Teaching methods

Teaching Methods
Dr. Sujatha Sathananthan MD.,DPH.,
Assistant Professor
Department of Community Medicine
Chengalpattu Medical College

9 May 2018 3Chengalpattu Medical College

Synopsis
Teaching Method and Approach
Lecture
Demonstration
Discussion Methods
Microteaching
Pedogogy and Androgogy
Keys for PPT presentation
conclusion
9 May 2018 Chengalpattu Medical College 4

Teaching Method
“Comprises the principles and methods used for
instruction to be implemented by teachers to achieve the
desired learning by students”.
 Large group : >100 students
 Attention span: 15 to 20 minutes

Teaching Approaches
 Teacher-centred approach
 Learner/student - centred approach

Teacher-Centred Approach to Learning
 Teachers are the main authority.
 Students - “empty vessels”
 Lectures and direct instruction
 Teaching and assessment - two separate entities.
 Objectively scored tests and assessments

Student-Centred Approach to Learning
 Teachers and students -active role in the learning
process.
 The teacher-coach and facilitate student.
 Student learning is measured - group projects, student
portfolios, and class participation.
 Teaching and assessments are connected.

Three ways of thinking about
Teaching
Teaching
Relationships
Teaching
Models
Reflection
Teaching
Skills

Learning

Direct instruction
 Teachers and Professors are the sole supplier of
knowledge and information.
 Direct instruction is effective in teaching basic and
fundamental skills across all content areas.
Example : Lecture Method

Inquiry-based learning
 Defined as an approach to instruction that begins with the
question
 What the students want to know?
 Triggering curiosity,Learning something new
 5-E model:Engagement,Exploration,Explanation,Elaboration
and Evaluation
 The teacher’s primary role is that of a facilitator, providing
guidance and support for students through the learning
process.
 Students play an active and participatory role in their own
learning process.
 Example: Hands-on learning.

Cooperative learning
Definition:Is a teaching method where students of
mixed levels are arranged into groups and rewarded
according to the group success in learning
Elements :
 face to face interaction
 Positive interdependence
 Individual accountability
 Group processing
 Collaborative skills

Cooperative Learning
 Group work, Group Discussion
 Think – Pair – Share
 Buzz group
 Fish bowl technique
 Brain stroms
 Cross overs
 Jigsaw
 Syndicates
 Snow balling/pyramiding
 Reciprocal teaching

Lectures(Chalk and talk)
 Carefully prepared oral presentation of facts, organized
thoughts and ideas by a qualified person.
 Attention span: 15 to 20 minutes
 Aids: Blackboard, OHP,LCD projector, Flipchart
,Flannelgraph,Exhibits,Films and charts

Strengths of Lecture
 Providing new information to a large group in a short
period of time
 Contains experience which inspires
 Stimulates thinking to open discussion
 Is useful for covering underlying concepts, principles,
and systems
 May stimulate learner interest in future study
 May be recorded for future use

Limitations of Lecture
 Places the burden of promoting learning fully on the
teacher
 “Tell me” mind-set in learners, passive audience
 May be presented at the teacher’s level of understanding
rather than at the learners’
 Offers limited opportunities for assessment and feedback
 Can lead to learner overload as it is common for
teachers to include too much information in too short a
time frame

Black Board- Advantages
 Ease of presentation
 Ease of understanding
 Increases memory for particular topic or diagram
 Ease of making notes
 Stay attentive in class
 Better vision
 Inexpensive teaching aid.
 Easily adoptable to everyone.
 Can be used in open air or room teachings.

Black Board-Disadvantages
 Chalk broad is time consuming in topic coverage.
 Less attractive and appealing than PPT.
 Decrease in attention of the students.

Advantages of Powerpoint presentation
 flexibility, creativity and ease to use.
 premade templates and layouts for users.
 it is easy to modify the slides when necessary.
 To progress through a slide show, the presenter only needs to click
a button
 maintain eye contact with his audience and use his hands for
emphasis.
 features a pleasing appearance and interesting graphics and
animations can be used.
 can be projected onto a large screen for use in a large auditorium
or lecture hall.
 Can be distributed easily to the necessary people for future
references.
 Powerpoint presentation can be stored easily on the computer

Dis advantages of PPT
 Computer skills needed
 A computer, projector, screen and electricity will all be
required.
 It also will be necessary to dim the lights in the room to
allow for proper viewing.
 The success of the presentation depends entirely on the
proper functioning of technology.
 the electronic file may be lost as a result of a computer
virus or accidental deletion.

