INDEX

1. LECTURE METHOD
2. PROBLEM SOLVING
3. demonstration
4. role ply
5. SEMINAR
6. DISCUSSION
7. SIMULATION
8. WORKSHOP
9. PANEL DISCUSSION
10. SYMPOSIUM
11. LABORATORY METHOD
12. MICROTEACHING

INTRODUCTION TO INSTRUCTIONAL AIDS

1
Instructional strategies are techniques teachers use to help students become independent,
strategic learners. These strategies become learning strategies when students independently
select the appropriate ones and use them effectively to accomplish tasks or meet goals.
Effective instructional and learning strategies can be used across grade levels and subject
areas, and can accommodate a range of student differences. It helps the students learn basic
skills, such as reading, writing, speaking, listening and computation and also understand and
remember the facts and concepts.

2
 LECTURE METHOD

Introduction

Lecture method is the oldest method of teaching, based on the philosophy of idealism, thus
emphasising on the presentation of content ,where, the teacher clarifies the content matter to
the students ,by using gestures, simple devices, changing voice tone, position and facial
expressions, thereby giving the students training in listening, simultaneously, providing an
opportunity for better clarification of the topics along with ,laying stress on significant ideas.

Definition

Lecture method is a teaching method in which information is presented orally to a class with
a minimal amount of class participation.

Purposes of lecture method

 To motivate, sensitize and to stimulate students in their pursuit of learning objectives.

 To introduce a new topic or subject as this method aids in close and personal contact
with the students.
 To provide structured knowledge about a determined concept.
 To motivate and guide in haunting knowledge.
 To arouse the student’s interest in a particular subject.
 To promote critical thinking.
 To facilitate good human relationship.
 Develop problem solving on a factual basis.
 Achieve a high order of cognitive objectives.
 Simulate thinking in students.
 Develop concentration in students.
 Influence learners to inculcate the habits of listening and learning.

The plan and structure of lecture method

A lecture has three parts

 Introduction
 Body of the lecture

3
  Closure or conclusion of the lecture

1. Introduction-The first few words of the lecture should grip the audience, arouse their
curiosity and get their undivided attention. The first impression of the lecturer created by this
goes a long way in assuring the active listening by the audience. It usually lasts for 3 to 5
minutes. The teacher should provide a general idea and framework for the lectures content in
this stage.

2. Body of the lecture-The body of the lecture covers the content in an organised way. It lays
more emphasis on presentation of the content. The teacher is more active while students are
relatively passive participants. The teacher uses question answer techniques to keep students
attentive in class. Teacher controls and plans all student activities. Since this component is
allotted the greatest amount of time in a classroom, it includes many more teaching
procedures than in introduction and conclusion. The teacher generally uses maxims of
teaching to make the students understand the concept using various examples, situations etc.

3. Conclusion-This helps the teacher summarise and reemphasize the key points of the
lecture. The teacher can motivate the students to ask questions by focusing their mind to
specific points

Advantages of lecture method

 A well-presented lecture motivates the students.

 It is good to introduce a new topic.
 It creates enthusiasm and interest among the students.
 It makes the student feel secured as they are under proper guidance from teacher.
 Factual information is presented in direct and logical manner.
 It saves time and energy by teaching a large number of students at a time.
 It enables the teacher to have a complete control of the classroom.
 It gives the opportunity to their personal contact with the students.
 Is aids in monitoring the progress of each and every student by being thin and alert.
 It is easier to create than any other methods of instruction.
 Familiar Method-It is a method familiar to most teacher because it was typically the
way they were taught.

Disadvantages-

4
  Content or subject centered.
 One sided affair.
 Need proficient oral skills.
 Passive audience.
 Failure with the student of lower class.
 Group strategy.
 Leaves gaps in understanding.
 Attention span of the students decreases considerable after 20 minutes with a
reduction of information assimilated.
 This method pays little attention to needs, interest and abilities of the individual
students.

Though this method has much limitation but still it is the most used method. The teacher
should encourage the students to ask questions. Teaching aids should also be used to make
the lecture effective.

PROBLEM SOLVING

Introduction

5
Problem solving ability enables the person to find appropriate solutions of problem, which
confront him Problem solving requires integrated use of thinking skills which produces novel
solution from limited information. The basic purpose of education is to enable and individual
to adopt himself to life in society, which is full of problems. Being optimist is what is
required.

Definition

Problem solving is an instructional technique whereby the teacher and pupil attempt in a
conscious, planned, purposeful effort to arrive at some explanation of solution to some
educational is significant difficulty-by J Dewey

Purposes

 To train student in the act of reasoning

 To give practical knowledge
 To discover new knowledge
 To solve a puzzle problem (new problem, many solutions
 To improve knowledge of students
 To help overcome the obstacle, interferences in the attainment of objective (Take
challenges
 To help in the progress of an individual as well as the society

Essential features of problem solving

 The problem should be meaningful, interesting, worthwhile

 It should have correlation with life
 It should arise out of the real needs of the student
 Students must possess same background knowledge of the problem
 The problem should be clearly defined
 The solution of the problem should be found by students under the guidance of the
teacher
 A number of problems are before children and teaching is done through problem. The
children get knowledge now to practical problems of life. It helps Pupil to tackle
problems occurring in natural situation.

Steps in problem solving

6
1. Recognising the problem

A problem is an obstruction. If individual is not aware of problem and does not how some
general understanding of it, she cannot attack the problem. The nature of the problem should
we made very clear to the students, as they must find, feel the necessity of finding out
solution of the problem. On the contrary, it is more likely to make the students guess and
resort to trial and error methods. It enables clients to learn skills.

2. Defining the problem

It is defining problem is the derivation of the purpose that is

 What is the essence of the?

 What are the variables?
 How are the terms defined?

All these questions are essential part of defining a problem. A well-defined problem is clear,
specific, unequivocal, so that problem solver knows exactly what he or she is doing.

3. Collection of relevant data or information

The student must be stimulated to collect data in a systematic manner. Full corporation of the
student should be secured. The teacher may suggest many points to them.
Example -to read extra books to get additional information
4. Organisation of data

To arrange relevant material from superficial one to scientific way.

5. Drawing of conclusions

Discussions should be arranged collectively and individually with each student. the essential
thinking is done by the students themselves and that their education process produce the
particular situation.

6. Testing conclusions

This step calls for the ability to draw valid conclusions and to judge the validity of the
interferences. No conclusion should be accepted without being properly verified also the
correct awareness of the conclusion must be proved.

7
A 6-stage model for problem solving strategies

1. Problem detection- Problem detection is the process by which people first become
concerned that events may be taking an unexpected and undesirable direction that potentially
requires action.
2.Problem definition- It involves diagnosing the situation so that the focus on the real
problem and not on its symptoms. For example, fear of speaking in public only becomes a
problem when your job is dependent on public speaking. Frequently finding or identifying a
problem is more important than the solution.
3.Identification of alternative solutions- Once a problem has been clearly identified, all the
relevant information has been gathered the alternative solutions need to be identified.
4.Decision making- Decision-making is the process of identifying and choosing alternatives
based on the values, preferences and beliefs of the decision-maker. Every decision-making
process produces a final choice, which may or may not prompt action.
5. Execution- Execution is the act of doing or performing something, especially in a planned
way
6. Verification- Verifying solutions is a good way to double-check the work on any problem.
Sometimes it is an essential step to obtaining the correct solution

This approach would enable clients to learn skill that could contribute to their personal
autonomy. Counsellors should adjust this approach to the unique and emerging needs of the
client.

