This document categorizes and describes various teaching-learning methods. It divides methods into categories based on teaching environment such as classroom, laboratory, bedside clinics, and distance learning. It also categorizes methods based on number of audiences such as large group, small group, and individualized learning. Several specific methods are defined and their roles of teachers and students are outlined, such as lectures, seminars, group discussions, problem/case-based learning, and clinical skill teaching. Online teaching methods including synchronous and asynchronous are also introduced.

1. Teaching Learning Methods
dr. hironmoy roy
MD, MBA, DHM, ACME (2019), FAIMER (2015)
Assoc. Prof. Anatomy, IPGME&R

2. Categories of Teaching-Learning Methods

3. Classroom teaching
1. Lecture
2. Small Group discussion
3. Seminar/ Debate
4. Role play
Lab based teaching
1. Practical lab
2. Skill lab (including Dissection)
3. Real objects & specimen
4. Model & simulators
Bed side clinics
1. Ward round
2. Case based discussion
3. OPD based teaching
E- teaching
Distance learning
Classification of Teaching-Learning Methods
based on teaching environment

4. Classification of Teaching-Learning Methods
based on number of audiences
Large group teaching
Small group teaching
Individualised learning

5. TL Method Role of teacher Role of student
Mass-Instruction
(Conventional lecture/
mass-practical-
demonstration class/ video
broadcast etc.)
Traditional expository role.
Controller of all aspects of
Instruction process (style/
content/pace)
Largely Passive.
Practically they are totally
dependent on what they
are getting from the
teacher. Little scope of
interaction.
Individualized learning.
(Directed study of texts,
study of open-learning
materials/ CBL/ Individual
assignments etc.)
Producer/ manager of
learning resource.
Tutor & guide.
Provides support, when
required.
Active.
Responsible for own
learning. Individual
students control their own
pace of learning & depth of
study.
In-Group learning.
(Buzz sessions, group
discussions, seminars,
group-project, group-
assignments, games,
tutorials)
Organizer of group activity.
Facilitator of learning
experience.
(supportive role)
Active.
Responsible for own
learning. Strongly
dependent on one
another’s preparation &
interaction.

7. Section 1.
Large group Teaching-
offline mode

9. A careful presentation of organized thoughts & ideas
By a qualified person
Serves as good means of introducing a subject
Covers a large group of learners
9
Disadvantages
Learners passive
Not possible to check
learners’ learning

11. “A process by which the
notes of a teacher become
the notes of a student
without passing through the
minds of either. ”
O’Donnel 1997

12. Uninterrupted delivery of
apparently irrelevant material in a
sleep inducing monotone over one
hour.

13. Lecturodynia
Heightened emotion
• Anxiety
• Annoyance
• Anger
Suppressed emotion
• Apathy
• Frustration
• Somnolence

14. Can we make interactive lecture?
How you practice?

15. asking person specific questions

16. general questioning

17. What else can be done?

19. brain storming

20. Buzz session

21. ……followed by snowball

22. Exit ticket
Enlist three interactive methods of teaching you
learned in today’s lecture
Enlist two “teaching learning methods” about
which you want to know more
Ask “One” question what makes your maximum
doubt

23. Check the misconcept

24. ‘Circle
the
question’

25. ‘Ask the winner’

26. Mini- Debate

27. Peer-review writing task

28. A Flipped class

29. A series of prepared
speeches given by 2-5
experts on various aspects
of a problem under a
chairman.
Talk short & to the point (10-25
minutes)
Audience-passive No discussion between speakers
29

31. Panel discussion
A group of 4 or more persons
Under a moderator (have specific knowledge on the topic)
Sits at a table in front of audience
Holds an orderly & logical conversation on an assigned topic
Each member makes a short statement (5 mins), before
exchanging ideas
31

34. Symposium Panel discussion
Both of the cases subject-experts meet on table
They makes their statements
There is NO exchange of
ideas
Moderator sums up
There are exchange of
ideas under a moderator
and finally a conclusion
arrives
Audience is Mute
Speakers have long speech
(20-25 minutes)
Short speech
(max 5 minutes)

36. Section 2.
Small group Teaching-
offline mode

37. Seminar

38. • An activity in which a group of persons engaged in
research or advanced study of a subject meet under
general direction of an expert for a discussion leading
to an in depth study of a problem/subject
• No audience usually
38

40. Small group (5-20 )
Face to face mutual interchange of ideas
More than random unstructured conversation
Has a method and structure
But can be informal & democratic
A problem to be solved/ a decision to be
made
40
Group Discussion

41. Seminar Group Discussion
Both of the cases learners/ researchers meet on round
table for face to face interaction
They carry on discussion
Participants seek
clarification from the
experts
Participants finds out
clarification from resources
available
No audience
One expert is present,
directs, conducts the
activities in structured way.
Unstructured informal
discussion usually themed
to solve a problem

42. Workshop
Divided into
small groups
Individuals work
within the group
under a chairman
and recorder
Finally some plan
comes out in
solving a
particular problem
42

43. Problem Based Learning (PBL)

47. Case Based Learning (CBL)
A case is presented/ established
The case is analysed by the group
Brainstorming in the group
Formulating learning objective
Self directed learning &
dissemination of new findings in the
group
Group share results
Identify the areas to
integrate in clinical
practice

48. Team Based Learning (TBL)

50. “Anatomy of the stomach”
How can we go through a
Team-Based Learning?