Definition:Carefully prepared presentation to show how to
perform a skill or procedure.
 Dramatization help arousing interest
 persuades the onlookers to adopt recommended
practices
 upholds the principles of "seeing is believing“ and
"learning by doing", and
 can bring desirable changes in the Behaviour pertaining
to the use of new practice.
Demonstrations

Strengths of Demonstration
 Helps people who learn well by modeling others.
 Promotes self-confidence
 Provides opportunity for targeted questions and answers
 Allows attention to be focused on specific details rather
than general theories
 High educational and motivational value

Limitations of Demonstration
 Is of limited value for people who do not learn best by
observing others.
 May not be appropriate for the different learning rates of
the participants.
 Requires that demonstrator have specialized expertise if
highly technical tasks are involved

 A group is an aggregation of people interacting in a
face – to – face situation
 Group size :- 6 -12 members.
 The participants are seated in a circle, so that each is
fully visible to all the others.
 Group leader - initiates the subject,
 Helps the discussion in the proper manner, prevents
side-conversations, encourages everyone to participate
and sums up the discussion in the end .
Group Discussion

 Express ideas clearly and concisely
 Listen to what others say
 Do not interrupt when others are speaking
 Make only relevant remarks
 Accept criticism gracefully and
 Help to reach conclusions
Group Discussion -Rules

Good Group
discussion

Strengths of Group Discussion
 pools ideas and experiences from group
 allows everyone to participate in an active process
 Helps participants explore pre-existing knowledge and
build on what they know
 Facilitates exchange of ideas and awareness of mutual
concerns
 Promotes development of critical thinking skills
 Develops leadership, teamwork, communication, and
collaboration skills
 Promotes higher levels of thinking versus simple
memorization

Limitations of Group Discussion
 Not practical with more that 20 people
 Time consuming
 Can get off the track or go for social conversations
 Dominating / shy participants
 Can be a challenge to ensure participation by all,
especially in larger groups
 Can be frustrating for participants when they are at
significantly different levels of knowledge and skill .

Panel discussion
 4 to 8 persons – qualified - talk and discuss about a
problem or a topic in front of a large group or audience .
 The panel comprises a chairmen or a moderator from 4
to 8 speakers.
 Success of the panel discussion depends on Chairperson
to keep the train of thoughts of track.
 Discussion should be spontaneous and natural

Panel of Experts
Strengths:
 allows experts to present different opinions
 can provoke better discussion than a one person
discussion
 frequent change of speaker keeps attention from
lagging
Limitations:
 experts may not be good speakers
 personalities may overshadow content
 subject may not be in logical order

Silent Reflection
 This is where you give students a few minutes to think
about a problem or issue.
 Ask them to write down their thoughts or ideas on a
note pad. Keep the task specific.
 ask them to share their ideas with their neighbour before
moving into a discussion

Three Minutes Each Way
 Ask students in pairs to speak for three minutes on a
given topic.
 Be strict with timekeeping.
 excellent way of getting students to articulate their
ideas,
 the quieter students are given opportunities to speak
and be heard.
 listening without interrupting

Buzz Group
 A small discussion group formed for a specific task such
as generating ideas, solving problems, or reaching a
common viewpoint on a topic within a specific period of
time.
 Large groups may be divided into buzz groups after an
initial presentation in order to cover different aspects of a
topic or maximize participation
 Buzz groups are a form of brainstorming.
369 May 2018 Chengalpattu Medical College

Variations of Buzz group
 Phillips 66 Method
 Clark’s 22 Method
 Huddle Method
 Circular Response Method
 Progressive Buzz Sessions

Syndicates
 Describe activities undertaken by groups of students
working under their own direction.
 They can be asked to undertake internet or literature
searches, debate an issue, explore a piece of text,
prepare an argument, design an artefact or many other
tasks.
 To achieve productively, they will need an explicit brief,
appropriate resources and clear outcomes.
 Syndicates can work in groups spread out in a large
room
 The tutor may wish to move from group to group, or
may be available on a 'help desk' at a central location.
 Outcomes may be in the form of assessed work from the
group

THINK-PAIR-SHARE

THINK-PAIR-SHARE
 A variant of the buzz group
 students work on a problem or discussion question of
limited complexity by themselves for 1–5 min ( think ),
 then form a working pair with their nearest neighbour
( pair ).
 The discussion time allotted is also short (about 3–5
min),
 the instructor calls the pairs to report and discuss their
answers and ideas ( share) .