Methods or approaches to problem solving

1. Inductive method
2. Deductive method
3. Combination of inductive and deductive method
1. Inductive method

It is a method of development. In this the student is lead to discover truth himself by-

 Observation of the given material

 Noting similarities and differences
 Abstraction and generalization
 Application and verification

8
Merits

 Knowledge is self-acquired
 Promotes mental activity of participants
 Makes lesson interesting
 Provides challenging situations to students
 Makes student self-confident and self-dependent
 Students curiosity is well kept up till the end when generalizations are arrived
 The method is very natural because the knowledge is required from the practical side of
experience
 The students learn to tackle problems

Demerits

 Slow and length method

 Not helpful in case of small children.
 It is not a complete method itself and also it cannot be suitable where there is more
stress on teaching of facts.

2. Deductive method

In this method rules, generalization, principles are provided to the students and then they are
asked to verify it with the help of particular examples

Merits

The teacher work is simplified

 Economical method
 Serves time, energy of teacher and students

Demerits

Knowledge is not self-acquired and therefore not assimilated properly

 No self-activity, self-effort for students As readymade formula, principles, rules are

given to them.
 It encourages memorization of facts, which are soon forgotten and therefore knowledge
is rendered useless.
 Not useful for students who have abstract ideas in the absence of concrete examples

9
  It fails to develop motivation and interest in learning
 It fails to develop self confidence in students

3.Combination of deductive and inductive method

Induction is followed by reduction and deduction is followed by induction.

According to l e Miller-induction is the making of the tools of thought and deduction is the
using of the tools

Advantages

 Improve problem solving abilities

 Student centred rather than teacher centred
 Collaboration of student’s communication skills assume leadership, responsibility and
compromise skills
 Constructivism-it believes student should construct their own learning for real life
 Allow for multiple intelligence-

Each learner has different types of intelligence, linguistic, musical, special interpreter
intelligence. Thus, it helps him project problem and view through different lenses.

 extended time frame

Here student take more responsibilities and learn to budget their time in order to complete a
complex task

 deeper understanding of knowledge

By using big idea, enduring questions which requires students to use their higher level
thinking skills like analysing, applying, interpreting, evaluating and to access transfer,
translate information into understanding students gain deeper understanding of the standards-
based content

 multidisciplinary

Others

 Good study habits

 Student learn to be self-dependent

10
  Maintenance of discipline
 Power of critical judgement
 It satisfies curiosity
 It helps to learn how to act in a new situation

Role of teacher in problem solving

 To get the students to define the problem clearly

 To aid them to keep the problem in mind
 To get them to make suggestions by encouraging them
 To give them time to evaluate each suggestion carefully
 To give them time to organise materials
 To set up an atmosphere of freedom in class
 Advantages of problem solving
 Improves problem solving abilities
 If student centre rather than teacher centric
 Helps to develop constructivism
 Allows for multiple intelligence development
 Provides a deeper understanding of knowledge
 Helps to develop good study habits
 Encourages participation in social activities
 Student are self-dependent
 Provides opportunities to teachers to know their student
 Meaningful facts are learnt by students that have been discovered by the own efforts
 Helps in maintenance of discipline
 Learning becomes more interesting
 Power of critical judgement
 Satisfies curiosity
 It helps learn how to act in a new situation

Disadvantages

 Problem solving involves mental activity only no physical activity

 Lack of suitable references for students
 Time consuming for teachers has become difficult to cover prescribed syllabus

11
 Need very capable teachers to provide effective guidance Mental activity only no
physical activity
 Lack of reference / source / books
 Takes a lot of time and it is difficult to cover the prescribed syllabus
 Problem method needs very capable teachers to provide effective guidance to
students.

Problem based learning emphasis on problems as a starting point for acquisition and
integration of new knowledge. This enables the trainees to learn critical thinking and
problem-solving skills which is very essential in nursing practice. Also problem based
learning is student centered.

12
 ROLE PLAY

Introduction

One of the methods used in teaching learning is 'role play'. Role play is an instructional
technique which involves a spontaneous acting out of a certain situation or condition.Role
plays are important learning activities in which students assume role to practice a variety of
language skills.

Definitions

Role play is an educational technique in which people spontaneously act out problems of
human relations and analyse the enactment with the help of other players or observers.

Purposes of role play

 To convey information
 To develop specific skills
 To develop a situation for analysis
 To develop understanding of points of view of others
 To increase insight into typical way of dealing with a problem
 Provides an opportunity for social interaction among members.

13
Preparation of role play

 Preparation and explanation by teacher

 Student preparation
 Role playing
 Debriefing

Steps to conduct role play

 Selection of the problem- The problem must be selected within a group consent. It
should be clear and related to human relations situation that shows a useful purpose
within the context of subject matter being studied. Pick a situation that learners might
experience in day to day life. For example, consequences of obesity
 Construction of the role-playing situation- The purpose of the role play session serves
as a guide for preparing content to stimulate reality problem. Situations can be
planned by the total group or by a sub- committee or by the teacher.
 Casting the players- Students as players should always be selected among those
willing to act in order to avoid misinterpretation of the role and to preserve their self-
esteem. Explain to learners beforehand that role Play will be one of the activities that
will be performed and will require them to practice. Discuss the advantages of role
play with students and explain how and why it is helpful for them to learn. Tell them
how they can deal with mistakes. Explained that it could be enjoyable and even fun.
 Briefing- Introduce the basic functions, this change will normally be conducted as a
whole group work. Decide on the number and type of roles and allocate.
 Role playing action- Decide on the tasks, exercises and prompt that will be used to get
learners into their roles. These might include cue or prompt cards, reading exercises,
individual research, briefing sheets or information gap exercises. Make sure to pick
the right kind of prompt from each person. The scene is played as simply and
concisely as possible. The time to be limited to not more than 15 minutes.
 Discussion and analysis of action- Discussion should not resolve around the acting
abilities of the students. The focus of discussion should be on the contributions made
towards the understanding of the time taken up issue or problem area.
 Evaluation- The teacher should conclude, evaluate and summarise at the end. Assess
whether the purpose has been achieved or not. Participants responses can be obtained
through discussions or from the checklist of questionnaire

14
Types of role play

1. Multiple role play

In this type of role play, all trainees are in groups, with each group acting out the role play
simultaneously. After the role play, group analyses the interactions and identifies the learning
points.

2. Single role play

One group of participants of out the various roles for the rest, providing demonstration of the
situation. Other participants observe the role play, analyse the interaction from one another
and learn the play.

3. Role rotation

It starts from a single role play. After the interaction of participants, the trainer will stop the
role play and discuss what happened so far. Then the participants are asked to exchange
characters. This method allows a variety of ways to approach the situations and carry out the
roles.

4. Spontaneous role play

In this kind of role play one of the trainees play himself while the other trainees play people
with whom the first person interacted before.

Values of role play

 There is emotional involvement as the actors try to feel the character he or she is
portraying and puts himself in that person's character.
 It is enjoying by people who do it.
 It is a method to involve a group through participation
 It can bring out data human behaviour and human relations which are not made
available by other methods
 The actor really tries to feel the part of a character he is portraying and plus himself in
that person's situation. The audience, by being assigned after actors’ watch, gets some
kind of emotional involvement.

15
  It is enjoyed by people who do it
 It does not need equipment
 It can be used to illustrate casual and the dynamic factors in group process that
frequently are ignored

Principles of role playing

 Role playing is flexible

 The role play should be stimulant to think and not to escape from the discipline of
learning.
 There is no single best method of selecting the characters in the group maybe
assigning.
 Analysis and evaluation is essential to attain the maximum running benefits
 Role play should be brief
 As a teaching technique for my role play is based on the philosophy that meanings are
in people, not in words of symbols. If that philosophy is accurate, we must have first
of all share the meanings then clarify our understanding of each other’s meanings and
finally, if necessary, to change our meanings.
 It should be based on realistic and life related problem situation rather than through
hearing about such situation from others.
 Creating a teaching situation which can lead to the change of self-concept requires a
distinct organisation pattern.
 Roleplay is flexible
 Role play should be stimulant to thinking and should not be escaped from discipline
of learning
 There is no single method of selecting the character of the group may do the assigning
 Role should be rehearsed to produce an effective outcome and, on the audience, to
help players interpret their roles
 Analysis and evaluation of essential to attain the maximum learning benefits

Problems in role playing

 The major drawback of teaching by role playing is the insecurity of class members.
 Some members react negatively in participating in a situation which will discuss and
possibly criticized by another member of the class.

