different types of teaching methods

1. II YEAR BSC [N] AND PBBSC [N]
Communication and education
technology
Methods of teaching
• Prof Suchitra A Rati

2. Methods of teaching
Introduction-
• Teaching is an essential part of education
• Special function is import knowledge, developing
understanding and skills
Definition-‘teaching is a form of interpersonal
influence aim at changing the behavior potential
of another person’

3. Qualities of good teaching
• Recognizes individual
differences
• Causing to learn
• Involves skills in guiding
learning
• Involves care full planning
• It is democratic
• Provides desirable and
selective information
• It is progressive
• It is both diagnostic and
remedial

4. 1-Lecture method
• One of the oldest method, described as
teacher-centered teaching
• Derived from the ‘lectare’ means ‘road aload’
Definition-
• lecture is a pedagological [study of method,
theory and principles of]method whereby the
teacher formally delivers a carefully planned
expository address on some particular topic’-
JAMES MICHEL

5. Purposes of lecture
• To provide structured
knowledge
• To motivate and guide in
hunting knowledge
• To arouse students interest
in a subject
• Introduce students to new
area of learning
• To clarify difficult concepts
• To assist in preparing
students for discussion
• To promote critical thinking

6. Organizing a lecture
Aim
↓
Introduction
↓
Body
↓
-----------------------------------
↓
Example demonstration
↓ ↓
Questions
↓
Conclusion

7. Factors in planning the lecture
• Learner’s factors [for which course]
• Subject matter factors [content of the topic]
• Environmental factor [[A V Aids]
• Psychological factor [[simple to complex]
Types of lecture
• The ideal lecture-voluntary nature
• Classical lecture-[public education system]
• The experiential lecture-[to give participants
basic concepts]

8. Techniques of lecture
• Voluntary dissemination of information -
[conversation by teacher to reduce bore done]
• Voice gradation and quality-alteration in both
pitch and volume
• Adequate spacing-develop routine pace
• Proper body language-[maintains eye contact,
occasionally move towards students]
• Control annoying mannerisms-avoid
destructing activities [tossing chock, waving
hands, pinching nose or saying ‘so, right,
okay’]

9. • Judicious use of A V Aids
• Simple plan and key points
• Elicit fed back from students
• Provision of further clarification
• Time management

10. Advantages of lecture method
• Best method to communicate large group
• Helps in time saving and resources
• Teacher can plan in well in advance
• Opportunity for clarification of imp things
• Chance for incorporating new things
• Good for introducing new topic
• Avoid disturbances, sense of security

11. Disadvantages of lecture method
• Limited participation of the student
• Does not facilitate learning problem solving
• No way to know the real reaction of the pupil
• Difficulty to keep concentration of student
• Difficulty to take complete and accurate points
• It offers hardly for checking learning progress
• Does not clear individual student need

13. 2] Discussion method
• Basically it is cooperative problem solving activity
• Purposefully the group interacts for clearing the
doubt
Definition-it is cooperative problem solving activity
seeks a consensus [general agreement] regarding
the solution of a problem
• It is a conversation with a focal point such as a
specific topic, question, concept or problem in
which there is sincere desire to arrive at a
decision

14. Principles of discussion method
• Clearly defined objectives
• Leader to guide and
coordinate
• Main points of discussion
to be recorded
• Feel to participate
• Close with proper
decision, report or
summarizing
• Member should come to
the conclusion

15. Advantages of discussion
• Development of skill in critical thinking
• Development of special Attitude and
personality traits
• Helps in recalling and retention
• Development of skill in discussion
Disadvantages of discussion
• Time consuming
• Success of discussion depends on
preparation/participation
• Less efficient if number increases

16. Composition of group
• Group leader-one/key person/guider/regulator
etc
• Group recorder-one/salient feature
• Group observer-one/analyzing the
behavior/attitude
• Group member-15 to 20
Forms of discussion
• For small group-individual conference, class
group discussion, seminar, clinical conference,
role play, case analysis,
• For large group-group discussion, symposium,
panel discussion

18. 3] Demonstration method;
• Best method in teaching
of nursing
• It teaches by exhibition
and explanation
• It trains explains
students in the art of
careful observations
• Definition-visualized
explanation of facts,
concept and procedure

19. Steps in demonstration
1.Planning and preparation
• Formulation of behavior objectives
• Assess every behavior of learners
• State the objective to the learner
• Explain why skills are important
• Demonstrate the total skill at normal speed
• Demonstrate sin sequence with explanation
• Obtain feedback for clearance

20. 2.After demonstration
• Provide immediate supervised practice, with
adequate time allowances
• Provide verbal rather than physical guidance
• Provide safe and friendly envt for
encouragement
• Acquiring of skills differ with individual, please
confirm
• Replace article and discuss

21. Teacher responsibility
• Arrange demonstration like real
• Get consent form the client before
demonstration
• Obtains necessary equipments
• Provide proper information before
demonstration
• Provide discussion period immediately after
demonstration
• Evaluate individual student progress

22. Student responsibility
• Familiarize self with the objectives for
demonstration
• Study the material before attending
• Observe the steps of procedure with utilization of
the equipments
• Follow the steps being demonstrated
• Seek opportunity to practice in presence of
supervisors
• Evaluate self for perfection of the procedure
• Demonstrate the learned activity to the others
needing assistance
• Recognize the patient need
• Request for re-demonstration if it is unfamiliar

24. 4] Simulation
• It is the basis of sensitive training, socio-drama,
role playing and psychodrama.
• It is a teaching technique, used particularly in
management education and training in which a
‘real life situation’ and values are simulated by
‘substitute’ displaying similar characteristics.
Definition-role playing in which the process of
teaching is displayed artificially and effort is made
to practice some important skills of
communication through the technique , the
pupil-teacher and the students simulate the
particular role of person or actual life situation.

