SEMINAR ON SELF DIRECTED LEARNING, MICRO TEACHING

SUBMITTED TO: Mrs. Agnes Monica, Associate Professor, Department of Psychiatric Nursing, Saveetha University. SUBMITTED BY: Mrs. Shanthi S.N. MSc Nursing Ist Year, Saveetha University.

INTRODUCTION Learning is a multifarious o!, "hich the chil# starts soon after the !irth an# continue throughout the life till #eath. In nursing e#ucation, optimum learning situations have to !e provi#e#. In$uiry an# #iscovery are nee#e#. %he learning situations shoul# #evelop potentials in a stu#ent nurse an# ena!le the stu#ents to achieve the goals an# influence their !ehavior in positive #irections. DEFINITION Learning is any relatively permanent change for mo#ification of !ehavior that results as a result of practice or e&perience ' Murthi ( )ates It is an episo#e in "hich a motivate# in#ivi#ual attempts to a#opt !ehavior so as to succee# in a situation "hich he perceive# as re$uiring action to attain a goal. ' Pressey Learning e&perience is a mental or physical reaction to seeing, hearing or #oing the things to !e learnt an# gains meaning an un#erstan#ing useful in solving ne" pro!lems.

OBJECTIVES OF LEARNING EXPERIENCE %he sources "hich influence the selection of learning e&perience an# the e&periences selecte# in an# of themselves #etermine in some #egree the "ay in "hich the curriculum arrange# or organi*e#. In e#ucational programme, the teacher shoul# ma+e an effort to provi#e appropriate e&periences !oth in hospital an# community health fiel#, to the learner so that the changes in !ehavior of the learner ta+es place in the right #irection as outline# in the o! ectives of the programme. ,. IMPA-%IN) %./ 0N12L/D)/3 0no"le#ge, "hich has imparte# in a "ay so as to facilitate effective learning on the part of the pupil. a4 P-/PA-A%I1N3 A chil# has to !e prepare# to receive ne" +no"le#ge. !4 P-/S/N%A%I1N3 A teacher has to select a su! ect matter accor#ing to the nee#s, a!ilities an# mental level of the pupils has to !e arrange# in a logical se$uence.

c4 51MPA-IS1N 16 ASS15IA%I1N3 %he facts or i#eas presente# shoul# !e compare# or associate# "ith one another. It enhances the process of assimilation an# sharpens the mental facilities of chil#ren involves high mental process. #4 )/N/-ALISA%I1N3 2hen min# has comprehen#e# a ne" place of +no"le#ge an# compare# it "ith the ol#, arrive at a general i#ea un#erlying various i#eas an# formulating some loss of principles especially in an in#uctive lesson. It #evelops an in#epen#ent thin+ing. e4 APPLI5A%I1N3 2hen a rule, formula or principle has !een evolve#, it shoul# !e teste# an# verifie# !y applying it to a ne" situation. 7. %./ A58UISI%I1N 16 S0ILLS3 S+ills inclu#e a "i#e range of activities li+e capa!ilities, physical ha!its etc. Preparation Presentation Statement an# formulation of rules Practice'#emonstration an# return #emonstration. 5orrection an# application

9. D/:/L1PM/N% 16 A/S%./%I5 S/NS/ 1- %AS%/3 It aims at the aesthetic #evelopment in the learners provi#e them "ith emotional e&perience an# sta!ility in them. %he teacher provi#es con#ucive environment for the success of an appreciation. ;. M1%I:A%I1N3 Motivation is the vital aspect in mastering the stu#ent as "ell as in teachers an# a#ministrators so that the teaching "ill !e effective an# results fruitful learning. CRITERIA FOR THE SELECTION OF LEARNING EXPERIENCE Learning e&perience shoul# !e consistent "ith the e#ucational philosophy of the school or college an# lea# to the fulfillment of pro&imate aims or o! ectives. Learning e&perience shoul# !e varie# an# fle&i!le enough, +eeping in min# the learner<s a!ility an# !ac+groun# to un#ergo #esire# change of !ehavior an# not going !eyon# their particular stages of #evelopment PRINCIPLES TO BE FOLLOWED IN SELECTING LEARNING EXPERIENCES Purposes of o! ectives in vie".

Learning activities relate# to life situation "here the stu#ents are e&pecte# to practice after !eing $ualifie#. Integration of learning e&perience !et"een theory an# practice. I#entifie# tas+ an# their e&pecte# o!s. 6ocus of selecting activities shoul# !e3' Nee#s an# #eman#s of learners, community, national an# the "orl# population 5ommunity oriente# an# hospital oriente# Levels of prevention. Nursing care practices at all three levels of health care :alues in nursing.