Snowballing/Pyramiding
 Start by giving students an simple individual task
 Then ask them to work in pairs on a slightly more
complex task, such as prioritising issues or suggesting
strategies.
 Thirdly, ask them to come together in larger groups,
fours or sixes for example and undertake a task involves
synthesis, assimilation or evaluation.
 Ask them to draw up guidelines, or produce an action
plan or to assess the impact of a particular course of
action.
 They can then feed back to the whole class.

Jigsaw
 The jigsaw technique is a method of organizing
classroom activity that makes students dependent on
each other to succeed.
 It breaks classes into groups
 Breaks assignments into pieces that the group
assembles to complete the (jigsaw) puzzle.

Fish Bowl Technique

Fish Bowl Technique
 Four to five chairs are arranged in an inner circle. This is
the fishbowl.
 The remaining chairs are arranged in concentric circles
outside the fishbowl.
 A few participants are selected to fill the fishbowl, while
the rest of the group sit on the chairs outside the
fishbowl.
 In an open fishbowl, one chair is left empty.
 In a closed fishbowl, all chairs are filled.
 The moderator introduces the topic and the participants
start discussing the topic.
 The audience outside the fishbowl listen in on the
discussion.9 May 2018 44Chengalpattu Medical College

Cross overs
 To mix students up in a systematic way so they work in
small groups of different compositions.
 You can use crossovers with A1,A2, A3, B1, B2, B3 and
so on (this combination is for creating triads - groups of
three).
 AAA, BBB, CCC and so on for one group exercise.
 For a second exercise, ask the students to work with
people who have the same number as themselves: 111,
222, 333.
 A third exercise will have students in triads where none
of the students can have a matching letter or number:
e.g. A1, B2 C3; A2,B3,C1..

Cross overs
 This will allow you to get students to crossover within
groups
 They work with different people on each task in a
structured way.
 Crossovers are useful in making sure everyone in the
group is active
 Also help to mix students outside their normal friendship,
ethnic or gender groups

Brainstorming
 Brainstorming is a group creativity technique that was
designed to generate a large number of ideas for the
solution of a problem.
 It is particularly helpful when you need to break out of
stale, established patterns of thinking, so that you can
develop new ways of looking at things.

Rules of Brainstorming
 Focus on quantity: greater the number of ideas
generated, the greater the chance of producing a radical
and effective solution.
 No criticism: should be put 'on hold'. Creates a
supportive atmosphere where participants feel free to
generate unusual ideas.
 Unusual ideas are welcome: They may open new
ways of thinking and provide better solutions than
regular ideas.
 Combine and improve ideas: lead to better and more
complete ideas than merely generating new ideas alone

Brain stroming Techniques
 Free writing
 Making a cube
 Clustering
 Listing and bulletting
 Venn diagram
 Tree diagram
 T diagram
 Act like a journalist
 Spoke diagram

Brainstroming - Spoke Diagram

Strengths of Brainstorming
 Listening exercise that allows creative thinking for new
ideas
 Encourages full participation because all ideas equally
recorded
 Draws on group's knowledge and experience
 Promotes peer learning and critical thinking
 One idea can spark off other other ideas

Limitations of Brainstroming
 Can be unfocused
 Needs to be limited to 5 - 7 minutes
 People may have difficulty getting away from known
reality
 If not facilitated well, criticism and evaluation may occur

Focus Group Discussions (FGD)
 It is a group discussion of 6-20 persons guided by a facilitator
during which group members talk freely and spontaneously
about a certain topic or health problem.
 The purpose of a focus group discussion is to obtain in-depth
information on concept, perceptions and ideas of group on a
particular topic.
 The emphasis should be on interaction between or among the
group members

 Cost-effective
 Quality of data enhanced by group participants
 Can quickly assess the extent to which there is agreement
or diversity on an issue
 Enjoyable for participants

 Silences the minority view
 Responses by each participant may be constrained
 Restricts number of questions that can be asked
 Requires group process skills
 Confidentiality not assured

Delphi technique
 Delphi technique is a method for structuring a groups’
communication process so that the process is effective in
allowing a group of individuals as a whole, to deal with a
complex problem
 Typically includes at least two rounds of experts answering
questions and giving justification for their answers, providing
the opportunity between rounds for changes and revisions.