25. Types of simulation
• Simulation exercise
[representation of piece
of reality-learning
period]
• Simulation game-
[represents real life
situation]
• Role playing-[form of
drama learners
spontaneously art out]

26. Characteristics of good simulation
• Mirror of real situation
• Provide a mix of experience that can be
replicated
• Provide a safe envt and gets lot of chances to
learn
• Focus on application rather than uncertain
recall of knowledge
• Provide immediate feedback.

27. Purposes of simulation;
• Helps the students to practice decision making
and problem solving
• Student can learn how to set and perform
• Chances of active involvement
• Chance to apply principles and theories

28. Important /values of simulation
• Ensures safe nursing practice [bridging the gap
between theory and practice]
• It is an effective technique to learn psychomotor
skills
• Helps the student to develop critical abilities and
problem solving
• Role play enables students to empathic with the
real life situation
• Teacher can easily inculcate proper attitude
among nursing students
• It can be used as evaluation technique for student

29. Mechanism of simulation
• The main principle is-the player take on roles which are
representatives of the real world and then make
decisions in response to their assessment.
Application of stimulation in teacher training
Here the participant is
• Introduced into the situation
• Provided with information and opportunities
• Exposed to variety of observing the results
• Introduced to situation by film strips
• Given material to well versed with situation
• Presentation by participant
• Make him to identify the problem

30. Procedure of simulation
1- selecting role player [assigned different role, rotated,
acting and observing]
2- selecting and discussing skills
Planning, deciding the procedure of evaluation,
providing practical lesson
3- activities-role playing, socio drama
Advantages of simulation
• Highly student centered
• Excellent opportunity to learn from mistakes
• Faster’s critical thinking and problem solving skills
• Helps to acquire concrete meaning for abstract terms
• Provides a realistic experiences, helps in easy
application in clinical

31. Disadvantages of simulations
• Cannot be made in all the subject, not for
small children
• Needs lot of preparation before presentation
• Rehearsal is needed before presenting
• Time consuming
• Needs for many simulators

33. LABORATORY METHOD OF TEACHING
• Experimental problem solving has become an
integral part of teaching especially in sciences.
Even in nursing it has become the part of
teaching.
Definition- planned teaching activity dealing
with original or raw ‘data’ in the solution of
the problems.
• It is a procedure involving firsthand
experience—with primary source materials
through which the student can acquire
psychomotor as well as metal skills.

34. • As the schools and colleges of nursing
modernize their teaching facilities, they are
providing laboratories equipped with one way
viewing devices for observation studies by
small groups of students.
Techniques of laboratory method
1-introductory phase
2-work period
3-culminating activities
• The 1st step involves establishment of
objectives and a plan of work.

35. • The 2nd step involves supervising the study
activity. in which the student is involved in a
first –hand experience designed to achieve
particular objectives by solving the problem.
• The 3rd step includes meeting of all the group
members for discussion.
Purposes of lab method
• To provide the first hand experiences with
materials
• To provide experiences with actual situation
• To make student to become skillful in
manipulation of apparatus

36. Limitation of laboratory work
• Poor planning and lack of direction of teacher
may result in wasting student time.
• Lacks of budget in getting qualitative –labrotary
equipment create insecurity in teacher to operate
them.
Types of laboratory required
• Chemistry lab
• Science lab
• Nutrition lab
• Fundamental lab

38. SEMINAR
• It is a type of group of discussion where a
focuses on problem solving approach. it
consists of a scientific approach to the study
of selected problem.
Definition-it is an instructional technique of
higher learning which involves paper reading a
theme and fallowed by the group discussion
to clarify the complex aspects of the theme.
Objectives of seminar
• Gives opportunity for student to participate in
scientific analysis and research procedure.

39. Types of seminar
• Mini seminar-organizes to
discuss a topic in class
• Main seminar-organized at
departmental level or
institutional level on major
theme
• National seminar-organized by
an association or an
organization at national level
[experts are invited for
delivering a speech]
• International seminar-
organized by WHO OR UNISCO
OR by other international
agencies [the theme of the
seminar will be broad.

40. Techniques-
• Group member-10-15 member
• Theme/problem-shared by group member
and presented by member [sub topics]
• Duration-1 to 2 hrs
• Approaches-by presentation [investigation of
a presenting the problem by library research,
data collection.] after presentation fallowed
with discussion and further analysis.

41. Requirements of seminar
• Teacher-to lead and guide
• Participants-10-15 member
• Topic/time-presented by student [speakers]-
10-15 min
• Total duration of seminar-1to 2 hrs
• Leader/chairperson –among the student [keep
the discussion within the limit]
• Presentation –student presents in formal way
• Student secretary –has to record the problem
which arrived and what solution has taken

42. Conducting of seminar
The following tips will helps
• Define the purpose of seminar
• At end defined objectives has to achieve
• Focus discussion on topic
• Chance for expression
• Set time limit for each person
• Plan for summary at interval /at end of the
session
• Have discussion record either video/audio
• Plan for self evaluation of teacher or student

43. Roles in seminar
• Organizer/instructor
• President or chair person
• Speakers
• Participants/delegates
• Observers/guests
• Here the organizer organizes the programme
from the point of selection of theme, date,
time, duration, chairperson, speakers, place,
nature of delegates, preparation of pro
schedule.

44. • The chairperson role is to aware about the
theme, introduction of speaker, directing of
whole seminar, summarizing at the end, and
expression of gratitude to the speakers and
participant.
• The speakers have to prepare the assigned
topic, present in time with effective manner,
tolerance to except criticism, ready to answer
if it arises.
• Participants should well acquired with the
theme, seek clarification, should not put
question directly to speakers.