Development of stu#ents< logical an# analytical thin+ing.

PRINCIPLES TO BE FOLLOWED WHILE PROVIDING LEARNING EXPERIENCE Procee# from +no"n to un+no"n /asy to #ifficult. Simple to comple&. 5oncrete to a!stract. Particular to general. Analysis to synthesis. 2hole to parts. /mpirical to rationale Psychological to logical. Actual to representative. VARIABLES IN LEARNING PROCESS %he Learner3' .e is the centre of teaching learning process. Physiological factors3' Age, maturation, se&, an# fatigue.

 Psychological factors3 Mental set, motivation, rea#iness of the in#ivi#ual to learn. Self effort attitu#e to"ar#s learning, cooperative min#e#ness Provi#e sufficient opportunity to practice or self activity, the +in# of !ehavior implie# in in the o! ective so that the transfer of +no"le#ge, remem!ere# an# s+ill ac$uire# an# #esira!le attitu#e !ecome ha!itual. Learning e&perience shoul# provi#e for the #evelopment of in#epen#ent thin+ing ( stu#y, #ecision ma+ing, goo# u#gment, intellectual resourcefulness, self'#iscipline an# soun# integrity of purpose as "ell as the masters of many #ifferent +in#s of +no"le#ge ( s+ill. Learning e&perience shoul# !e a#apte# to the nee#s an# concern of the stu#ent so that the learners o!tain the satisfaction from !ehavior in the manner implie# to the o! ective. Learning e&periences are arrange# in a manner that provi#es continuity, se$uential #evelopment, logical manner, correlation an# integration of theory an# practice an# clinical e&perience "hich "ill facilitate effective learning. Learning e&perience is consistent "ith the aims of #emocratic society. Learning e&perience has to involve all the sense in the learning process to achieve ma&imum learning. =y learning e&perience ma&imi*e the responsi!ilities of the learner. me#ia in organi*ing the learning e&perience. 5reate interest an# #esire for more learning. Improvise the suita!le materials "hen situation arises to meet !oth nee# of the client. Provi#e learning e&perience "hich "ill #eepen the !roa#er un#erstan#ing an# increase# s+ill on stu#ents. Utili*e the

COMPONENTS OF LEARNING

The lear ! " #a$er!al:% the content shoul# !e accor#ing to the mental level of the trainees. %hey shoul# !e presente# in a language that coul# !e un#erstoo#. %he preparation an# presentation of learning material is of great importance to !oth to instructor an# to the trainee. The Lear ! " #e$h&'(:% comprehensive learning is !etter than part learning. Mo#es of learning3' Self evaluation Perio#ical revision -epetition %rial an# error /nergy spen#ing to"ar#s learning Using successful metho# in learning Maturity an# age.

The #e$h&'( &) ! ($r*+$!& :% It affects the learning process It inclu#es the instructional o! ectives, trainee an# the trainer activities, active participation of learner. -eme#ial instruction helps !ac+"ar# trainees.

 6or intelligent, gifte# chil#ren more intellectual an# #ifficult s+ills shoul# !e provi#e# to e&ploit their a!ilities an# enhance their learning "hich !enefits to !oth in#ivi#ual an# society. E ,!r& #e $: Provision of con#ucive environment of learning is essential i.e. in school campus, outsi#e, an# hostels 6acilities have to !e provi#e# to learn an# practice. Develop an# create a healthy congenital environment "hich can also provi#e goo# $ualities an# character in the trainees. %his helps them later in their life to !ecome goo# craftsman an# !etter citi*ens. Psychological factors3' In teaching learning process !oth the teacher an# trainee shoul# have cor#ial relationship is nee#e# "hich provi#es security an# comfort to the learner an# ai#s in increase in attention. It helps for improving self e&pression, self assertion an# satisfaction I ($r*+$!& al #e'!a )&r lear ! ":% %e&t !oo+s, supplementary ( reference !oo+s. >ournals, maga*ines. Ne"spapers, #ocuments an# clippings. Programme# materials. Motion picture films, %: programs. -a#io programs ?%ape @St4. A.: Ai#s Multime#ia +its.

SELF DIRECTED LEARNING

INTRODUCTION 1ne ma or evi#ence of the teachers competence in her a!ility to !ring a!out learning. %he teacher "ho un#erstan#s the essential elements of the learning process an# con#itions "hich help

to facilitate learning "ill !e !etter a!le to plan an# provi#e learning opportunities that "ill help stu#ents to attain the #esire# e#ucational goals.

