setting. It discusses the purpose, organization, procedures, values and disadvantages of field trips. The main purposes are to provide real-life learning situations, supplement classroom instruction, verify information, and develop observation skills. Effective planning, supervision, and evaluation are essential to ensure field trips are well organized and contribute to learning objectives.
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Teacher’s role in procuring and managing instructional aids
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Method of Teaching - Microteaching, CAI, PI, PS, SDL
Method of Teaching - Microteaching, CAI, PI, PS, SDLRVS Institute of Health Sciences, Sulur, Coimbatore
Communication and Educational Technology - Methods of Teaching - Microteaching, Computer Assisted Learning, Programmed Instructions,Problem Solving, Self Directed LearningModels of teaching
The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.
modelsofteaching-120122073945-phpapp01-140222111541-phpapp02.pdf
The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
Methods of teaching
The document discusses different teaching methods: lecture-demonstration, project method, and laboratory method. It provides details on the project method, including its definition, steps involved, advantages like maintaining student interest, and disadvantages like potential misuse of time. The laboratory method is described as utilizing real data/materials to improve understanding and develop skills like observation. Preparation, the work period, and culminating activities are outlined for effective use of these methods.
Unisa odl conference wessels and binza september 2012
This document summarizes a longitudinal study conducted from 2007-2009 on the use of case studies in teaching public administration at an open distance learning university. The study found that students generally had positive experiences with case studies, finding that they helped apply theory to practice, develop skills, and gain a deeper understanding of course content. While some students found case studies difficult, the majority felt they were a useful and rewarding teaching method, especially for distance learning environments. The researchers concluded that incorporating student feedback into teaching methods can help academics adapt to changing educational needs.
Sdl,cai, pi
This document provides an overview of programmed instruction, self-directed learning (SDL), computer-assisted instruction (CAI), and e-learning. It defines each topic and discusses their characteristics, principles, types, advantages and limitations. Programmed instruction breaks content into small steps and provides feedback, while SDL emphasizes learner ownership and self-management. CAI uses computers to deliver instruction through various modes like tutorials and simulations. E-learning utilizes online resources and internet connectivity for distance learning.
Principle of teaching made easy by Boyet b. aluan
This document discusses various teaching and learning strategies. It begins by outlining Kurt Lewin's three-step model of change: unfreezing, moving, and refreezing. It then discusses several classroom application strategies like modeling, practice, and feedback. The rest of the document outlines and provides steps for different teaching methods including lecture, demonstration, discovery, inquiry, and problem-solving. It also discusses principles of learning like learning styles and the role of emotions.
Simulation
This document discusses the simulation method of teaching. Simulation involves creating realistic scenarios to allow students to practice skills. It helps students develop decision-making, problem-solving, and allows them to apply theories in a safe environment. The key steps in simulation according to Ned Flanders are assigning roles, planning the topic, conducting practice sessions, providing feedback, and increasing difficulty over time. Teachers play an important role in planning, facilitating, and debriefing simulations. While simulations are useful for skill building, they also require significant time and resources to implement effectively.
ERA-teaching_learning_process-16-12-14.ppt
Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction.
ERA-teaching_learning_process-16-12-14 (1).ppt
The document discusses key aspects of the teaching and learning process. It defines teaching as engaging students in activities to acquire knowledge, skills, and values. It outlines different teaching approaches like teacher-centered vs learner-centered and lists principles of effective teaching like using prior knowledge and proceeding from simple to complex. The document also discusses theories of learning, models of teaching, aspects of the teaching process like planning, implementation and evaluation, and strategies to enhance information processing and prevent forgetting.
ERA-teaching_learning_process-16-12-14.ppt
The document discusses key aspects of the teaching and learning process. It defines teaching as engaging students in activities to acquire knowledge, skills, and values. It outlines different teaching approaches like teacher-centered vs learner-centered and lists principles of effective teaching like using prior knowledge and proceeding from simple to complex. The document also discusses theories of learning, models of teaching, and the planning, implementation, and evaluation phases of the teaching process. It emphasizes that learning is active and involves cognitive and behavioral changes.