45. • Observers are limited to observe the activities
of the seminar, not permitted to participate in
the discussion, if they want at end they have
to avail the permission by chairperson to
present their observations.
Effective of seminar-depends on
• Ability of the teacher to direct total process
• Problem solving skills
• Effective use of primary data [library or
resources for information of topic
• Ability to use discussion effectively

46. Advantages
• Helps in cognitive [related to mental process-
learning, thinking, knowing] skills
• By facing speaker may learn and develop
many things
• Helps for self initiated learning
• Natural way of learning
• Helps to discuss the questions of participants
• Develops /promotes spirit and cooperation,
exchange of facts

47. • Groups will try to the problem
• Students becomes more organized and
develops moral skills
Disadvantages
• Time consuming
• Cannot be applied to new students
• If content is insufficient unnecessary
discussion arises

49. Symposium
• It is used to realize the higher cognitive and
effective objectives. The topic should create
interest in the theme of the symposium.
Definition;
• Method of group discussion in which 2 or
more persons under the direction of chairman
present separate speeches which gives several
aspects of one question.

50. Characteristics of symposium
• Provides broad
understanding of a topic
• Provides opportunity for
listener to take decision
• Used for higher classes
• Provides different view on
topic
• Develop feeling of
cooperation and
adjustments
• Success depends upon
personal involvement

51. MEMBER FOR symposium
• Teacher-prog planner
• Speakers-students [well worse with topic]
• Recorder
• Chairperson

52. Process
• Selection of topic/speakers/place /time/etc
• Submission of topic to teacher for finalization
• Preparation/pre-conference
• Symposium starts with chairperson
• Students presents with 15-20 min
• Conclusion at the end of each session
• Any questions/contributions addressed
through the chairperson

53. Purposes
• To investigate a problem from several point
view
• To boost students ability to speak in group
Advantages
• Suits for large group/classes
• Helps to discuss broad topic at organizational
meeting
• Gives deeper insight into the topic
• Direct the student independent study
• Can be used in political meetings

54. Disadvantages
• Inadequate opportunity for students for equal
participation
• Speech is limited to 15-20 minutes
• Limited audience participation
• Questions are limited to 3=4 min
• Possibility of overlapping of the subject

56. PANEL DISCUSSION
• Specially used in higher education where
more discussion is required
• Equal participation is given for all participation
for discussion
• Discussion is based on modern theory of
organization
• Participant able to solve the problem
• It was first used by Herry A Ober [1928]-used
discussion for small group

57. Definition
• It is the discussion in which 4 to 8 qualified
personnel sit and discuss the topic infront of
large group or the audience.
Purposes
• Benefits for the feature
• Different points of views are presented
• Stimulates thought and discussion
• Quick exchange of facts

58. Types of panel discussion
• Public panel discussion-
[arranged for common
problems, to provide factual
information, determine
social values etc]
• Educational panel
discussion-
[used in educational
institution, to provide
factual and conceptual
knowledge and clarification
of certain subjects]

59. Procedure of panel discussion
Consist of four type of people
• Instructor-responsibility organize the panel
discussion
• Moderator-he has to keep discussion on theme
and encourage for interaction in form of putting
question to the panelist
• Panelists-sit in semicircle before audience,
moderator sit at the middle of the panelist,
panelist must be mastery on the subject
• Audience-after discussion the audience is
allowed to participate for clarification

60. Uses of panel discussion
• Encourages social learning
• Higher objectives are achieved
• Develop the ability of problem solving and
logical thinking
• Develops interest and right type of attitude

62. Problem solving method
• Here the attempt is made to train this minds
of the pupils by confirming them with real
problems and giving them the opportunity
and freedom to solve them.
• Meaning-it is an instructional method or
technique where by the teacher and pupils
attempt in a conscious, planned and
purposeful effort to arrive of some
explanation or solution to some educationally
significant difficulty

63. Definition-YOKAM and SIMPSON –‘a problem
occurs in a situation in which a felt difficulty to
act is realized .it is difficulty is clearly present and
recognized by the thinker, it may be purely
mental difficulty or it may be physical and involve
the manipulation of data. the individual
recognizes it as a challenge.
Essential feature of problem
• Problem should be meaningful, interesting and
worthwhile to children
• Correlation with life, with other subject
• Arise out of real needs of the student
• Clearly defined

64. Steps of problem solving
• Formation and appreciation of
the problem
• Collection of relevant data and
information
• Organization of data
• Drawing of conclusions
• Testing conclusions
Approaches of problem solving
• Inductive approaches-
• Deductive approaches
• Analytical approaches
• Synthetic approaches

65. • Inductive approaches-where child is enable to
arrive at general conclusion, establishing laws or
formulate generalizations through the
observation of particular facts and concrete
example
• Deductive approaches-opposite to inductive,
learner proceeds from general to particular,
abstract to concrete and formula to
examples.[conclusion by logically]
• Analytical approaches -means the breaking up
of the problem in hand so that it is ultimately gets
connected with something obvious or already
known to us.
• Synthetics approach-, it is opposite to analytical,
proceed from known to unknown, things are
place together which are apart

66. Teacher role in problem solving
• As per Valentine Davis suggests the fallowing
points
• Get them [the students] to define the
problems clearly
• Get them to make many suggestions by
encouraging them [to analyze, recall, to guess]
• Get them to evaluate each suggestion
carefully
• Get them to organize the material by
proceeding

67. Merits of problem solving
• Stimulate thinking
• Helps in reasoning power
• Improves knowledge
• Develops good study habits
• Student learn self dependent
Demerits
• It involves mental activity only
• Not applicable for small children
• Chances of lack of resources and references
• Involves lot of time needs very capable teacher to
provide effective guidance

68. Uses of problem solving in nursing
• Develops ability to analyze the problem, take
proper judgment
• Helps the student to solve the problem
• Develops critical thinking
• Develops mutual understanding
• Develops team group approach

70. WORK SHOP TECHNIQUE
• The workshop is the name is given a novel
experiment in education. close group of
discussion will be held in form of workshop, it
consist of series of meetings with organizer,
resource person etc.
Definition
• Lorreta-it refers to a group of individuals who
work together toward the solution of
problems in a given subject matter field during
a specific period of time