Self activity as the !asic principle of learning is universal in its application. An in#ivi#ual can learn only through her o"n reactions to situations. %here can !e no learning "here there has !een no self activity. %his principle of self activity may !e state# simply3 A stu#ent learns through her o"n activities.

DEFINITION Self #irecte# learning ?SDL4 vie"s learners as responsi!le o"ners an# managers of their o"n learning process. Self #irecte# learning integrates self management ?Management of conte&t, inclu#ing the social setting, resources an# action4 "ith self monitoring ?the process "here!y the learners monitor, evaluate an# regulate their cognitive learning strategies4. '=olhuis, ,AAB ( )arrison, ,AAC. In self #irecte# learning, control gra#ually shifts from teachers to learners. Learners e&ercise a great #eal of in#epen#ence in setting learning goals an# #eci#ing "hat is "orth"hile learning as "ell as ho" to approach the learning tas+ "ithin a given frame"or+. 'Lyman, ,AAC ( Morro", Shar+ey ( 6irestone, ,AA9.

%he spectrum refers to #egrees of self #irecte# learning ranging from entirely teacher #irecte# learning to SDL as #efine#. %he spectrum the follo"ing stages or #egrees of movement to"ar#s SDL.

IN5ID/N%AL S/L6 DI-/5%/D L/A-NIN)3 %he occational intro#uction of SDL activities into courses or programs threat are other"ise teacher' #irecte# ?eg3D In#ivi#ual pro ects, stations or !rief intro#uction of any forms o# SDL on the spectrum4.

%/A5.IN) S%UD/N%S %1 %.IN0 IND/P/ND/N%LY3 5ourses or programs that emphasi*e the personal pursuit of meaning through e&ploration, in$uiry, pro!lem solving an# creativity ?e.g.3' #e!ates, case stu#ies, investigations, trials, #ramati*ations, fiel# "or+4.

S/L6 MANA)/D L/A-INN)3 5ourses or programs presente# through learning gui#es that stu#ents complete in#epen#ently.

S/L6 PLANN/D L/A-NIN)3 5ourses or programs in "hich stu#ents pursue course outcomes through activities they #esign themselves.

S/L6 DI-/5%/D L/A-NIN)3 5ourses or programs, in "hich stu#ents choose the outcomes, #esign their o"n activities an# pursue them in their o"n "ay.

USING THE SPECTRUM 6rom the a!ove, select activities an# approaches for their o"n course or programs, or to select the program they "ish to intro#uce. As stages in gra#uate approach to SDL in their course that moves them an# their stu#ents step !y step from SDL to SDL. As a gui#e to school program #esigne# lea# to stu#ents year !y year to greater self intro#uction "ith senior year an SDL year, possi!ly featuring passages. Significant challenges !ase# upon the "al+ a!out concept.

%here are many "ays to access +no"le#ge, i. ii. iii. iv. v. vi. vii. Ne"s papers, maga*ines an# ournals, %elevisions, movies an# vi#eos. 5onversations, lectures an# courses. Direct e&perience, Sensory response 1!servation, research an# e&periment. Action, changing courses an# reflection. Analysis, logic an# reasoning.

viii. i&. &. &i.

Intuition, insight, imagination an# creativity. 6iguring things out, solving pro!lems an# generating alternatives. 2riting, #ra"ing, acting an# !uil#ing. 1n the o! improvement, "or+ing in a team, or travelling to ne" places for ne" purposes.

THE - TIERS OF SELF DIRECTED LEARNING T!er I. Lear ! " /0 Pre1ar! ": /&ploring interests, e&ten#ing +no"le#ge, creating i#eas, envisioning possi!ilities. T!er II. Lear ! " /0 D&! ": 5on#ucting activities, #eveloping s+ills, overcoming o!stacles, achieving goals. T!er III. Lear ! " /0 Re)le+$! " & D&! ": recor#ing pro ect history, analy*ing the process employe#, reflecting on personal performance, assessing success. T!er IV. Lear ! " /0 M&,! " F&r2ar': 5ele!rating success. 5onsi#ering E2here am I no"FG Imagining possi!le futures. Selecting personal an# process features to #evelop. Moving for"ar#.