ERA-teaching_learning_process-16-12-14 (4).ppt
The document discusses key aspects of the teaching and learning process. It defines teaching as engaging students in activities to acquire knowledge, skills, and values. It outlines different teaching approaches like teacher-centered vs learner-centered and lists principles of effective teaching like using prior knowledge and proceeding from simple to complex. The document also discusses theories of learning, models of teaching, aspects of the teaching process like planning, implementation and evaluation, and strategies to enhance information processing and prevent forgetting.
ERA-teaching_learning_process-16-12-14.ppt
The document discusses key aspects of the teaching and learning process. It defines teaching as engaging students in activities to acquire knowledge, skills, and values. It outlines different teaching approaches like teacher-centered vs learner-centered and lists principles of effective teaching like using prior knowledge and proceeding from simple to complex. The document also discusses theories of learning, including behavioral and cognitive approaches. It describes models of teaching like discovery learning, reception learning, and Gagne's events of learning. Finally, it discusses aspects like formative vs summative assessment and information processing in learning.
ERA-teaching_learning_process-16-12-14.ppt
The document discusses key aspects of the teaching and learning process. It defines teaching as engaging students in activities to acquire knowledge, skills, and values. It outlines different teaching approaches like teacher-centered vs learner-centered and lists principles of effective teaching like using prior knowledge and proceeding from simple to complex. The document also discusses theories of learning, models of teaching, aspects of the teaching process like planning, implementation and evaluation, and strategies to enhance information processing and prevent forgetting.
April washburn eed 509 spring 2016 chapter 10 the inquiry model
The document discusses the inquiry model of instruction. It defines the inquiry model as a process-oriented model that teaches students skills for systematically answering important questions. The inquiry model involves engaging students through active collaboration. It can be used across different subject areas and education levels.
The document then describes the key elements of the inquiry model process. It involves posing a question, forming a hypothesis, gathering data, assessing the hypothesis, generalizing findings, and analyzing the process. There are four levels of inquiry that vary the amount of teacher guidance provided. Technology can support various stages of planning, implementing, and assessing inquiry lessons. Differentiating instruction content, process and products allows the model to meet varied student needs.
Unit 5.3 Microteaching.pptx
Microteaching is a technique used to train teachers by having them teach short lessons to small groups. It was developed in 1963 and allows teachers to practice and improve specific teaching skills like questioning, explaining, and stimulating student participation. The microteaching process involves planning, teaching, receiving feedback, re-planning, and re-teaching lessons until skills are mastered. Key benefits are that it builds teacher confidence, allows refinement of skills, and provides expert supervision and feedback to support professional development.
Teaching methods
The document discusses various teaching methods including demonstration method, problem solving method, laboratory method, and heuristic method.
The demonstration method involves the teacher demonstrating a process step-by-step while students observe. It follows three steps - introduction, development, and integration/evaluation. The laboratory method provides hands-on experiences for students using equipment and experiments. It aims to develop practical skills. The heuristic method poses a problem for students to solve experimentally without teacher guidance, allowing students to discover answers independently like research scholars.
Karabeyser f 201013150 authentic learning
Authentic learning involves real-world tasks that mimic professional practice, such as managing a city or solving a crime. It focuses on complex, sustained projects over days or weeks rather than brief exercises. Characteristics include relevance to the real world, ill-defined problems for students to explore from multiple perspectives, collaboration, reflection, integration across disciplines, and assessment of authentic products rather than single answers.
Approaches of Teaching in UNIT III - TNTEU SYLLABUS - I SEM - B.Ed
The document discusses different levels and approaches of teaching, including memory level teaching and understanding level teaching.
Memory level teaching focuses on imparting factual information through repetition and rote learning. Understanding level teaching aims to develop a deeper comprehension of concepts and their application. It involves exploration, presentation of content in small units with repetition, assimilation through individual work and mastery testing, organization of content, and recitation. Effective teaching at both levels requires systematic instruction, use of teaching aids, and assessment of student learning.