71. Objectives of workshop-
organized to achieve fallowing objectives
• Cognitive objectives-organized to solve the
problem
• Psychomotor objective-develop proficiency for
planning and organizing
• Affective objective-attitude development-
develop professional relation ship
Purposes
• Facilitate communication between students
• Gives opportunity for personal development
• Opportunity to work on problem
• Learn new methods and technique

72. Planning of workshop
• Selection of theme [open
file, resource person,
participants]
• Selection of date, place,
language
• Selection of committees
[organizing, recreation,
registration, invitation,
decoration, catering,
transportation,
accommodation and
sponsors etc]

73. Preparation for workshop
• Budget preparation
• Preparation of Invitation,pampalet/booklet
• Reviewing of list of participants
• Arrangement of room
• Arrangement of staff and equipment
• Arranging for press relations
• Preparation of workshop schedule/time table

74. Role of people in workshop
Organizer, Convener, Experts/resource person
and Participant/trainer/delegate
• Organizer/secretary/coordinator-preparation
of schedule, arrangement, monitoring
• Convener/chairperson-main person, bringing
together everybody and completing of task
• Experts-able to present the topic properly,
well worse with theory and practical
• Participant-should have interest in
programme

75. Stages in conducting workshop
• First stage-registration, inauguration, preliminary
introductory session, pretest, break, sessions
[presentation by speaker], lunch
• Second stage-formation of the group, assignment
sessions and practical exercises, guidance and
supervision, clarifying session, group discussion
and preview of next day
• Third stage-sessions, posttest [evaluation] open
suggestions, expert suggestion, validation
• Fourth stage-getting together [letter of thanks
post workshop meetings and follow-up

76. Advantages of workshop
• Used to realize the higher cognitive and
psychomotor objectives
• Developing understanding and proficiency for
approaches
• Develop individual capacities
• Develop feeling of cooperation
Limitation
• In-service people may not show interest
• Not possible for large group
• Effectiveness depends on fallow-up

78. ROLE PLAY
• In teaching and learning, role playing is useful
in developing communication skills involving
emotions and encouraging group works
Definition
• Educational techniques in which people
spontaneously act out problems of human
relations and analyze the enactment with the
help of either role players or observer.
• Role playing is spontaneous acting out of roles
in the context of human relations situations

79. Purpose
• To develop specific skills
• To develop situational foe analyzes
• Understanding of points of view
• Increases students insights
Types of role playing
• Sociodrama-it deals with the interactions of
people with other individuals or groups [mother,
nurse, leader etc]
• Psychodrama-practiced in group setting, mainly
concerned with the unique needs and problems
of a particular individual [done under guidance of
experts

80. Principles of role playing
• As a teaching
technique-based on
philosophy
• Create a teaching
situation
• Should be flexible
• Stimulant to think
• Requires rehearsal
• Able to analyze
• Done for brief period

81. Steps in role playing
• Select a problem for role playing/title
• Set up role playing scene
• Getting underway in the role playing [specifying
the name]
• Part the group players [watch particulars role
play]
• Cutting the role playing
• Role playing
• Caution in the use of role playing
• The audience observers
• Summarize

82. Advantages
• Develops real communication skills
• Develops sensitivity to another ‘s feeling
• Develop skill in group problem
• Practice selected behavior
• Encourage independent thinking
Disadvantages
• It is a means not an end
• Requires expert guidance and leadership
• Participant nay feel threatened
• Strongly dependent on student’s imagination

84. PROJECT METHOD
• It was developed and perfected by Dr William; it
is the outcome of the pragmatic educational
philosophy.
Definition-it is a problematic act carried to
completion in its natural setting
• It is bit of real life that has been imported into
school
Principles of project method
• Purpose [realize its goal]
• Activity [make active learns thinking by doing]
• Experience [learning of new facts]

85. • Social experience
[working in group]
• Reality [conducted in
real]
• Freedom not forced by
teacher]
• Utility [worthwhile
when it is useful]
Types of project method
• Individual type
• Group type

86. Steps in project method
• Creating the situation
• Choosing the project
• Planning
• Carrying out the project
• Evaluation of project
Advantages
• It arouse and maintains interest in student
• Keeps students on freedom of thought and action
• Know the individual differences
• Growth of individual thoughts and activity
• Develops team spirit

87. Disadvantages
• Misconception of team project
• Wrong selection of topic
• Over consumption of time
• Costly and non availability of things may not
be completed in time

89. PROGRAMMED INSTRUCTION
• The instruction provided by teaching machine
or programmed text book is referred to as
programmed instruction
Definition-it is planned sequence of
experiences, leading to proficiency, in terms of
stimulus-response relationship that has
proven to be effective.
Characteristics
• The subject matter is divided into small steps
• Frequent responses is required
• Immediate confirmation of right answer

90. Types of programming
• Linear programming-called
as straight line programme,
the learner’s responses are
controlled externally by the
programmer sitting at a
distant place. The student
proceeds from one frame to
the next until he completes
the programme
• Branching or intrinsic style
programming-introduced
by Norman Crowder-it is a
form of communication
between programmer and
user. Here each frame
presents more text than
average linear frame

91. Steps of programmed instruction
• Preparatory phase-viewing, deciding,
selecting topic and preparing outline,
specification of objectives]
• writing phase-present the material in frame,
require active student response, provide
answers for confirmation, use prompt to guide
student response and provide careful
sequencing of the frame
• Validation phase-try-out and revision,
Individual try=out small group try-out, editing
etc

92. Advantages
• It is more successful in critical sagacity of the
logic of various sub
• Used for more creative method of study
• Improves the quality of education in general
• Great thrust in the direction if individualized
instruction
Disadvantages
• Restricts learners freedom of choice
• It does not eliminate competition often claimed
• Teacher and pupil contact is totally lost
• Speech is also equally important