TELL YOUR PROJECT STORY /very activity is an e&periment. Scientists carefully recor# "hat happens #uring an e&periment. Authors recor# the human nature reveale# in events. 5onsi#er your "or+ an e&periment, an# then e&amine it as !oth a scientist an# a humanist "oul#. =ut ust getting it #o"n isn<t the real importance. Something else is going on that you really "ant to ta+e a#vantage of3 you are learning a lot from the e&perience. In SDL especially it is important to mine the e&perience for all that you can learn from it. WRITE ABOUT YOURSELF 2e have !een tal+ing a!out the "or+ an# the process, no" it<s time to tal+ a!out you. 2e can #iscover a lot a!out ourselves ust !y "atching "hat "e say, #o, an# feel. %hese aspects are sel#om more clearly reveale# than "hen "e are ta+ing action to achieve a personal goal. In motion "e reveal ourselves.

Larger pro!lems "ill !e more #ifficult to solve, !ut recognition is an important first step. 2ith it you are on your "ay, an# over time you can #evelop the solution re$uire#. In fact, you can start changing on your very ne&t activity. DEALING WITH EXPECTATIONS, ATTITUDES AND PAST EVENTS 1ur e&pectations, perspectives, attitu#es, an# histories profoun#ly influence ho" "e "or+. If "e e&pect perfection, every slip "ill !e painful. -evie" your actions on your pro ect so far. /&amine your actions, your thoughts, your memories, an# especially your feelings. %hen consi#er the influence they have ha# on your results. SEE3 INSIGHT AND CHANGE %hese inner struggles are comple& issues. If you feel any #iscomfort a!out these or any other activities in the program, stop an# simply move on to the ne&t. %rust your o"n instincts. BEYOND THE SLOWEST SHIP =e sure that you are al"ays helping not hin#ering yourself. Self'sa!otage shoul# !e the first thing to go, an# then any inhi!iting thoughts, statements or images. 2e nee# to !e thin+ing a!out strategies an# tactics for success. LEARNING FROM EXPERIENCE FOR LIFE Life is rich in e&periences, !ut "e often learn little from them. In this activity, ho"ever, you have loo+e# at your activity an# yourself an# #ra"n from those stu#ies a great #eal of +no"le#ge an# un#erstan#ing. %his same approach can !e applie# to any life e&perience. GUIDELINES FOR SELF DIRECTED LEARNING

.elp the learner i#entify the starting point for a learning pro ect an# #iscern relevant mo#es of e&amination an# reporting. /ncourage a#ult learners to vie" +no"le#ge an# truth as conte&tual, to see value frame"or+s as cultural constructs, an# to appreciate that they can act on their "orl# in#ivi#ually or collectively to transform it. 5reate a partnership "ith the learner !y negotiating a learning contract for goals, strategies, an# evaluation criteria. =e a manager of the learning e&perience rather than an information provi#er. .elp learners ac$uire the nee#s assessment techni$ues necessary to #iscover "hat o! ectives they shoul# set.

/ncourage the setting of o! ectives that can !e met in several "ays an# offer a variety of options for evi#ence of successful performance. Provi#e e&amples of previously accepta!le "or+. Ma+e sure that learners are a"are of the o! ectives, learning strategies, resources, an# evaluation criteria once they are #eci#e# upon. %each in$uiry s+ills, #ecision ma+ing, personal #evelopment, an# self'evaluation of "or+. Act as a#vocates for e#ucationally un#erserve# populations to facilitate their access to resources. .elp match resources to the nee#s of learners. .elp learners locate resources. .elp learners #evelop positive attitu#es an# feelings of in#epen#ence relative to learning. -ecogni*e learner personality types an# learning styles. Use techni$ues such as fiel# e&perience an# pro!lem solving that ta+e a#vantage of a#ultsH rich e&perience !ase. Develop high'$uality learning gui#es, inclu#ing programme# learning +its. /ncourage critical thin+ing s+ills !y incorporating such activities as seminars. 5reate an atmosphere of openness an# trust to promote !etter performance. .elp protect learners against manipulation !y promoting a co#e of ethics. =ehave ethically, "hich inclu#es not recommen#ing a self'#irecte# learning approach if it is not congruent "ith the learnersH nee#s.

GUIDELINES FOR EDUCATIONAL INSTITUTTIONS

.ave the faculty meet regularly "ith panels of e&perts "ho can suggest curricula an# evaluation criteria. 5on#uct research on tren#s an# learnersH interests. 1!tain the necessary tools to assess learnersH current performance an# to evaluate their e&pecte# performance. Provi#e opportunities for self'#irecte# learners to reflect on "hat they are learning. -ecogni*e an# re"ar# learners "hen they have met their learning o! ectives. Promote learning net"or+s, stu#y circles, an# learning e&changes. Provi#e staff training on self'#irecte# learning an# !roa#en the opportunities for its implementation.