Delphi technique

Delphi technique - Uses
 Determining priorities, setting goals, establishing future
directions
 Designing needs assessment strategies & improve
service delivery
 Evaluating programs or alternative plans

Role playing
 Socio- drama in which the situation is dramatized by a
group .
 audience is actively concerned with the drama.
 Sympathetic attention to what is going on ,or suggest
alternative solutions at the request of leader
 The size of the group 25.
 Best for schools.

Strengths of Role Playing
 Actively involves participants
 Adds variety, reality, and specificity to the learning
experience
 Develops problem-solving and verbal expression skills
 Can provide an entirely new perspective on a situation
and develop insights about feelings and relationships
 Provides teacher immediate feedback about the
learner’s understanding and ability to apply concepts
 Improves the likelihood of transfer of learning from the
classroom to the real world

Limitations of Role Playing
 Puts pressure on learner to perform, which can create
embarrassment and even resistance
 Depends heavily on learner’s imagination and
willingness to participate
 Can engender strong emotions related to past
experiences, empathy, etc.
 Can lack focus unless wellplanned, orchestrated, and
monitored
 Can reinforce ineffective behaviors/strategies if
performance is not observed by knowledgeable person
who provides appropriate feedback
 Can be time-consuming
 not appropriate for large group

Role of the Teacher – Role Play
Feedback provider:
1st: positive (creativity, originality, correct expressions).
2nd: mistakes:
Walk round the classroom listening to the students
and noting down the mistakes you would like to
deal with.
Asking the students what can be improved.
Write them on the blackboard.
Remedial exercise prepared before hand.
3rd : About the content and language.

Seminars
 A group of persons gathered for the purpose of studying
a subject under the leadership of an expert or learned
person.
 They are normally identified with learning institutions.
 The participants bring with them a background of
training and experience in the area.

Symposium
 Series of speeches on a selected subjects
 Each person or expert presents an aspect of the subject
briefly
 No discussion among the symposium members.
 Chair person makes a comprehensive summary at the
end

Work shop
 Consist of series of meetings, usually four or more with
the emphasis on individual work, within the group with
the help of consultants and resource personnel.
 Learning takes place in a friendly , happy and a
democratic atmosphere, under expert guidance.
 Hands on training

Conference
 A conference is a formal meeting of many people who
confer or talk about ideas or problems related to a topic.
 It is a meeting for consultation , deliberation ,discussion
or interchange of opinions

Continuing Medical Education
 CME- refers to a specific form of continuing
education (CE) that helps those in the medical field
maintain competence and learn about new and
developing areas of their field.
 These activities may take place as live events, written
publications, online programs, audio, video, or other
electronic media.
 Content for these programs is developed, reviewed, and
delivered by faculty who are experts in their individual
clinical areas.

Microteaching
Dr. Allen and his group evolved Microteaching in 1963 in
America.

What is Microteaching?
 “The teaching of a small unit
of content to the small group of
students (6-10 number) in a
small amount of time (5-7 min.)
means Micro Teaching”.
To train inexperience student-
teachers for acquiring teaching
skills.
To improve the skills of
experience teachers.

Skills of Micro teaching
 Set Induction (Introduction Skill)
 Skill of questioning
 Skill of Explanation
 Skill of Stimulus Variation
 Skill of Black-board Writing

Microteaching Cycle
(Procedure)
Step- I : Micro Lesson Plan
Step-II : Teach 5 Min.
Step-III : Feedback Session 5 Min.
Step-IV : Re-plan 10 Min.
Step-V : Re-teach Another group 5 Min.
Step-VI : Re-feedback 5 Min.
---------------
Total 30 Min. (Appr.)
Teach → Feedback → Re-plan → Re-teach → Re-
feedback

Planning
Teaching
Feedback
Re-
planning
Re-
teaching
Re-
feedback
Micro -
teaching
Cycle

Keys for PPT presentations
 Outlines
 Slide Structure
 Fonts
 Colour
 Background
 Graphs
 Spelling and Grammar
 Conclusions
 Questions

Outline
 Make your 1st or 2nd slide an outline of your presentation
 Follow the order of your outline for the rest of the
presentation
 Only place main points on the outline slide
Ex: Use the titles of each slide as main points

Slide Structure – Good
 1-6-6 Rule
 Use 1-2 slides per minute of your presentation
 Use bullet points
 Use key words and phrases only

Slide Structure - Bad
• This page contains too many words for a
presentation slide. It is not written in point
form, making it difficult both for your audience
to read and for you to present each point.
Although there are exactly the same number of
points on this slide as the previous slide, it looks
much more complicated. In short, your
audience will spend too much time trying to read
this paragraph instead of listening to you.