94. SELF DIRECTED LEARNING
• It is an increasingly popular topic educator
and trainers now a day’s attracted to self
directed learning applications for a successive
learner initiating the learning.
Definition-it is a process in which the learner
initiating learning , making decisions about
what and how to learn self in order to achieve
a particular task

95. Importance of SDL
• To plan participate in
one’s own learning
activities
• It identify the
requirement for a
problem solving and
reaching the learning
objectives
• Important to develop self-
discipline and time
management skills
• Important to
communicate with peers
for information exchange

96. Benefits of SDL
• Increase self esteem
• Improve the knowledge and learning skills
• It enhances the thinking ability of the learner
• Promotes self awareness
• Helps decision making
A conceptual model of SDL
It includes personal attributes, processes, and
context
• Personal attribute-refers to learner’s motivations
for the capacity of taking responsibility for their
learning

97. • Processes-refers to the autonomous learning
process, includes planning, monitoring and
evaluating one’s learning
• Context-focuses on envt factors and how those
factors impact the level of self –direction
provided to the learners
Steps of SDL
• Planning-it provides flexibility for the learners to
pace their own study
• Monitoring and-the learner must decide whether
they understood the subject correctly or heading
in right direction
• Evaluation-final stage where set objectives are
achieved or not

98. Key principles of SDL
• The educator as facilitators [often needs
guidance by expert]
• Identification of learning needs
• Development of learning objectives
• Commitments to a learning contract
• Resource identification
• Implementation process
• Learning evaluation

99. Methods of SDL
• Relaxed envt
• Collaboration
• Involvement in decision making and setting goals
• Involvement in planning
• Evaluation by teachers, self and pears
Prerequisite for SDL
• Informational technology
• Teleconferencing [video. audio and computer
conferencing]
• Internet and intranet
• Distance education
• CD-ROM device

101. MICRO TEACHING
• It is one of the most important developments
in the field of teaching practice. Originated in
Standford [1963].
• Meaning-it is clinical teaching programme
which is organized to explore the trainee to an
organized curriculum of miniature teaching
encounters, moving from the less complex to
the more complex.
• Definition-defined as scaled down teaching
encounter in class size and class time.

102. Objectives in micro teaching
• To enable the teacher trainees to learn and
assimilate new teaching skills under control
conditions
• To enable the teacher trainee to gain
confidence in teaching and mastering
• To gain maximum advantages with little time,
money and material
• To give the teacher trainees training in the
component skills of teaching at the3 pre-
service level

103. Characteristics of micro teaching
• It is real teaching but focuses
on developing teaching skills
• To reduce class size 5-10 pupils
• Duration of period is 5-10 min
• Reduce size of the topic
• Highly individualized training
device
• Training device to prepare
effective teacher
• Provides feedback for trainees’
performance
Procedure adopted in
microteaching
• Lecture method,
demonstration method, etc

104. Steps in microteaching
• Defining the skill
• Demonstrating the lesson
• Planning the lesson
• Teaching the micro lesson
• Re-planning the lesson
• Re-teaching the lesson
• Re-discussion or re-feedback
• Repeating the cycle

105. • Five ‘R’s of micro teaching
• Recording, reviewing, responding, refining and
redoing
• Principles of microteaching
• Psychological theory of reinforcement
• The pedagogic principle of practice and drill
• Principles of continuity
• Microscopic supervision
• Evaluation
• Microteaching an outline

106. • Steps in microteaching cycle
Steps in microteaching cycle
[With appropriate timing]
1st plan
↗ ↘
6. re-feedback 2, teach
[6 min] [6 min]
↖ ↓
5. Re-teach 3-feedback
[6, min] [6min]
↖ ↙
4 re-plan
[12 min]

107. Advantages
• It is real teaching
• Accomplishment of specific task
• Increased control of practice
• Expansion of normal knowledge
• Effective in modifying teaching behavior
• Senior teachers can guide the junior teacher
• Superior performance
• Different feedback form
• Immediate evaluation and additional trails will
be done

108. Disadvantages of micro teaching
• Only stimulated technique with less number
of persons over a short period of time
• Limited to lecturing
• Conducted under control envt
• Time consuming
• Difficulty in using analytical approaches

110. COMPUTER ASSISTED INSTRUCTION
• When the computer is
used as an aid to
teaching, method of
instructions called
computer assisted
teaching.
• Definition-it is defined
as a method of
instruction in which the
computer is used as an
aid of teaching method

111. Principles of CAI
• Principle of small step[subject matter is
divided into small step]
• Principle of active responding
• Principle of immediate confirmation
• Principle of self-pacing [student can work each
step as slowly or quick]
• Principle of student learning

112. Types of CAI
• LOGO
• Simulation
• Controlled learning
Advantages of CAI
• Provides highly flexible branching in
instruction
• Simultaneous testing of each individual
• Provides multidimensional learning

114. COMPUTER ASSISTED LEARNING
• In 1980’s the CAL became available to
university students locking for an alternative
to their traditional textbook
• These programmes used only digital files
transferred onto CDROM to give students
hightly portable and accessible learning
materials.
Uses of technology
• Motive students
• Strengthen teaching
• Work quickly and objectively

115. Types of CAL soft ware
• Drill and practice-it provides exercises in
which students work example items one at a
time and receive feedback on their
correctness
• Tutorial-it exposes the learner to material that
believed not to have been previously taught or
learned. It often includes pretest, post test
and drill and practice
• Simulation-it is computerized model of real
or imagined system designed to teach how a
system works and allows learners to create
their own sequence for using simulation

116. • Games-there are designed to motivate
learning by adding game rules to learning
activities
• Multimedia-programme that support the
interactive use of text, audio, still images,
video and graphics and manipulate them to
support learning
• Word processing-the creation, input, editing
and production of words in documents and
texts by means of a computer system