ADVANTAGES OF SELF DIRECTED LEARNING Self'#irecte# learning allo"s learners to !e more effective learners an# social !eings Self'#irecte# learners are curious an# "illing to try ne" things. %hey can vie" pro!lems as challenges, #esire change, an# en oy learning

 Self'#irecte# learners are motivate# an# persistent, in#epen#ent, self'#iscipline#, self'confi#ent an# goal'oriente#. self'#irecte# learners #emonstrate a greater a"areness of their responsi!ility in ma+ing learning meaningful an# monitoring themselves Self'#irecte# learning encourages stu#ents to #evelop their o"n rules an# lea#ership patterns. DISADVANTAGES Possi!le for fre$uent errors Self #irecte# learning is $uite time consuming. It nee#s an organi*e# manner of planningI in$uiring s+ills, #ecision ma+ing an# self evaluation of "or+.

ROLE OF TEACHERS IN SELF DIRECTED LEARNING %he teacher has to raise stu#ent a"areness of their roles in learning Learner participation in #ecision'ma+ing is another fun#amental aspect of the SDL approach %eachers coul# esta!lish a thematic frame"or+ "ithin "hich stu#ents are given choices teachers "ho "ant to encourage SDL must free themselves from a preoccupation "ith trac+ing an# correcting errors %o esta!lish the ha!it of self'monitoring, teachers nee# to encourage learners to reflect on "hat they #i# an# to revise attempte# "or+ Since SDL stresses meaningful learning, a situate# learning approach, in "hich teachers !ring real'life pro!lems into the classroom for learners to "or+ on. 6inally, teachers nee# to mo#el learning strategies such as pre#icting, $uestioning, clarifying, an# summari*ing, so that stu#ents "ill #evelop the a!ility to use these strategies on their o"n. %eachers also nee# to allo" in#ivi#ual learners to approach a tas+ in #ifferent "ays using #ifferent strategies

APPLICATION OF SELF DIRECTED LEARNING IN NURSING EDUCATION

I '!,!'*al 1r&4e+$(:% A stu#ent un#erta+e research pro ects in#ivi#ually !y the gui#ance of the teacher, the pro ects are complete#. %he pro ects are "here the stu#ents ta+e up an# in varie# settings.

Ca(e ($*'!e(:% 5ase stu#y as a metho# of teaching pro!a!ly has !een use# in the teaching of nursing more e&tensively an# for longer time than any other metho#. %he case stu#y #escri!es the life history of an in#ivi#ual or all of the factors "hich affect a situation. It tries to give as much !rea#th an# #epth of an in#ivi#ual in situation.

The +a(e a al0(!( #e$h&': focuses on central "hich re$uires some #ecision or solution. It presents a concrete case for analysis an# #iscussion !y group of stu#ents un#er the lea#ership of the instructor. Sufficient information is presente# to the stu#ents for them to ma+e u#gments on the pro!lem or situation.

The +a(e ! +!'e $ #e$h&': is a mo#ification of the case analysis metho# originate# !y EPAUL ( 6AI%. PI)1-SG. It focuses on the critical or crucial inci#ent in a case or situation "hich re$uires imme#iate #ecision (action. It #oes not present any !ac+groun# information ust pinpoints the inci#ent "hich re$uire solution.

De/a$e( !

*r(! "

F!el' 2&r5

MICRO TEACHING
A training proce#ure aime# at simplifying the comple&ities of the regular teaching process. %he trainee engage# #o"n teach situation scale# #o"n in terms of class si*e, length of time, teaching tas+s an# strategy, fle&i!ility, instructional #ecision ma+ing.