Slide Structure – Good
1. Show one point at a time:
 Will help audience concentrate on what you are
saying
 Will prevent audience from reading ahead
 Will help you keep your presentation focused

Slide Structure - Bad
 Do not use distracting animation
 Do not go overboard with the animation
 Be consistent with the animation that you use

FONTS

Fonts - Good
Title :36 font size
Text : 24 font size
Prefer San-seriff fonts
Use a standard font like Tahoma , Verdana or Arial

Fonts - Bad
• If you use a small font, your audience won’t be able to read what you have written
• CAPITALIZE ONLY WHEN NECESSARY. IT IS
DIFFICULT TO READ
• Don’t use a complicated font

Colour - Good
 Use a colour of font that contrasts sharply with the
background
Ex: blue font on white background
 Use colour to reinforce the logic of your structure
Ex: light blue title and dark blue text
 Use colour to emphasize a point
But only use this occasionally

Colour - Bad
• Using a font colour that does not contrast with
the background colour is hard to read
• Using colour for decoration is distracting and
annoying.
• Using a different colour for each point is
unnecessary
– Using a different colour for secondary points
is also unnecessary
• Trying to be creative can also be bad

Background - Good
 Use backgrounds – attractive and simple
 Use backgrounds which are light
 Use the same background consistently throughout your
presentation

Background – Bad
• Avoid backgrounds that are distracting or
difficult to read from
• Always be consistent with the background that
you use

Graphs - Good
 Use graphs rather than just charts and words
– Data in graphs is easier to comprehend & retain than
is raw data
– Trends are easier to visualize in graph form
 Always title your graphs

Graphs - Good
Items Sold in First Quarter of 2002
0
10
20
30
40
50
60
70
80
90
100
January February March April
Blue Balls
Red Balls
9 May 2018
89

Graphs - Bad
20.4
27.4
90
20.4
30.6
38.6
34.6
31.6
0
10
20
30
40
50
60
70
80
90
100
January February March April
Blue Balls
Red Balls
9 May 2018
90

Graphs - Bad
 Minor gridlines are unnecessary
 Font is too small
 Colours are illogical
 Title is missing
 Shading is distracting

Spelling and Grammar
 Proof your slides for:
 spelling mistakes
 the use of repeated words
 grammatical errors
 Ask someone else check your presentation.

Conclusion
 Use an effective and strong closing
 Your audience is likely to remember your last words
 Use a conclusion slide to:
 Summarize the main points of your presentation
 Suggest future avenues of research

Questions??
End your presentation with a simple question slide to:
 Invite your audience to ask questions
 Provide a visual aid during question period
 Avoid ending a presentation abruptly

Effective teaching of Large Groups
 Make your class feel small
 Being organized
 Personalizing the environment with active learning
 Walk around, move towards students
 Encourage questions
 Learn student names….if possible
 Have a plan B if technology fails
 Plan when you will give activities and breaks
 Get feedback at the end of the session

Common mistakes to avoid in
large group teaching
Lack of engagement
Information overload
Poorly thought out beginning and ending
Simply reading bullet points of the slides
 Inadequate knowledge of context of your
presentation
No time for assimilation and reﬂection
Entertaining, but not informative

Pedogogy
 Paidi(child)+ago (guide)
 It is defined as the discipline that deals with theory and
practice of education.
 Learner is dependent on the instructor
 Teacher centered approach
 Teacher evaluates the learning
 Didactic method
 Standardized curriculum
 Acquires only subject matter
 Motivation is mainly due to external pressure.

Andragogy
 Andras(man)+ago (guide)
 It is defined as the discipline that deals with the theory
and practice of education in adults.
 Learner is self directed,goal oriented cooperative
learning
 responsible for learning
 Socratic in nature
 Self evaluation, practical
 More experience and knowledge is gained in problem
solving , discussion , performing tasks
 Internal motivation

Bloom’s Taxonomy of learning
Domains
Cognitive: knowledge
Affective: attitude or self (growth in feelings or
emotional)
Psychomotor: Skills

Conclusion
 Developing and delivering an effective lecture can be a
daunting challenge.
 It is important to review the feedback gained from
students and peers
 Engaging students actively in the large group setting and
a way of avoiding common mistakes is very essential.
9 May 2018 Chengalpattu Medical College 103

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