117. Advantages of CAL
• Ideal for distant learning [open university]
• Student can learn in their own pace
• It generate a positive attitude in student
• It stimulate real situations
• Programme can be put to CDROM or DVD to get
content
Disadvantages of CAL
• Need computer for CAL
• It lowers teacher role
• The user must have knowledge of computer
• Enable to assess the human and emotional
factors
• It provides more mental and physical fatigue

119. INNOVATIVE TEACHING STRATERGIES
These are modern methods of
teaching techniques
• Creative teaching-here creative
efforts are made to bring out the
most creative in classes. The
participants must know their
fields and thinking know how to
develop ides or thought to create
an appropriate learning envt.
• Brainstorming-a useful tool to
develop creative solutions to a
problem ,is a lateral thinking
process by which students are
asked to develop ides or thoughts
that may seem crazy or shocking
at first’

120. • Negative brainstorming-it involves analyzing a
short list of existing ideas, rather than the
initial massing of ideas as in conventional
brainstorming [what could go wrong with this
project]
• Concept mapping-it represents knowledge
graphic form. Network consist of nods, which
represent concepts, link and which represents
relationships between concepts.
• Role playing-here each s students takes the
role of a person affected by an issue and
students an issue or events from the
perspective of that person

121. • Story boarding- story –boarding can be
compared to spreading students’ thoughts out
on a wall as they work on a project or solve a
problem. Story boards can help with planning
ideas, communications and organizations
• Questioning activity –in this exercise in
questing, students create a list of 100
questions. There are no directions regarding
what questions to ask and no judgments or
criticism of questions

122. • Reversal-it takes a given situation and turns it
around, inside out, backwards, or upside
down
• Fishbone-it uses a visual organizer to identify
the positive causes of problem.
• The mystery spot-the instructors set up a
mystery story [videos, animations] that
evolves a key concept such as DNA.

125. CLINICAL METHODS OF TEACHING
• It is a type of group conference in which a patient
or patients are observed and studied, disused,
demonstrated and directed towards the
improvements and further improvement of
nursing care.
Definition-the ideal way of teach clinical nursing is
center the teaching around specific patients
Purposes
• Provide individualize care
• Develop high technical competent skill
• Practice various procedures
• to collect and analysis of data

126. • Conduct research
• Maintain high standards of nursing practice
• Develops various methods in delivering care
• Identify the problems of the clients
• Learn various diagnostic procedures
Methods of clinical teaching
• Client and family centered approach
• Conference [group, staff, nsg care, individual
and team conference]
• Bedside clinic
• Nursing rounds

127. • Assignments
• Field visit
• Process recording
• Ward teaching
• Ward class
• Case method
• Brain storming method
• Group discussion
• Demonstration method
• Laboratory method
• Health talks

128. CLIENT AND FAMILY CENTERED APPROACH
• Individualized care will be provided in holistic
manner. here not only client will be assisted for
therapeutic measures, the family members also
will be involved in education about illness and
health concept, signs and symptoms, treatment
and prevention of problems etc for both family
and client
CONFERENCE
A-GROUP CONFERENCE
• A conference is the act of consulting together of
two or more individuals in an formal meeting for
the purpose of giving or exchanging ideas. It
involves a two way flow of conversation.

129. Purposes
• To set objectives and criteria for nursing care
• To plans methods for improving care
• To solve problem
• To evaluate results of report
B-STAFF CONFERENCE
• It will be conducted in teaching institutions.eg
faculty meeting etc
• Nsg supt conduct conference for all nurse
• The leader of the conference opens it briefly
with set of purposes and objectives

130. • Starts with asking careful thought
• The leader should accept each person’s
suggestions
• Each member should encourage expressing their
views
• It ends with delegating some of the responsibility
C] NURSING CARE CONFERENCE
• It is a free exchange if knowledge and experience
about common interest designed around a
consultation visit of clinical nurse specialist
• But more frequently designed for the staff for a
specific nursing unit

131. • It will done with patient he or she is presented
their opinion of serviced given by a nursing
person
• It includes identifying /diagnosing problem .
arriving for special or possible solution, helping
staff to do examination of the patient etc
Phases/steps of NCC
• Opening phase-first two minute conference, to
make a committee to work on a problem solving
relating to a particular problem
• Working phase-arriving at a consensus on a
problem identification and solution once the
patient is selected, it should be used properly for
coming for a conclusion; staffs are requested to
express their views foe open discussion

132. • Closing phase-once the group has worked
through problem solving and has decided on
solutions, the next phase is closure, were
there is delegation of responsibility to one or
more staff to accomplish the objectives.
Advantages
• It helps them to collect in a creative way
• Able to validate the data or information
• Provides real practical learning envt
• Provides free opportunity to think

133. Disadvantages
• May not be effective, if they are not fully involved
• May change into classroom teaching
D] INDIVIDUAL CONFERENCES
• It sometime described as a ‘’conversation with a
purpose’’, the teacher may introduce the new
concept or information regarding the field
experienced by an teacher.
Purposes
• To guide in teaching
• To acquire more knowledge
• To discover the interests, needs etc
• To help the student to help himself

134. NURSING TEAM CONFERENCE
• NTC as a teaching tool offers
valuable opportunities for
learning.
• It as started by Miss Dorothy
Finkbiner ’’the assignment
method should be user when
will make possible the best
nursing care to the staff
members, giving them interest
and challenge and that will keep
the unit functioning smoothly
and effectively’’

135. Objectives of NTC
• Identifies the patient problem
• Recognizes ability and limitation of various
team members
• Teaches what is required to help team
member’s fulfill their roles
• Brings also maximum creative potential of
team

136. Advantages of the NTC
• It is used to plan the daily continuity of
nursing care the best meets the patient’s
needs
• As a teaching tool, nursing team conference,
offers valuable opportunities for learning
• It gives an ability to observe report and
analyze significant findings