Methods of teaching
The document discusses the demonstration method of teaching. It defines demonstration as the visualized explanation of facts and procedures through physical display. Some key principles of demonstration method include learning by doing, developing skills through imitation, and perception helping with imitation. The document provides guidelines for an effective demonstration, such as being well-planned, visible, and involving active student participation. It describes uses of demonstration method in various educational settings and common errors to avoid. Advantages include activating multiple senses and showing processes clearly, while disadvantages include individual differences and potential stress for students.
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LCD displays use liquid crystals between two polarizing sheets to control whether light passes through. An electric current causes the crystals to align and block light. LCD projectors are commonly used in classrooms to provide instructional flexibility by projecting computer images and content onto screens or walls. Effective LCD presentations involve students, limit the number of slides, ensure text contrast and positioning, and use transitions and animations sparingly.
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Programmed instruction
- 1. PROGRAMMED INSTRUCTION Mrs. Gayathri R First year MSc Nursing Upasana College Of Nursing
- 2. DEFINITION • A process of arranging material to be learned in a series of small steps designed to lead a learner via self-instruction from what he knows to the unknown of new & more complex knowledge & principles. • “Programmed instruction is planned sequence of experiences, leading to proficiency in terms of stimulus response relationship” -James E Espich &Williams
- 3. HISTORY • PI engaged out of experimental researches on operant conditioning. • PI instruction offers possibility of providing a conceptual framework. • Socrates' is the first programmer who developed program in geometry. • Gita is the first programmed text in the world. • E L Thorndike in his law of effect used programmed instruction. • Sydney L Prissy developed PI for testing the items, i.e., multiple choice question.
- 4. CHARACTERISTICS •Assumptions stated clearly in writing. •Explicitly stated objectives. •Logical sequence of small steps. •Active Responding. •Immediate feedback of information. •Individual rate. •Constant evaluation.
- 5. PRINCIPLES •Objective specification. •Empirical testing. •Self pacing. •Principles of active responding. •Student testing.
- 6. DYNAMICS • Selection of the subject to be programmed. • The programmer list the objectives of the materials to be programmed. • Construct the item in accordance with established learning technique. • Short sequence. • Sequence can be analyzed for errors & short comings.
- 7. T Y P E S
- 8. ADJUNCT PROGRAMMING (SYDNEY L PRISSY)
- 9. MATH ETIC PROGRAMMING (GILBERT)
- 10. COMPUTER ASSISTED INSTRUCTION (CAI)
- 11. LINEAR OR EXTRINSIC PROGRAMMING
- 12. BRANCHING OR INTRINSIC STYLE
- 13. LIMITATIONS • Guessing. • Difficulty in praising branches. • Diagnostic may not suit. • Branching style can’t be used below 5th class. • Cost effective. • There is no guarantee that pupil has learned everything. • The program is unable to control the student. • Specific remedial measures is needed.
- 14. ADVANTAGES • Student kept active & alert. • Teacher gets relieved of doing ordinary jobs. • Social & emotional problems can be eliminated. • Problem of discipline automatically solved. • A well programmed self instructional device is tailored. • Make learning interesting. • Every student can work his own place. • Useful in memorization of facts.
- 15. ADVANTAGES • PI is useful in situations where the human instructions are not available. • Can improve the communication potential. • Intellectual & motor skills will be taught more efficiently. • Learner is challenged his own capabilities. • Re-inforcement for the student. • More complex concepts will be known. • Useful in memorization of facts.
- 16. STEPS IN PROGRAM WRITING • PREPARATION • PROGRAM WRITING • TRY OUT & REVISION
- 17. APPLICATION OF PROGRAMMED INSTRUCTION IN EDUCATION •Regular instruction •Enrichment of curriculum •Remedial instruction •Industrial application •Successfully introduced in certain jobs •Correspondence course
- 18. APPLICATION OF PI IN EDUCATION •Used in banks to train cashiers •Modification of deviant behavior •Vocational & Psychotherapy training •Used to enrich the curriculum •Improve sanitary habit of public •Non formal education
- 19. PROBLEMS IN APPLICATION •Quality & Quantity •Shortage of good teachers •Lack of good programmers •Resistance •Lack of funds & facilities