16
  Role-playing takes time. The class discussion of 4-10 minutes. Role-playing situations
may extend to several times the length of the situation express.
 Sometimes extremely beneficial results may arise to stop. At another time if nobody
cannot perform well it is due to the superficial to rehash of what everyone already
knows about the problem.
 If the relationship between the players is not good then it will put negative effect on
the success of the play.
 The group has people of different status, they may be reluctant to become involved
for fear of being humiliated before the members of the class who are smarter or more
popular.

Advantages of role play

 Roleplay encourages hands on training

 Role play adds variety, coma reality and specificity to the learning experience.
 It helps to develop problem solving and verbal expression of skills in students
 It enables brainstorming and team building
 It enables to enhance feeling of tolerance and empathy in students
 Role play provides practice to build skills before real-world application and when
real experience is not readily available
 It enables learners to experiment in a safe environment with behaviours which strike
them as potentially useful to identify behaviours which are not.
 It can provide and entirely new perspective of a situation and develop insights about
feelings and relationships

Disadvantages of role play

 Role playing is a means and not an end

 It requires expert guidance and leadership
 Sometimes participants may feel threatened
 Used as an educational technique not as a therapeutic one. Strongly dependent on
student’s imagination
 time consuming in developing group readiness should not be used when pressure of
time is present.
 Limited to small groups
 Can be time consuming

17
  Can be embarrassing for the students who have spontaneity and acting skills
 Effective only when learners have knowledge and skill to perform what is requested

Conclusion

Role play is really on work while learning experience for both the students and the teacher.
Role play enlightens up the atmosphere and brings liveliness in the classes. Students learn to
use the language in a more realistic, more practical way.They can become more aware of the
usefulness and practicality of English

DEMONSTRATION

Introduction

The word demonstration means the outward showing of a feeling. A description and
explanatory by experiment. A method demonstration is a teaching method used to

18
 communicate an idea with the aid of visuals such as flip charts, posters, power point, etc.
A demonstration is the process of teaching someone how to make or do something in a
step-by-step process. As you show how, you “tell” what you are doing.

Definition

Demonstration is defined as the visualized explanation of facts, concepts and procedures.

Purposes

 To carry out experiments related to nursing practical

 To teach nursing procedure in the classroom and clinical setting
 To enable establishment of effective nurse patient relationship

Characteristics

 The demonstration should be done in a simple way

 In this strategy, attention is paid to all students.
 Goals and objections of demonstration are very clear.
 It is a well-planned strategy.
 Time is given for rehearsal before the demonstration.

Phases

 Explanation phase
 Demonstration phase
 Student performance phase
 Evaluation phase

Advantages of demonstration

 Demonstration enables the student to acquire first-hand information

 It brings close relationship between theory and practice and helps to bridge this
gap
 Everybody should have a good view of the demonstration strategy improves the
understanding of complex skills and principles.
 Students can pay their attention and follow along with the learning process.
 Knowledge becomes permanent because this method requires different human
senses.
 Students are motivated to study and gain necessary skills.

19
  The psychomotor objective is easily achieved through this method.
 No time is wasted because students see the process live and understand how to
apply theoretical knowledge practically.

Disadvantages

 Number of students is limited

 Keeps the students is in passive situation
 High cost in personnel and time
 Students are not allowed to ask questions or start discussions during the
demonstration.
 Only technical and training skills can be taught this way.
 Universities and colleges often lack the equipment necessary for making the
‘demonstrative’ models.
 This method requires a significant effort from the teacher. The method is limited
to particular teaching situations only.

Steps of Demonstration method

Planning and preparation

Proper planning is required for good demonstration. For this following points should be
kept in mind.

 Through the preparation of subject matter.

 lesson planning
 Collection of material related to the demonstration.
 Rehearsal of demonstration.

In order to ensure the success of demonstration, the teacher should prepare lesson minutely
and very seriously.

Introducing the lesson

 The teacher should motivate students and prepare them mentally for the
demonstration.
 The teacher should introduce the lesson to students keeping in mind the following
things.
 Individual differences
 Environment

20
  Experiences
 The lesson can also be started with some simple and interesting experiments. Very
common event or some internal story
 The experiment should be able to hold the attention of students.

Presentation of subject matter

 In demonstration presentation of subject matter is very important.

 The principle of reflecting thinking should kept in mind.
 The teacher should teach the student in such a way that their previous knowledge
can be attached to their new knowledge

Conclusion

Demonstration is the process of teaching someone how to make or do something in a step

by step process. The effect can be even better if the teacher can encourage students to
listen and watch. It’s also better to discuss the presentation, model or skills afterwards for
a better understanding of the concept. This way, students will find it easier to apply the
new knowledge step-by-step in the practical field

SEMINAR

Introduction

The conventional lecturing method has failed to transfer the concepts to students as
effectively as active learning approaches. Some investigators have reported that students

21
working in groups were more likely to be able to generalize from specific observations, were
superior at applying concepts to new trying innovative approaches.

The word seminar is derived from the Latin word seminarium, meaning ‘seed plot’. Seminar
is an instructional technique involves generating a situation for a group to have a guided
interaction among themselves on a theme. The seminar is a common form of discussion
employed in teaching nursing. Seminars are used usually for teaching higher level students
like post graduates, research scholars etc.

Definition

A seminar is an instructional technique involves generating a situation for a group to have

guided interaction among themselves with different aspects or components of a topic, which
is generally presented by one or more members

Types

 Mini seminar
 Main seminar
 National seminar
 International seminar

Mini seminar:
Its coverage and scope are small and simple. A small population is enough to hold this
seminar. A discussion held over the topic taught or to be taught with the students is known as
Group discussion. Such group discussions held in an organized way within a class room, it is
called mini seminar. This mini seminar gives the students training in questioning skills,
organizing the information and presentation skills of seminar. A mini seminar is felt
necessary because it gives good experience to conduct a major seminar at Institutional level.
Main seminar
The seminar conducted at an institutional or departmental level for a specific topic or subject
is known as Major seminar. Usually students and teachers are participating in this type of
seminar. This major seminar can be organized at department level for every month. A
specific topic or subject is selected for the theme of the seminar.
National seminar:
An association of any kind particularly with academic or professional interest or an
organization (Government, Firm, etc.,) conducts the seminar at National level is called

22
National seminar. The subject experts are invited to the seminar for discussion. The Secretary
of the seminar prepares the schedule and functionaries for seminar
International seminar:

Usually the seminar conducted by an international organization or agency is known as

International seminar. Theme of this seminar has wider aspects. Globalization, Renovation,
Atomic energy agreements, Policies implementation and modification etc., are examples for
themes of International seminars. A Nation or its body can conduct or organize the
international seminar.

The role of organization in seminar

Role of President or Convener:

The convener has to plan and prepare the total functionaries. He is the core person and
decides the theme of the seminar and fixes the objectives of seminar. He is the key person to
hold all administrative functions and advisory for the seminar.

Role of Organizing Secretary:

He is the key person of the Seminar and responsible for the planning and executing
the functions of seminar. He is the prime advisory for the convener in selecting the
appropriate functionaries for technical session and selection of paper presenters. The time and
venue of seminar and other administrative works are decided by him with the advice of
convenor. He has to circulate the circulars regarding the seminar (Call of Papers, Seminar
information etc.,) among the participants and the firms or institutions. He is organizing the
entire course of seminar till end session.