51. Phase 1
Pre-class room Assignments
Three days before the scheduled class the
teacher asks the group to study
“Anatomy of stomach” from their book

52. Phase 2
Readiness
1. Students attends class with their ready-
knowledge
2. The facilitator may assess their
readiness to participate in GD
(Readiness assessment- 20% of class time)

53. Phase 3
Team-application Exercise
1. Team members start interaction
2. The facilitator only guides their interaction in
right way- divides the broad topic in
subheadings- Gross anatomy/ histology/
blood supply (Interaction 70% of class time)
3. Common queries are met up
(10% of class time)

55. Team A
A1, A2, A3,
Team B
B1, B2, B3,
Team C
C1, C2, C3,
Team A
B1, C1, A3
Team B
A1, C2, B3
Team C
A2, B2, C3
Gross Anatomy of stomach
Blood Supply of stomach
Histology of stomach
Gross
anatomy
of
Stomach
Blood
Supply
of
stomach
Histology
of
stomach
Gross
anatomy
of
Stomach
Blood
Supply
of
stomach
Histology
of
stomach
Gross
anatomy
of
Stomach
Blood
Supply of
stomach
Histology
of
stomach

56. Jigsaw class

58. Buzz group

59. • Divide participants into groups of 3 to 6
participants
• Give the groups 3 to 8 minutes to consider a
specific, limited problem or question
• Walk around the room to answer doubts
• Ask for answers from each group, or provide the
answer to on an overhead/flip chart/board

60. Snowball group

61. Fishbowl

65. Horse
shoe
group

66. Circle chat

67. 1. The students stand in two concentric circles facing each
other.
2. Working with the partner they face, they take it in
turns to share information and ideas or ask each other
question.
3. At a signal from the teacher the outside circle moves a
given number of places clockwise.
4. Students now report to the new partner and repeat the
process.
Doughnut round

68. Question- Answer matching

69. • A significant practical unit of activity having
educational value
• Aimed at one or more definite goals of
understanding
• Involves investigation & solution of problems
69

70. Programmed Learning
• Instructions utilizing a work book or mechanical
or electronic device- Computer- assisted
learning (CAL)
• Help learner in attaining a specified level of
performance
• A method of self learning
70

71. Peer Assisted Learning (PAL)

75. Role play
75

76. Video Demonstration & reflection
76

77. Module based learning

80. Demonstration

81. Master- apprenticeship model
Copyright@Hironmoy Roy

82. The “master is the model”, who
directs, demonstrates, comments, inspires
&
The “apprentice is the disciple”, who,
listens, watches, imitates, does and seeks approval
Copyright@Hironmoy Roy

83. How u learnt?
Copyright@Hironmoy Roy

84. Instructor does & describes
Instructor does, while the
student describes
The student does & describes
(under supervision) ; receives
feedback
The student practice his own
The student does his own
Copyright@Hironmoy Roy

85. Unaware
Incompetence
Aware
Incompetence
Conscious
Competence
Reflex
(Unconscious)
Competence
Awareness
Training
Practice
Copyright@Hironmoy Roy

86. Clinical skill teaching

87. Skill labs

89. One minute Preceptor

90. Student
examines a
patient
Student
presents the
case to VP
VP diagnose the
case, examining
his own
VP probes the student
for commitment, asks
for supporting
evidence
VP reinforces
what was right;
corrects the
mistakes of the
student
Copyright@Hironmoy Roy

91. One Minute Preceptor
Copyright@Hironmoy Roy

92. The 5-Step Micro-skills Method
1. Get a Commitment
2. Probe for Supporting Evidence
3. Reinforce What Was Done Well
4. Give Guidance About Errors or Omissions
5. Teach a General Principle
Copyright@Hironmoy Roy

93. S N A P P S

95. 2020-2021

96. Online
teaching
Synchronous
Asynchronous

97. Synchronous

98. Live interaction
• Popular platforms- Zoom, google meet, MS team, Go
to webiner etc.
• Commonly used aid- PPT via share screen. Chalk-talk;
pen-paper also can be carried on
• Even small group activities can be carried on within
the class hour

100. Asynchronous

102. Educational broadcast

104. So, whatever be the TL Method.....the

110. “We want a living loving teacher.
Unless I can love my teacher, I cannot
like the subject.”
A student