DEFINITION: Micro teaching is a scale# #o"n teaching encounter in class si*e an# the class time. %he num!er of stu#ents is from J',K stu#ents( #uration of perio# ranges from J'7K mts. Microteaching is a teacher e#ucation techni$ue "hich allo"s teacher to apply clearly #efine# teaching s+ills to carefully prepare# lessons in planne# series of J',K minutes encounters "ith a small group of real stu#ents often "ith an opportunity to o!serve the results on vi#eotape CHARECTERISTICS OF MICROTEACHING 6. M!+r& Ele#e $: Microteaching re#uces the comple&ity of the teaching situation in terms of, a. Num!er of stu#ents to !e taught of. !. Duration of lesson. c. Su! ect matter to !e taught to ena!le the trainee to concentrate on particular teaching s+ill at a time. #. %he num!er of instructional o! ectives an# contents +ept lo". e. It re#uces the teaching s+ill an# si*e of the topic, it is focuse# on micro events. f. It is highly in#ivi#uali*e# training #evice to prepare the effectiveness of teachres an# provi#es fee#!ac+ for trainee<s performance g. Micro analysis of the teaching process consists of analy*ing the L. Details of teaching. 7. Tea+h! " (5!ll( a ' $ea+h! " ($ra$e"!e(: i4 Pre'instructional s+ills ?a4 %hese inclu#e uniting of instructional o! ectives. ?!4 Se$uencing an# organi*ing +no"le#ge to !e presente# on or#er to achieve specific o! ectives. ?c4 Appropriate content. ?#4 Proper organi*ation. ?e4 Selection of proper A: Ai#s. ii4 Instructional S+ills ?a4 S+ills of intro#ucing a lesson ?!4 S+ills of e&plaining an# illustrating. ?c4 -einforcement.

?#4 Pro!ing $uestion ?e4 -einforcing pupil participation. ?f4 Diagnosing pupils< #ifficulties. iii4 Post'instructional S+ills ?a4 S+ills of "riting test items. ?!4 Interpreting pupils< performance in a test. ?c4 Planning reme#ial measures. It ena!les the trainees to #evelop these s+ills an# perfect them in such a "ay as to master the teaching strategies.

iv4 6ee#!ac+ Several relia!le an# authentic sources are use# to provi#e fee#!ac+I oral fee#!ac+ is use# to provi#e fee#!ac+. 8. Sa)e 1ra+$!+e "r&* ': %eaching is follo"e# un#er simulate# con#itions "ith a small group, the trainee is on a safe practice groun#. -. The $ea+h! " #&'el(: %he trainee gets many opportunities to stu#y the #esire# pattern of !ehavior through #emonstration given !y the supervisor or a tape gui#eI the trainee can #evelop his o"n styles. 9. The Re(ear+h La/&ra$&r0: Accor#ing to Allen -ayan, the follo"ing areas of research seems to ma+e the effective use of the microteaching setting, %o optimi*e the proce#ures an# se$uences in microteaching situation. -esearch in mo#eling an# supervising. %as+ analysis of teaching act. Investigation of the relationship !et"een teaching !ehavior an# stu#ents< performances. Aptitu#e treatment interaction stu#ies, to provi#e optimal training proce#ure for teachers "ith #ifferent a!ilities, interests an# !ac+groun#.

OBJECTIVES %o ena!le the teacher trainees to learn an# assimilate ne" teaching s+ills un#er controlle# con#itions. %o ena!le the teacher trainee to gain confi#ence in teaching an# mastering a num!er of teaching s+ills on a small group of pupil. %o utili*e the aca#emic potential of teacher trainee foe provi#ing much nee#e# fee#!ac+. %o give the teacher trainees training in the component of s+ills of teaching at the pre service level. %o gain ma&imum a#vantage "ith little time, money an# material. BASIC PRINCIPLES OF MICRO TEACHING E:1er!#e $:% fee#!ac+, re'teaching ma+es teaching perfect. Pra+$!+e a ' 'r!ll:% teaching is a comple& s+ill "hich nee#s constant #rill an# it affor#s practice in each small tas+ or s+ill an# there!y pupil @ teacher gain mastering. C& $! *!$0:% microteaching is a continuous process. %eaching' fee#!ac+ @ re'teaching @ fee#!ac+ till perfection is attaine#. M!+r&(+&1!+ (*1er,!(!& :% Supervisor has an o!servation sche#ule "hich he fills up "hile supervising an# ma+es assessment at a rating scale. %he supervisor sees through the lesson all important points, paying full attention at one point at a time.

STRATEGY OF MICROTEACHING Supervisor has to con#uct orientation training for teacher trainees on each teaching s+ill !y mo#el presentation follo"e# "ith #iscussion a!out presentation. Supervisor has to prepare time sche#ule of microteaching for each teacher trainee. Delivering of lesson un#er the controlle# con#ition !y the pupil teacher. Supervision of lesson !y the supervisor. :i#eotapes of the lesson to !e televise# at close# circuit television. Discussion a!out the presentation M fee#!ac+ from pupil supervisor an# supervisor in charge. Preparation of the lesson after fee#!ac+.

-e'teaching of the same lesson to another small group of stu#ents !y the pupil teacher. Again #iscussion "ith the supervisor an# fee#!ac+.

FIVE ;R<S OF MICROTEACHING -ecor#ing. -evie"ing. -espon#ing. -efining. -e#oing.