Role of Chairperson of the Technical Session of seminar:

He is the only person to hold the complete responsibility of the whole technical
session. He should have the adequate knowledge about the subject or theme dealt in the
seminar. Also he is cooperative and clarifies the speaker’s presentation. He has to control the
whole session with Seminar Method lively instructions and information. If necessary, he may
involve in the discussion but it must encourage the group and speaker into direct directions.
At the end of each session he has to brief the discussions held by the speakers also he has to
provide the vote of thanks to the participants and the members of seminar committee for their
cooperation and participation.

23
Role of the Speaker / paper presenter of seminar:

The speaker or paper presenter is the person who prepares an article or paper about
the theme or sub-theme of the seminar to read and discuss in the seminar concerned. He
should prepare his paper with right and updated information with sufficient knowledge about
the paper or subject he dealt. Also he may issue the copies of his paper to the participants.
This makes the observers and participants for warm participation with good discussion
forum. He has to reply to the group or questioner without ambiguity. He should be tolerant
when the chairperson interrogates his paper with remarks.

Role of the participants of seminar:

There may be 25-40 participants in each sitting only allowed. The participants should
have knowledge about the theme of seminar. S/he must have the questioning skills. S/he must
appreciate or criticize speakers’ ideas and concepts positively. Participant may express his
own experience and knowledge to interrogate speakers’ view. But it must be relevant to the
discussion held in the seminar. S/he should not be negative in attitude. The interaction with
the speaker must be carried out with the permission of the chairperson of technical session of
seminar.

Role of the observer of seminar:

The eminent persons and honourable guests are invited to attend / participate in the
seminar are known as observers. They have to observe the discussion and other events
occurred in the seminar and deliberate their own views regarding them with the permission of
Chairperson of the technical session. Their views and impressions play a remarkable role
with the discussion and finalization of the concepts derived in the seminar theme. However
they should avoid the negative and inappropriate views against the seminar theme or
speakers.

Advantages

 This seminar method gives good motivation and learning experience.

 Help to evaluate the learn-ability of learners.
 Regulate the creating and organizing of facts and information.
 Dissemination and retrieval of information is scientifically managed.
 Develop the self-reliance and self-confidence.

24
  Also inculcates the responsibility and cooperative nature.
 This method is the best for socialization.
 Students’ interaction is possible in participation and production of teaching learning
process.
 Traditional monotony is abolished in this method.
 Ensures the understandability and enhances the capability of the students learning.
 Seminar is always subject / theme specific, so that sufficient knowledge about the
Concerned subject can be developed.
 The presenter or the reader of the article can get further clarifications in his subject.
 Develop the questioning skills.
 The data processing and analysis also play a vital role in this method.
 This makes teaching and learning process lively.
 The student receives good information from his teacher and the fellow students.
 A seminar does not end in the premises after the completion of discussion, the group
in smaller groups carries on the discussion in informal settings in off campus. This is
certainly a strong advantage of using seminar method.

Disadvantages

 Cost, of course, as all attendees must absorb their own costs. The seminars themselves
sometimes also have an entry fee that can be quite high. All travel costs, food costs,
hotel costs, and other miscellaneous costs must be absorbed by the attendees.
 The chance that the speakers may be sharing incorrect knowledge, or not at all
knowledgeable themselves (it pays to make your own assessments of presented topics,
not just blindly 'follow the pack'). Tips, tricks, and strategies need to be weighed as to
'worth' and 'accuracy' before using these. Careful thought rules here.
 The time spent away from your actual business, or life, to attend. Time is always a
concern when scheduling activities and some individuals simply can't spare the time
away from their lives for activities such as this.
 The chance that the topics may not actively help your business or your concerns, and
that the seminar will be a waste of time, where nothing you learn is of any use to you.
 The chance that attendees will expect too much from a seminar and thus be
disappointed. Realism must rule here. These are not 'instant answers' to anything.

Conclusion

25
 A seminar is a form of academic instruction, either at an academic institution or
offered by a commercial or professional organization. It has the function of bringing together
small groups for recurring meetings, focusing each time on some particular subject, in which
everyone present is requested to participate

 DISCUSSION

DEFINITION

Discussion method of teaching is a group activity involving the teacher and the student to define the
problem and seek its solution discussion method is also described as a constructive process involving
listening, thinking ,as well as the speaking ability of the student.

Principles of discussion

 Objectives should be clearly defined and understood by all participants.

 The teacher should prepare carefully as a facilitator to guide
 Question outline should be carefully
 The members of the group should come prepared; have a basic knowledge about the topic
to be discussed.
 Leader need to guide and coordinate the proceedings so that the discussion should be kept
to the point.
 Record the main point of the discussion.
 Each one in the group should feel free to participate and a shy person should be
encouraged to contribute
 Discussion should properly ended with a report.

 PREPARATION AND CONDUCT OF DISCUSSION METHOD STEPS

1. Orientation

2. Engagement

3. Debrief

 ORIENTATION

 Provide the discussion topic.  Clearly describe the question

 Explain how students have to prepare for discussion
 Explain how the discussion will be conducted
 Encouraged the students to think

26
ENGAGEMENT

 Develop an environment
 Present clear question to focus the discussion
 Start by asking students to define the terms
 If necessary,help the students.
 Wait for each student to answer the question
 Refocus discussion
 Keep a progressive record
 Close discussion by summarizing or evaluating

DEBRIEF

Allow time for students to make their own notes.

Facilitate student reflection on what they learnt.

 PRINCIPLES

 The objective should be clearly defined and understood by all participants.

 The teacher should prepare carefully as a facilitator to guide
 Question outline should be prepared carefully
 The members of the group should come prepared; have a basic knowledge about the topic to
be discussed.
 Leader need to guide and coordinate the proceedings so that the discussion should be kept to
the point.
 Record the main points of discussion
 Each one in the group should feel free to participate and a shy person should be encouraged to
contribute  Discussion should be properly ended with a report.

Advantages

 Emphasis on learning instead of teaching

 Participation by every body  Fostering democratic way of thinking
 Training in reflective thinking
 Training in self expression
 Made interest

Disadvantages

 More time and effort  May not be end with solution

 Teacher may not be able to guide and provide true leadership
 Success of discussion is based on good preparation
 It may create emotional stess
 Not effective in describing procedures
 Few students may dominate in discussion

 FORMS OF DISCUSSION

ROLE PLAY

27
Educational technique in which people spontaneously act out problrms of human relations and analyse
the enactment with help of other role players and observers.

PARTICIPATORY LEARING METHOD

Engages students as active participants in the full life cycle of homework,project,and examinations

FORMAL GROUP DISCUSSION

Formal group discussion are held by small group as well as the large group.

 PANEL DISCUSSION

It is the discussion in which 4-8 persons who are qualified to talk about the topic,sit and discussing a
given problem

SEMINAR

A seminar is a discussion based on information presented by experts under guidance of an eminent

resource person for the benefit of group members

SYMPOSIUM

It is an technique serve as an excellent device for informing an audience discussion. The procedure is
like straight lecture form,

Conclusion
Discussion is the one of the important teaching learning method. Discussion give importance
both teachers and students. Which is using nowadays very often and gives the students an
opportunity to learn how to adjust to social situation.