137. BEDSIDE CLINIC
It is carried out in clinical area, one of the best
method of teaching, it is planned teaching
programme, not restricted at classroom, done at
bedside of the client.
Purposes
• To provide learning experience for the nursing
student
• To improve the students ability to solve the
problem
• To realize the need of the client
• Helps the student to observe in an organized
systematic way
• To improve the quality of nursing care

138. Steps of bed side clinic
• It includes select the client, class
,ward, topic time etc
1-Introduction phase-it serve s to
acquaint the student with the
patient background etc
2-Patient centered discussion-
during this phase afew questions
are asked to obtain the needed
information from patient
3-Post clinic evaluation-it offers
the excellent opportunities for
students to evaluate the patient
behavior ability to solve his own
problems and various other
aspects

139. Advantages
• It puts the students in an active actual situation
• Covers limited group of students
• Ensures closer contact with reality
• Permits comparison between reality and theory
Disadvantages
• High personnel costs
• Sometimes puts the patient in difficult situation
• Poor standardization
• Narrow limits of evaluation

141. NURSING ROUNDS
• It is an excursion into
patient’s area involving
the students learning
experience.
• It revealed that students
responded to this method
of teaching with
enthusiasm.
• The process of clinical
teaching is done while the
nursing person is on
rounds

142. Types of nursing rounds
It is given according to the purpose they serve
• Information giving round-it is used to
acquaint the staff with all patients on the
ward or division
• Instructional rounds-here the nurse is
expected to read the charts and come to
rounds with basic information in mind
• Problem solving rounds-this is to help the
nursing team to conduct initial interviews
make assessment of patient‘s needs and
indentify nursing care problems

143. Purposes
• To demonstrate symptoms important in
nursing care
• Clarify the terminology used
• To compare patient’s reaction to disease and
study the disease conditions
• To illustrate skillful nursing care
• To demonstrate effects of drugs [action,
reaction etc]

144. Advantages
• Demonstration of symptoms
• To clarify the terminology
• Clarify the effects of the drugs
• Skillful nursing care
• To monitor successful improvisation

146. NURSING ASSIGNEMENT
• Assignment in the clinical field is
the nursing education cum
service.
Definition-it is the part of learning
experience where the students
are assigned with patients or
other activities concerning to
patients in clinical laboratory.
Objectives
• To provide the patient with best
possible nursing care
• To plan assignments which are
interesting to nursing
• To provide a well rounded
educational experience for
student nurses
• Achieving good ward
management

147. Methods of assignment
1] patient method-it is a method were one or
more patients are assigned to nurse to give
complete nursing care [general nursing
measure, treatment, medications, recording
vital signs etc. when she goes off duty the
duties are assigned to fourth coming staffs,
were patient will be getting round the clock
services.
2]the functional method-the nurses are
assigned to specific functions in the ward like
giving injections, recording vital signs etc. this
is used when few nurses are available

148. 3] Team method of assignment-nursing care is
given to the patients with team conference by all
the team. Nursing leader supervises and guides
the team in giving quality nursing care.
• Well qualified people need for planning
Basic care is given by nurse, but specific,
complicated services are given by specialized
nurse
Criteria for effective assignment
• Objectives of the assignment should be informed
to student
• They should be oriented to new clinical area
• Facility should be given to student to practice

149. • Only selected ward/community to begiven for
learning
• Assignment are given based on ability of student
• Proper guidance and supervision is needed
• Sufficient time to be provided
• Student’s performance should be evaluated
• Opportunity should be given to student to learn
Advantages of assignment
Patient method-
• Patient has security and belongingness
• The nurse gets job satisfaction
• Interpersonal relationship is good
• The maximum learning takes place

150. Functional method-
• It is having efficiency in the work, hence the team
efficiency method
• Most work is turned out in less given period of
time
• There is less confusion
• Skill is developed when the work is done
respectively
• The maximum learning takes place
Team method-
• Often best method of teaching
• Students get more learning experience
• Patient gets good care and good ward
management

152. PROCESS RECORDING
• It is an interaction between the nurse and client,
which has been noted in record book is
commonly known as process recording.
Definition-a verbatim between nurse and the
patient
• An exact written report of conversation between
the nurse and the patient during the time they
were together
Uses/advantages
• As a teaching –learning tool
• As an evaluation tool
• As an therapeutic tool

153. Guidelines for student while conducting
process recording
• Goals should be before starting the work
• Note important factors in patient’s personality
• Mention what are the services/therapies the
patient is getting on and before
• Date and time of PR should be mentioned
• Brief description should be written before the
PR start
• Identify the patient need
• Evaluate the process recording

154. Element studied in process recording
• Conventional skills
• Skills in interviewing for specific purposes
• Verbal and non verbal cures to the patient
need
• Skill in meeting the patient need
• Awareness of behavior as a result of
awareness
• Skill in verbal interaction
• Finding of different interaction patterns

155. Phases of process recording
• Preparing the student-help in
defining the clear objectives,
introduction of the client etc
• Recording of patient interactions-
noting of exact conversation of
patient and student interactions,
interpretation of patient feeling,
analysis for meanings an clues to
patient need, evaluation of
student interaction with the client
• Final evaluation-after interaction
collected information has to
analyses the recording based on
the analysis of objectives, self
evaluation of the students also
can be done

157. FIELD VISIT-
Specially used in community setting for
the purposes of teaching,
evaluation or monitoring or for the
purpose of supervision of the
subordinates.
• It is a visit especially planned for its
possible contribution to the
objectives of the curriculum,
courses, lesson or other unit of
instructions.
Definition-it is defined as an
educational procedure by the
students obtain the first hand
information by observing laces,
objects, phenomena or activities
and process in their natural setting,
to further learning

158. Purposes
• To provide real life situation for the first hand
information
• To supplement class room information to
secure definite information
• To serve as preview of a lesson and for
gathering instructional materials
• To verify the previous information
• To create learning situation

159. Organization and the procedure of field trip
It include
1-preplanning-it should be by the teacher,
students. the teacher should decide the trip,
know the resources, obtain the administration
permission, dealing with permission and
arranging the transportation.
• Along with that the teacher and students
should-formulate the objectives, list down the
specific information to be obtained, formulate
the questions to be asked, explain in detail
what exactly has to be done

160. 2-actual conduct of the trip-which includes the
fallowing the schedule, strictly fallow the
safety measures, observe and collect
information which is needed, teacher has to
supervise and help in clearing the doubt and
observe the formalities and extend courtesies.
3-evaluation phase-it should an ongoing
process, instruct the student to submit the
report what they have been observed or
noted or exactly what they have done, and not
done.teacher can evaluate with the evaluation
sheet.