MICRO TEACHING CYCLE

MICRO TEACHING FLOW CHART

PROCEDURES ADOPTED IN MICROTEACHING Lecture metho# Demonstration lesson Diagnostic lesson Micro lessons for proce#ure

GENERAL TEACHING S3ILLS S$a )&r' #&'el: Stimulus variation Set con#uction 5losure Science.

Non ver!al clues -einforcement of stu#ent participation 6luency in $uestioning Pro!ing $uestions Divergent $uestions -ecogni*ing atten#ing !ehavior Illustrating an# use of e&amples Lecturing s+ills Planne# repetition move 5ompleteness of communication

Pa((! #&'el: 2riting instructional o! ective Intro#ucing a lesson 6luency an# $uestioning Pro!ing $uestions /&plaining Illustrate "ith e&amples Stimulus variation Science an# non ver!al clues -einforcement in learning Increasing participation Using a chal+ !oar# Achieving closure -ecogni*ing atten#ing !ehavior.

APPARATUS NEEDED IN MICROTEACHING

 Microteaching can !e con#ucte# "ith or "ithout close# circuit television :i#eo or camera "ith *oom lens :i#eo tape recor#er %"o monitors -ecor#ing tapes %"o cloc+s Do*en lamps ,KK yar#s of "ire S"itch gear STEPS IN MICROTEACHING Defining the s+ill3 A particular s+ill is #efine# to stu#ent teachers in terms of specific teaching !ehavior, o! ectives such !ehaviors aims at achieving Demonstrating the lesson3 %he teacher e#ucator can give a #emonstration lesson using the particular s+ill.

Planning the lesson3 %he stu#ent teacher prepares a lesson plan !ase# on the pre'#eci#e# mo#el on a suita!le topic relating to the particular s+ill "hich he proposes to practice.

%eaching the micro lesson3 Discussion on the lesson #elivere#3 %he lesson #elivere# !y the trainee is follo"e# !y #iscussion to provi#e him fee#!ac+. Peers "ho participate# in the lesson as learners, peers o!serves or the supervisor can provi#e the necessary fee#!ac+

-e'planning the lesson3 In the light of the fee#!ac+ an# supervisor<s comments, the stu#ent teacher replans the same lesson or a #ifferent lesson in or#er to use the s+ill more effectively.

-e'teaching the lesson3

%he revise# lesson is re taught to a #ifferent !ut compara!le group of pupils. -e'Discussion of re'fee#!ac+3 %he lesson is again o!serve# or au#io tape# or vi#eotape#. 1!servations are note#. 6ee#!ac+ is again provi#e# on the re'taught lesson -epeating the cycle3 %he teach @ re'teach cycle is repeate# till the #esire# level of the s+ill is achieve#.

PHASES OF MICROTEACHING ,. 0no"le#ge ac$uisition phase a. 1!servation of analysis !. Discussion if the #emonstrate# s+ill 7. S+ill ac$uisition phase a. Pre preparation of micro lesson involving the s+ill !. Practicing the s+ill "hile teaching 9. %ransfer phase a. /valuating performance lea#ing to fee#!ac+ !. -e'plan, re'teach an# transfer of s+ill to actual class teaching is macro session. ROLE OF TEACHER IN MICROTEACHING Supervisor "ill help the teacher trainee to #evelop component s+ills ofteaching to !oth the theory un#erlying s+ills an# the practical con#ition of the class room. Provi#es continuous consultation an# helps the teacher trainee s+ills learnt in the microteaching setting to the actual class room. Demonstrates the teaching s+ill "hich has to !e #evelope# in the teacher trainee. Prepares a special sche#ule of microteaching lesson to the practicing school shoul# act as a role mo#el for stu#ent trainees Supervise the lesson an# #iscuss "ith the pupil teacher in a group of other pupil teachers. /valuates the trainee<s class an# fills the rating $uestionnaire sche#ule an# gives fee#!ac+.