28
 SIMULATION

Introduction
According to international dictionary of education, simulation 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
Simulation has been defined as an operating representation of central features reality as an
attempt to give appearance and or to give the effect of something else.
Purpose of simulation
 Simulation intends to help students practice decision making and problem solving
skills
 To develop human interaction abilities in a controlled and safe setting
 To achieve cognitive, affective and psychomotor outcome through an active
involvement in simulation
 It provides a chance to apply principles and theories that students have been trained
and to see how and when these principles work
 Through simulation students can learn and test various approaches in a setting where
patients would not be hurt and where wrong decision can always be remind

29
Value of simulation :
 simulation ensures safe nursing practice by nursing students through bridging the gap
between theory and practice
 simulation is an effective technique to learn psychomotor skills
 simulation helps the students to develop critical thinking abilities and problem solving
skills.
 Simulation not only help the students to learn the decision making process but also
provides feedback regarding the consequences of the decisions made.
 Simulation, especially the role play enables students to empathise with the real life
situations.
 By way of simulation teacher can easily inculcate proper attitude among nursing
students
 Simulation can also be used to evaluate students.
Types of simulation equipment
 Low fidelity simulator- helps to introduce and practice psychomotor skill. E.g.; foam
intramuscular injection later
 Moderate fidelity simulator – it offers more realism than a static, low fidelity motor
offer breath sounds, heart sounds and pulse but may lack corresponding chest
movements
 High fidelity simulator – produces most realistic simulated patient experiences. They
include details that give the unit personality and are used to identify more closely with
the unit as something they might actually encounter in real life
Characteristics of simulation
 Mirror real situations while providing control over extraneous variables that might
interfere with learning
 Provide a mix of experience that can replicated for successive learners
 Provide a safe environment in which learning has priority over patient care or system
demand.
 Focus on application rather than uncertain recall of knowledge
 Provide immediate feedback on performance
Uses of simulation
 To achieve many learning objectives
 Helps the nursing students gain skill in applying the nursing process
 Learn to solve problem efficiently with minimal wasting of time and resources

30
  Students can improve their communication skills
 Improve decision making skills through simulation
 Simulation technique can be applied to the learning of psychomotor skills. E.g. when
student practices skills in college lab using manikins and hospital type equipment,
they are being involved in patient care simulation
 Used to evaluate students competencies and learning
 Used to synthesis cognitive psychomotor and affective content in the analysis and
solution of real life problems
 Simulation provide opportunities for the practice of problem solving and decision
making as well as psychomotor and interactive skills within a controlled, low risk
setting.
Role of a teacher in simulation.
Teacher’s role in simulation has three facets
1. Planning
2. Facilitating
3. Debriefing
Planning:
While planning develop an appropriate simulation capable of achieving course objectives.
Before using teacher should ensure the usefulness of the simulation. She can help students
to prepare themselves for simulation by proving reference and directing to other source of
information. Teacher should try to involve all the students in one way or other.
Facilitating:
As a facilitator, she has to observe carefully the behaviour of students and take down
the important pieces of conversation among them so that she can substantiate or
modify the viewpoints of students in a better manner during the debriefing session. As
a facilitator, the teacher has to maintain a non-judgemental attitude by notr giving
quick suggestions or advice.
Debriefing:
Debriefing session should be conducted immediately after the simulation. Initially,
teacher summarises the whole event and then encourages the participants to do a self-
analysis and give their opinion regarding the roles played by them and value of
experience they gained through enacting the role. Finally, teacher explains the
concepts and principles applied in simulation and how the students are benefited from
the experience gained through simulation.

31
Preparation of simulation
 Initiate the problem in realistic manner
 Reflect problem solving process by requiring a series of sequential interdependent
decisions
 Enable the learner to obtain the necessary observation and feedback related to a
previous decision as input to the next step
 The consequences of error should be built into the situation
 The simulation should accommodate alternative solutions if these are possible in real
life
Procedure of simulation process
 Select the role players: a small group of 4-5 students are selected. The role
assignments are rotated within the group to give chance to everyone. Every member
of the group gets an opportunity to become an actor and the observer.
 Selecting and discussing skills: the skills to be
 practiced are discussed and the topic that fit in skills is suggested. One topic each is
selected by group members for exercise
 Planning: it has to be decided who starts the conversation, who will take the
interaction and when.
 Deciding the procedure of evaluation: how to record the interaction and how to
present it to actor has to be decided so that a proper feedback on his performance
could be given.
 Provide a practical lesson: the role players should be provided reinforcement in their
performance to give them training for planning their part well
Advantages of simulations
 It actively engages learners in the application of knowledge and skills in realistic
situation
 Dynamic framework
 Bridging the gap to reality
 It is useful in promoting the transfer of learning from the classroom to the clinical
setting
 Simulation permits application of theory to practice when access to clinical settings is
limited or impossible
 Students can receive feedback on the appropriateness of their action during simulation
 Students can learn without harming the patient

32
Disadvantages of simulations

 Time consuming
 Requires the use of sophisticated materials
 Not economical
 Learners may not find the simulation relevant to their situation.
 It cannot be made in all subject of the curriculum
 Requires specific skill
 The process and outcome of simulation may not always be predicted
Conclusion
To be concluded that simulation training as one strategy that can be used to prevent
errors in the clinical setting. The report says that simulation training of beginner
nurses must be compulsory as new and potentially hazardous procedure and
equipment are introduced.

WORKSHOP TECHNIQUE

Introduction:

The workshop is the name given a novel (refreshing, new) experiment in education.
Close group type of discussion will be held in form of workshop. It consist of series of
meetings, usually four or more, with emphasis of individual work within the group with the
help of consultants and resource personnel. Educational process has two aspects- theoretical
and practical. Learning takes place in a friendly, happy and democratic under experts’
guidance. The workshops are organized to develop the psychomotor aspects of the learner
regarding practices of new innovations in the area of education. Workshop helps to each
participant opportunities to improve his effectiveness as a professional worker.

Definitions:

1. According to L. Ramachandran: The workshop is a meeting of people to work

together in a small group upon problems which are of concern to them and relevant to
them in their own sphere of activity and to find suitable solutions.

33
 2. According to Lorreta: Workshop 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.
3. According to Basavantappa: Workshop is defined as assembled group of 10 to 25
persons who share a common interest or problem. They meet together to improve
their individual skills of a subject through intensive study, research, and discussion.
4. According to Neeraja: A systematic approach to deal in detail about educational
problems by means of a short meeting.
Objectives:

The workshops are organized to realize the following objectives:

1. Cognitive Objectives
2. Psychomotor Objectives
3. Affective objectives
Cognitive Objectives :The workshop is organized to
i. Solve the problems of teaching profession.
ii. Provide the philosophical and sociological background for instructional and
teaching situation.
iii. Develop an understanding regarding the use of a theme and problem.
iv. Identify the educational objectives in the present context.
Psychomotor objectives: (Skill development)
v. To develop the proficiency for planning and organizing teaching and
instructional activities.
vi. To develop skills to perform a task independently.
vii. To determine and use of teaching strategies effectively.
viii. To train the person for using different approaches of teaching.
Affectiveobjectives:(AttitudeDevelopment)
ix. To develop professional relationship between participants and resource person.
x. To permit the extensive study of a situation its background and its social and
philosophical implication.
xi. To take necessary steps to solve the problem of education.
Purposes of workshop:

34
 1. To put teachers in situations that will break down the barriers between them to
facilitate communication.
2. To give opportunity for personal growth through accepting and working towards a
goal held in common with others.
3. To give teachers an opportunity to work on the problems those are direct, current,
concern to them.
4. Teachers will learn new methods and techniques which they can use in their own
classrooms.
5. To place teachers in a position of responsibility for their own learning
6. To put teacher in situation where they will evaluate their own efforts.
7. To give the teachers an opportunity to improve their own morale.
Principles of workshop:

1. Workshop should focus on the current issues in the profession to be discussed.

2. Workshop should be conducted with full co-operation within organizers.
3. Giving the participants an active role will make teaching more effective.
4. Every individual has worth, and has a contribution to make to the common goal.

Scope of workshop technique:

The workshop technique is used mainly in the following areas of education.

1. Action research project for classroom problems.

2. New format of lesson plan.
3. Preparing instructional material or teaching model.
4. Workshop on preparing research synopsis and proposals.
5. Workshop for non formal education.
6. Workshop for designing programme for teacher education at any level.
Planning for a workshop

Selection of a theme:

Select the theme on workshop has to be organized.