161. Essential requirements for the field trip
• Knowledge
• Rapport
• Specific objectives
• Time and transport planning
• Preparation of the students
• Supervision

162. Values/advantages of field trip
• Breaks the monotony of the class room
teaching
• It furnishes the first hand information to the
students
• Provides opportunity to the student to learn
the attitude, cooperation etc
• Helps in acquiring many skills
• Student’s better understanding
• Helps developing of observation techniques
and analysis of the content

163. Disadvantages
• It is time consuming
• Careful planning is required
• Much parity to be involved
• Transportation may be the problem
• Risk of safety
• If group is large effective observation is
needed, needs additional staff
• It involves cost

165. Ward teaching programme
• Normally it will be conducted when any doubt
has to be clarified or new procedure to be taught
at ward or to clarify if any issues have been
raised.
• It helps in supplement, to support and to utilize
classroom instructions. Aids the student to make
application of scientific principles to particular
activity.
Ward classes
• A class will be conducted based on current clinical
experiences of the student for whom the class is
planned. It is used for the small group who are
having same knowledge, experience and dept.

166. Case method
• Which includes case study, case analysis and case
incidental technique
Case study/case presentation –the student will
given specific case for planning nursing care after
4-5 days study, he has to prepare and submit the
details to the teacher
Case analysis- a concrete case for analysis and
discussion by a group of students under the
leadership of the instructors.
Case incident technique- which requires
immediate decision and action is taken from a
case and presented to the students for their
analysis and decisions.

168. Concept of teaching and learning
Teaching is an essential part of education. its
special function is impact knowledge, develop
understanding and skills.
Definition
• American educational research association
commission –teaching is a form of
interpersonal influence aimed at changing the
behavior potential of another person.
• Scientific definition-it is the process of
carrying out those activities that experience
has shown to be effective in getting students
to learn.

169. Descriptive definition-
• Teaching as success
• Teaching as intentional activity
• Teaching as normative activity
Nature and characteristics of teaching- It is
• Giving information
• Causing to learn
• Matter of helping the child to respond to his
envt in an effective manner
• Simulation and encouragement
• Guidance

170. • Training the emotions of the child
• Means of preparation
• Formal as well as informal
• An art
• Skilled occupation
Quality of good teaching
• Recognizes individual differences
• Causing to learn
• Previous opportunities for activity
• Involves skill in guiding and learning
• Kindly and sympathetic

171. • Not tied to any method
• Cooperative
• Care full planning
• Democratic
• Progressive
Concept of teaching
• Teaching is considered as an art and a science
[art-sense of being an activity, science-activity
can be based on a body of systematically
derived knowledge
• Teaching is distinctively human activity, which
is an essential part of education

172. It is usually associated with seven rupees
• Reading
• Writing
• Arithmetic
• Rights,
• Responsibilities
• Relationships and
• Recreations
• Teaching is not merely a lifework, a profession
and occupation, a struggle. it is a passion.
• Means whereby society trains the young in a
selective envt as quickly as possible to adjust
themselves to the world in which they live.

173. The qualities of good teacher
• Knowledge of the subject
matter
• Patience
• Intellectual curiosity
• Confidence
• Compassion
• Achievement
• Planning
• Awareness
• Mentorship] desire to
influence the students]
• Maturity
• Community involvement
• Organization
• Vision
• Context
• Mission
• Enthusiasm

174. PRINCIPLES OF TEACHING
• Teaching should have
clearly defined goals and
objectives
• Teaching strategies
should cater to the
aptitude interest and
abilities of the students as
teaching is student
centered
• Teaching is always in
social content
• Teaching should correlate
with the various ideas
and events

175. • Teaching should emphasize the students
active participation in all the stages and steps
of teaching –learning
• Teacher student cooperation is essential in
teaching-learning
• In teaching some remedial or compensatory
or extra-teaching for some students who have
some difficulty in learning
• In teaching physical and social environment
should be present in the class room

176. • A teacher must be quite imaginative and
resourceful
• The teacher should keep the classroom active
• Teaching must enable the student to work
independently
• Teaching is the stimulation, guidance,
direction and encouragement of learning
• There should be proper feedback and
reinforcement
• Opportunity for the student to explore the
views

177. Theories of teaching
• Teaching theory explains the relationship
between the teaching and learning and identifies
the factors
• It gives the knowledge about the assumptions of
teaching activities which provide guideline for
organizing teaching
1 Formal theory of teaching-meutic theory,
communication theory of teaching, moulding
theory of learning and the mutual inquiry theory
2-Descriptive theory of teaching-theories of
instruction and prescriptive theory of teaching
3-Noramative theory of teaching-cognitive theory
of teaching, theory of teacher, psychological
theory of teaching and general theory of teaching

178. 1 formal theory of teaching-it is based on certain
logic, certain metaphysical assumptions etc
• The meutic theory conceives that teaching
process helps to collect or unfold that knowledge
with questioning techniques. The hereditary plays
an important role in teaching process
• The communication theory of teaching is based
upon assumptions that the teachers possesses all
knowledge and information which student does
not possess, where teacher explains, presents etc
• The molding theory of teaching which focuses on
shape, form and mould of the students behavior
• The mutual inquiry theory assumes that each
individual has the capacity to discover new
knowledge with mutual inquiry

179. •Thank you