ADVANTAGES

,. Superior performance. 7. Increase# control of practice. 9. -eal teaching3 the teacher an# pupils "or+ together in a practical situation. ;. Accomplishment of specific tas+s3 tas+s are the practice of instructional s+ills, the practice of techni$ue of teaching, the mastery of certain curricular activities materials or the #emonstration of teaching metho#. J. /ffective in mo#ifying teaching !ehavior. B. /ffective techni$ue for transfer of general teaching competence to class room teaching C. 6acilitates the #evelopment of teaching s+ills eg3 reinforcement, pro!ing $uestions. N. Provi#es many opportunities to trainee to stu#y the #esireO# pattern of !ehavior. A. Provi#es safe practice groun#. ,K. %he o! ectives of the micro teaching are specifie# in terms of !ehavioral outcomes. ,,. Su!se$uent cycles of microteaching results in the critical analysis an# improvement in the teaching s+ills. LIMITATIONS OF MICRO TEACHING ,. It is e&pensive to procure an# to maintain vi#eo recor#ing e$uipment ust for micro teaching. 7. Limite# to lecturing. 9. 5on#ucte# un#er controlle# environment "here #ifferent A.: Ai#s are provi#e#. ;. -eal life situation are $uite #ifferent. J. %ime consuming. B. Scope is narro". C. -e$uires more s+ill. N. Difficulty in using analytic approach. COMPARISON BETWEEN TEADITIONAL AND MICRO TEACHING %ra#itional teaching ,. 1! ectives are not !ehavioral terms. specifie# in Micro teaching ,. 1! ectives are specifie# in !ehavioral terms. 7. 5onsists of J to ,K stu#ents

7. 5lass room consists of JK to ,KK stu#ents

9. %eaching !ecomes threatening

comple&

an#

9. %eaching is -elatively simple an# non' threatening ;. Imme#iate fee#!ac+ is provi#e#. J. Stu#ent teacher practices only one s+ill selecte# for practice B. %ime #uration is J to ,K minutes C. %he role of supervisor is specific an# "ell #efine# to improve teaching

;. 6ee#!ac+ is not imme#iately provi#e# J. Schoolteacher practices "hole comple& teaching !ehavior. B. %ime #uration is ;J to BK minutes C. -ole of supervisor @ vague an# is not helpful for improving s+ill

SELF DIRECTED LEARNING IN NURSING EDUCATION = REVIEW OF LITERATURE >FROM JOURNALS? ,. %he concept of self #irecte# learning is !ase# on the principles of a#ult e#ucation an# can ta+e many #ifferent formats. 7. Self #irecte# learning has many !enefits. .o"ever, ac$uiring the necessary s+ills is #epen# on stu#ents< preference an# rea#iness for self #irecte# learning an# nurse e#ucators< implementation of the concept. 9. In implementing self #irecte# learning, nurse e#ucators !ecome facilitators of learning an# re$uire ongoing staff #evelopment ;. Not all stu#ents are self #irecte# an# variety of teaching metho#s shoul# !e use# in curricula. J. Mature# stu#ents may !e more self #irecting than school @ leavers. B. %here are many potential !enefits, inclu#ing increase# confi#ence, autonomy, motivation an# preparation for lifelong learning. CONCLUSION So far "e have #ealt "ith the metho# of teaching an# learning i.e self #irecte# learning. =rief #iscussion a!out Learning, learning e&perience, components of learning, an# in self #irecte# learning, #efinition, #ifferent spectrums, gui#elines, role of teacher an# its application in nursing e#ucation are #one. In micro teaching, #efinition, characteristics, o! ectives, strategies, steps, phases, role of supervisor are #iscusse# an# compare# the tra#itional teaching "ith microteaching. BIBILIOGRAPHY i. 0.P. Neera a, ;Te:$/&&5 &) N*r(! " E'*+a$!& <, ,st e#ition, 7KKJ, >aypee =rothers Me#ical Pu!lishers, Ne" Delhi, pg no. 99K'997.

ii. iii. iv.

=. %. =asavanthappa, ;N*r(! " E'*+a$!& <, 7n# e#ition, 7KKA, >aypee =rothers, Me#ical Pu!lishers, Ne" Delhi, pg no. J,9'J,J. Loretta. /. .ei#ger+en, G%eaching an# Learning in School of Nursing Principles an# Metho#sG, 9r# e#ucation +onar+ Pu!lishers, Ne" Delhi, pg no. ,7N. =. San+aranarayanan, =. Sin#hu, ELearning an# %eaching NursingG, 7n# /#ition, 7KKN, =rainful Pu!lishers, 0erala, pg no B7'BJ.

JOURNAL REFERENCE i. >ournal of a#vance# Nursing, 7KK9, >uly, pg no. B7'CK, Self Directe# Learning in Nursing /#ucation3 A -evie" of Literature.

NET REFERENCE i. ii. iii. iv. v. """.self#irecte#learning.com """.in#iana.e#u ' self #irecte# learning """.ntlf.com @ self #irecte# learning """."i+ipe#ia.com @ micro teaching """.f#c.fullerton.e#u ' self #irecte# learning