1. The theme must be based on pre existing problem for which we should identify the
solution.

35
2. Theme must be useful for the in-service workers for giving awareness and training of new
practice in their working situation and which has a solution.
3. Theme must be directed towards the participants because to motivate their interest.
After selecting a theme for workshop, following have to be planned.

1. Open a file:

Correspondence relating to the planning, running and evaluation of workshop will

soon reach proportions that call for proper filing. A suitable system might be a loose leaf file
with the following subdivisions:

- Budget
- Workshop site
- Selection of participants
- Documentation
- Equipment checklist
- Publicity, press etc
- Evaluation

2. Selection of Resource Person:

In organizing a workshop resource person plays following important roles:

- They should provide theoretical and practical aspects of the theme.

- Resource person must have much more practical and theoretical exposure in their
work field.
- Resource person should able to provide guidance to participants at every stage of
and train them to perform the task effectively.
- Resource person should be able to supervise and also control the trainees.
3. Selection of the Participants: Criteria for selecting the participants:

a. Type of Participants: Homogeneity: Participants should be homogeneous (same

group).
b. Select the p participants who will benefit by the theme of workshop and objectives.
c. Number of participants: It can be found from experience that as many as 35
participants (seven groups of five) can be handled by one organizer.

36
 d. Select the participants 60 days before the workshop.
e. 45 days before confirm the participants who are going to participate who are going
to participate in the workshop.
f. Voluntary participation and willingness to innovate. Select the participants those
who attend the workshop voluntarily
g. Each participant should already have demonstrated his desire for change by having
adopted new methods of his own.

4. Selection of the Dates for the workshop:

i. Date of workshop should not coincide with public or religious holidays, sports
events.
ii. At least one working day will preside the open of the workshop.
iii. It should be planned prior to prevent inconvenience in conducting workshop.

5. Selection of the place for workshop:

1. Select the place where the Participants can stay and attend total activities of
workshop on a full time basis.
2. Place should be far away from where the Participants live to enable them to
participate in activities without interruption.
3. The place should be pleasurable one (Quiet, adequate seating, well ventilated,
good lighting, etc.)
4. Booking a meeting room and hotel accommodation
i. Book the room for conduction workshop and accommodation 6 months
priorly to the day.
ii. Take it in writing and insist in writing confirmation detailing the
conditions you have specified, particularly as regards to meeting room.
6. Selection of Language:
In workshop national Language must be the working language. It must be known by
all Participants.

7. Selection of Committees:
While organizing a workshop Committees must be formulated such as:

37
 1. Organizer Committee:
 Should plan for programme
 They should schedule the programme
 They must select the days, dates, venue of workshop
 They should plan for budgeting
2. Assistant organizers Committee:
 selection must be done 4 months before the day
 organizer should select assistant organizers from another school or faculty
 Select each assistant organizer for every 10 participants.
 The assistant organizers will have the task of finding answers to questions
put forward by the participants.
3. Sponsors Committees:
 Sponsoring Committee should be found by organizers to share the expenses
of workshop
 Sponsors can extend their helping hand to provide place for workshop,
sound media, food and snacks, printing material etc

4. Volunteers Committee: Serves the following

 Receiving the guests
 Orienting the place to the participants and experts
 Seating arrangement
 Serving food
They have to formulate Committees for- registration, transportation, food,
stage, reception, publicity Committee etc.

8. Budget for Workshop:

Organizers should plan the budget according to their plan of conducting workshop.

Following simple formula is suggested to estimate the expenditure:

E = (T+S) NX 1.25

E- Estimate

T- Cost of return travel

38
 S- Living expenses (accommodation, food)

N- Number of participants

9. Invitation of the participants:

The main points to be covered in the invitation are:

- Aim of the workshop

- Theme of the workshop
- Working method of the workshop
- Get a deadline for application
Preparing Workshop Pamphlet / Booklet:

Print pamphlets / booklets- chart specifying the

- Aim of the workshop

- Registration fees for the workshop
- Activities of programme in workshop
- Facilities arranged for the workshop
These all help the participants to prepare physically and mentally before coming to the
workshop.Content which the experts are going to present must be given at the time of
documentation. This helps them to have reference copy of content for their future.

Immediate preparation for workshop (ie 2-3 days before):

1. Review of the list of participants and resource persons:

 After getting the application we should prepare the finalizing the number of
participants, list of participants should be prepared.
 Resource persons also must be properly reminded.

2.Arrangement of room:

 Two days before the workshop it should be arranged

 The meeting room should be arranged so as to allow participants to sit at tables in
small groups of three to five.
 Allow the use of overhead projector it would be preferable in order to allow two
documents to be compared together.

39
  Make sure that everyone has a good view of the projection screen and discussion
leader.
 Room must be quite and that is arrangement is preferable to separate groups in
different rooms.
 Make sure that the room is away from the source of noise.
 Room must be adequately darkened to project the overhead projector.
 Make sure that electric power point that works and have an electrical extension flex
and spare projector lamp available.
 In addition have a stock of transparent cellulose sheets and marker crayons available
that may be used to illustrate any remarks that may be in plenary (An intensive
examination testing a student's proficiency in some special field of knowledge)
sessions.

3. Arrangement of Staff and Equipment- needed for document reproduction during workshop:

Staff and equipment needed for documentation must be arrangement one month
before the day.

Staffs: such as typist for typing the documents resulting from group work.

Equipment: one month before itself should be arranged with all the needed
equipment and prior to the workshop it should be checked that the things by using
checklist.

Equipment Checklist:

1.Note Pads(One for each Participants)

2.Pencils and sharpener (One for each Participants)
3.Rubber (One for each Table)
4.Two hold punch (1)
5.Adhesive tape (2 rolls)
6.Stapler (1)
7.Waste paper basket (One for each Table)
8.Drawing pins (2 packets)
9.File
10. Overhead projector (2)
11. Sharp projectors (2)

40
 12. Electric extension flex (6 meter)
13. Electric adapter plugs (2)
14. Transparent cellulose sheets (50)
15. Crayon markers
16. Black board for flip charts
17. Dictionary
9. Arranging for press relations:
Depending on the local situation, it may be worth deciding to inform the press.

10. Coordinating the Assistant organizers:

All the assistant organizers should arrive at the site of the workshop without fail at
least two whole days before the workshop and should have been told how important
this coordination period is.

11. Time Table of Work:

a. It is not recommended to arrange more than five hours of structured sessions a
day.
b. There should be provision of Teas break and lunch break at appropriate time
interval and it should be planned through out the workshop.
c.Last day don’t forget to have a group photo snaps taken during the break.
Roles in workshop technique:

In organizing workshop the following four roles are performed.

1. Organizers of the workshop:

Whole programme and schedule is prepared by the organizer. He has to arrange
boarding lodging facilities for participants as well as the experts. The date, days, and
venue of workshop are decided by him. The workshops are also organized by the
institutions such as NCERT, DGHS sponsored workshop on nursing development.

2. Convener or chairman in first stage:

At first stage of the workshop theoretical aspects are discussed by the experts
on the theme of the workshop. Therefore a convener (the member of a group whose duty
it is to bring together) is nominated or invited who is well acquainted with theme of the
workshop to observe the work of the participants along with the expert and has to carry
out the formalities and keynote of the workshop.

41
 3. Experts or Resource Person:
In organizing a workshop resource person plays following important roles:

a. They should provide theoretical and practical aspects of the theme.

b. Resource person must have much more practical and theoretical exposure in
their work field.
c. Resource person should able to provide guidance to participants at every stage
of and train them to perform the task effectively.
d. Resource person should be able to supervise and also control the trainees.

4. Role of Participant or Trainees:

The participant should be interested or keen in theme of the workshop. At the
first stage they have acquire understanding of the theme and at second stage have to
practice and perform the task with great interest and seek proper guidance from the
experts. They should carry the concept to their classroom to evaluate its workability in
actual situation. They may suggest some modification in using the concept in
classroom. The effectiveness of any workshop technique depends upon the
involvement of the participants in the task.

Stages in conducting workshop:

Generally workshops are organized for 3 to 10 days duration. The period of workshop
may be 40 days. It depends on the nature of task assigned to the workshop. It is organized in
four stages:

i. First Stage ii. Second stage iii. Third stage iv. Fourth stage

i. First stage programmes:

1.Registration: Participants will pay their fees and they will register their names in
registration counter. After that they will be given a identity card and workshop content
handwork.

2. Inauguration: it is starting function of the workshop. In this all committee members,

participants, resource persons will be gathered along with the chief guest. Chief guest
will start the function with lighting the lamp and gives his guest speech regarding the
theme. After to him organizer delivers his speech.

42
 3. Preliminary introductory session: Organizer will give brief introduction about the
workshop, which they are going to conduct. He will give orientation towards theme of
the workshop and objectives.

4. Pre-test:Pre-test will be given to the participants, which will be based in the theme of the
workshop ie background knowledge about theme of the workshop. And it will be
evaluated.

5.Break: Tea break and Lunch break in between the sessions.

6.Presentation of the theme of providing awareness: the resource person or experts are
invited to provide the awareness and understanding of the topic. This stage is like a
seminar.

The paper reading is also done to discuss the different aspects of the theme.
The trainees or participants are given opportunity to seek clarification. The experts
provide the suitable illustration steps for using it in practice such as classroom teaching
in education.

ii. Second stage:

1. Formation of the Groups: in the second stage the total group is divided in to small
groups.
2. Assignment sessions and practical exercise: Groups will be given assignment related
to the theme. Practical exercise also will be given.
3. Guidance and Supervision: A resource person is assigned to provide guidance to the
work to perform. Along with guidance the expert also supervises each participants
work. Every participant has to work individually and independently and has to complete
the task within given time limit.
4. Clarifying session: The participant while doing his work if finds any difficulty or doubt
can be clarified with the help of expert.
5. Group discussion: If group members have completed their assignment at the end they
meet together and discuss their task within their group.
6. Preview of the next day: At the end of the each day all group members will join
together and discuss the programmes of the next day.
iii. Third stage:

43
There are four phases:

1. Presentation: at this phase all group meet at one place and present their report of work
done at second stage.
2. Evaluation: - Post-test: It will be given to the participants based on the content which
was given by the experts during the presentation phase. That will be evaluated.
a. Open suggestions: the participants are given opportunity to comment and give
suggestions for further improvement.
b. Expert Suggestion: the experts also provide suggestion on different aspects of the
reports.
3. Validation: it is the end phase of the workshop. In this organizer will conclude the
workshop after providing certificates to the experts and participants and also
distribute the prizes to those perform well in their group activities. Chief organizer or
assistant organizer will give vote of thanks and programme will end with National
anthem.
iv. Fourth stage:

In fourth stage means after the actual programme, organizers as well as participants
have to do their part of work.

Organizers Part:

1. Letter of thanks: Within 15 days after the programme it is time to thank everybody
who has helped, the organizers including those who have provided funds for the
workshop, the members of the committee for sponsors and the assistant organizers.
Inform theme in the letter that they will shortly be sent the report on the workshop.
2. Report on the workshop: report regarding the workshop must be printed and sent to
the assistant organizers and other persons who helped to successful conduct of the
workshop. The report will contain the following:
a. An introduction giving a brief description of the focal context which led to the
organization of the workshop.
b. The general aims of the workshop
c. Description of the progress of the workshop
d. Selected samples of the work done in group
e. List of documents used during the workshop
f. The evaluation

44
 g. List of participants
Part of Participants: They should get ready for the follow-up programme that will be
conducted as a long term evaluation process at least one year after the day.

Follow up:

a.The trainer has to go back to their institution. They asked to continue their task and
examine the workability and usability in their institution.
b. The participants are invited to meet again and present their experience regarding
applicability of the topic or new practice.
c. During follow up meeting participants will also be assessed to which level they
reached their objectives by using questionnaire and individual interview.
Advantages of workshop:

1. Workshop is used to realize the higher cognitive and psychomotor objectives.

2. It is a technique which can be effectively used for developing understanding and
proficiency for the approaches and practices in education.
3. It is used for developing and improving professional efficiency. Eg, Nursing, Medical,
Dental etc
4. Teaching proficiencies can be developed by the workshop technique for nursing in-
service teachers.
5. It provides the opportunity and situations to develop the individual capacities of a
teacher.
6. It develops the feeling of co-operation and group work.
7. It provides the situation to study the vocational problems.
8. The new practices and innovation are introduced to in-service teachers.
Limitations of workshop:

1. The in-service teacher may not take interest to understand and use the new practices
in their classroom.
2. The workshop cannot be organized to large number of groups, so the large number of
persons can be trained.
3. The teacher may not take interest in practical work or to do something in productive
form.
4. The effectiveness of the workshop technique depends on the follow-up programme.
Generally follow-up programmes are not organized in workshop technique.

45
Conclusion:

In the workshop the total members may be divided in to small groups and each group
will choose a chairman and a recorder. Learning takes place in a friendly, happy, and
democratic atmosphere, under expert guidance. The workshop provides each participant the
opportunity to improve his effectiveness as a professional worker.

PANEL DISCUSSION
Introduction:
Panel discussion is a public exchange of ideas, including experts and audience, members of
the panel will get a chance to discuss a particular topic. People try to learn about and debate
about it in news expressing their views. We have the ability to decide which is good which is
bad and hence we talk about them trying to find a way out of the issue. A most effective way
of talking this issue out is panel discussion.

Definition
Panel discussion is a discussion in which 4to 8 person who are qualified to talk about the
topic, sit and discuss a given problem or the topic, in frond large group or audience.
Purpose of panel discussion
 To produce the features of a small discussion group for benefits of a large group.
 It is a socialized group conversation in which different points of view are presented.
 To make learning effective by use of different methods of teaching
Objectives of panel discussion
 To provide information and new facts
 To analyses the current problem from different angle
 To identify the values.
 For mental recreation.
Principles of panel discussion
 Equal opportunities are provided to every participant.

46
  It encourage the active participation with original ideas and independence
 Involves the social and psychological principles of group work.
 It is based on modern theories of organization
 All group members should have a common understanding of the goals towards which
they are working
 A procedure, which will best help the group to achieve its goals should be set-up by
the group itself.
 Possible barriers to effective group action and plan should be made to avoid and
overcome these barriers.
 All group members should participate in all the aspects of group functioning.
Types of panel discussion
1. Public panel discussion: This type are organised for the common people problems.
Three types of objectives are achieved by these kinds of discussion.
 To provide factual information regarding current problems.
 To determine the social values.
 To recreate the common people.
Public panel discussions are organised in television programme on various current social
issues such as illiteracy, educated unemployment, annual budget increase in prices of things,
emerging disease
2. Education panel discussion: it is used in educational institutions to provide factual and
conceptual knowledge and classification of certain theories and principles. The following
three objectives are achieved by the educational techniques
 To provide factual information and
conceptual knowledge
 To give awareness of theories and principles
 To provide solution of certain problems
Characteristics of panel discussion
 It is used in college and at university level for higher education.
 It develops the ability of problem solving.
 It provides the opportunity to understand the nature of problem.
 It develops the ability of presentation of theme andgiving their point of view logically
 5. It develops the right type of attitude and ability to tolerate anti-ideas of others
 6. It develops the idea of creative thinking
 7. To develop the manner of putting questions and answering questions

47
Components of panel discussion:
 Instructor: In panel discussion, most important role is of instructor. The responsibility
of inspector, how, where and when panel discussion will organised.
 Moderator: moderator should be selected carefully since much of these success of the
panel will depend on its leadership
-He should be a person with wide mental flexibility who has a sense of fair
play and is able to determine the relevance of remarks as they are made.
-He must keep the discussion to the subject and see that all members of the
panel have an equal opportunity to express their views
 Panellists: there are 4-10 panellists in panel
discussion, all seated in a semicircle facing the audience. The moderator sits in the
middle of the panellists. The panellists must have the mastery on the theme of the
discussion.
The members should be quick thinkers and facile speakers and should
represent different point of view
 Audience: after the panel discussion audience are allowed to put questions and seek
clarifications. They can present their point of view and their experience regarding the
theme or problems.
Methods of panel discussion:
 The moderator begins the panel discussion
 The member of the panel are introduced by the name and background of experience
 The topic is announced, the moderator sits down after which all remains seated and
converse amongst themselves.
 Moderator facilitates this by asking questions to panel members
 After the conversation, moderator organises discussion with occasional summaries.
Uses of panel discussion
 This technique encourages social learning
 The higher cognitive and affective objectives are achieved
 It is used to develop the ability of problem solving and logical thinking
 It develops the interest and right type of attitude towards the problem
Advantages of panel discussion
 There is a free exchange of opinion
 quick exchange of facts, opinion and plans tend to develop a more critical attitude
and better judgement

48
  it encourages social learning
 it develops the interest and right attitude towards the problem
 it develops capacity to respect others ideas and feelings and ability of tolerance
Disadvantages of panel discussion
 it is useless as a teaching tool because it makes no attempt to arrive at a solution
 it may lead to stress, if the topic is difficult to control
 It needs thorough knowledge and expert panellists
 There is a chance to deviate from the themes and there is possibility to split the
groups into two subgroup.
Conclusion

To be concluded panel discussion conducted with a small group of 6-8 persons. This type of
discussion organised for discussing common problems of people

SYMPOSIUM
In ancient period, from the 7th century BC a party held in a private home where Greek males
gathered to drink, eat and sing together. Various topics were also discussed such as
philosophy, politics, poetry and the issues of the day. New version of this meeting called as
symposium.

Definition
Symposium is "a method of group discussion in which 2 or more persons under the direction
of a chairman present separate speeches which give several aspects of one question".
(ElakkuvanaBhaskaraRaj.D)

Objectives of the symposium

 To identify and understand the various aspects of theme and problem

 To develop the ability to decision and judgment regarding the problem
 To develop the value and felling regarding the problem
 To enable the listener to from policies regarding a theme or problem
Principles of symposium

 The speech may be persuasive argumentative and informative

 Original presentation is objective and accurate
 Always include a summary at conclusion

49
  Each speech without interruption
 The chairmen of the symposium introduce the topic, suggests its importance and
sometimes indicates the general approaches

Characteristics
 It provides the broad understanding of a topic or a problem
 The opportunity is provided to the listeners to take decision about the problem
 It is used for higher classes to specific theme and problem
 It develops the feeling of co-operation and adjustment. The objectives as synthesis
and evaluation are achieved by employing the symposium
 It provides the different views on the topic of the symposium
Purpose of the symposium
 To investigate a problem from several point of view
 To boost up the student to speak in group.
 To make the student to study independently
Mechanism of symposium technique

The symposium is a type of discussion, in which two or more speakers, talk from ten to
twenty minutes, and develop individual approaches or solutions to a problem or present
aspects of a policy, process or program. The speeches are followed by questions or comments
from the audience, as in the panel forum. The speeches may be persuasive, argumentative,
informative or evocative. Each speech proceeds without interruption. The chairman of the
symposium introduces the topic, suggests something of its importance, and sometime
indicates the general approaches. The symposium forum serves an excellent device for
informing an audience, crystallizing opinion, and in general preparing the listeners for
arriving at decision, policies, value judgment or understanding.

Since there is no need of symposium interaction other than careful listening (unless the
symposium members are to discuss the topic after the delivery of their speeches) all members
of the performing group can sit in a straight line behind a table or adjoining chairs, with a
chairman in the middle or to one side of the speakers. Or if the symposium is to present two
conflicting point of view the sitting arrangement can separate the speaker on the platform in
order to indicate difference in opinion or in order to preserve peace.

Precautions of symposium:

50
We suggest three conditions in the use of the symposium technique:

Firstly, the moderator should be sure to prepare the speakers or see that they are prepared.
They should know the rules of procedure, sequence of speaking, and way in which the forum
will be conducted, and they should be aware of the ideas, and background of the other
performers. Like panellist, they might benefit from a brief warm up.

Secondly, the chairman or two ever is responsible for preparing the agendas, should not
attempt to stack the cards by omitting or ignoring vital phases of the problem as he selects or
delegates his speakers. It is not good to face up to an inadvertent misinterpretation or
omission. To distort or omit an important point of view deliberately is to invite disaster, and

Thirdly, the chairman in all the forum situation must plan very carefully for the questioning
period that followers the prepared speeches, unless he wishes to risk boredom or bed lain.

Techniques of symposium in class room

 The teacher should plan the program ahead of time
 The teacher and members should know the objective of the symposium
 Each student should prepare on the given or accepted topic
 The teacher should have a conference with each of the student speakers
 The teacher or student may function as chairman
 The symposium starts with the chairman speakers
 Then the topic is presented by the students taking 15-20 minute
 As a conclusion at the end, the chairman gives brief summary of the speeches and
opens the discussion to the students
 Any question or contributions addressed through the chairman
Scope for the use of symposium
 Use of television for education
 Scope for the distance education in our education
 Use of essay and objective type of test
 Semester system in education
 Cause of student unrest
 Quality control of education research
 Use of microteaching in teacher education
 Use of team teaching in school
 Use of action research in classroom teaching

51
  Scope of education technology in our education
Advantages of symposium
 It is suitable to a large group of classes
 This method can be frequently used to present board topic for discussion at the
sconventions and the organization meeting
 Organization is good because of the set speeches prepared before head
 Give deeper insight into the topic
 Directs the student to continue independent study
 Lends itself to the teaching of the clinical subject
 This method can be used in the political meeting
Disadvantage of the symposium
Inadequate opportunity for all the students to participate actively
 The speech is limited audience participation
 The speech is limited to 15or 20 min
 Question and answer limited to 3or4 min
 Possibility of overlapping of the subjects
 Lack of time
Role of symposium in nursing education
The symposium will provide a valuable opportunity for nurses from different cultural
background and diverse field to changing role of nurses in community and home care from
international perspective to promote the generation and implementation of evidence based
practice in community and home nursing through sharing and exchange of information on the
latest development in the discipline among expert from across the globe, this symposium will
contribute formulating global and regional strategies in advancing nurses role as well as
developing policy initiative in as it relates to nursing practice, nursing education nursing
management and disaster management.

Symposium as a method of teaching is suitable for a large or smaller group, a number

of papers are read dealing with different aspects of the same subject, or different points of
view on one topic..The symposium method has highly valuable benefits in that it promotes
reflective thinking, improves self-expression, social attributes and encourages group thinking
and cooperative effort. Hence, it is an important method of teaching in the education of
nursing.

52
 LABORATORY METHOD
A popular Chinese proverb says “what I hear I forget, what I see I remember, what I do, I
understand”. The Dewey philosophy, ‘learning by doing’ led to the gradual application of the
term laboratory methods in other field, particularly the social sciences. Laboratory method
are chosen depending on the learning needs of the student, time available to teach, the setting,
the resources and the teacher’s own comfort.
Definition
Laboratory method is a planned learning activity dealing with original or raw data in the
solution of problem
Purposes
 Provide first-hand experience with material
 Provide experience with actual situation
 Make student become skilful
 Help students to acquire scientific attitude and scientific approach
Objectives
 Verify facts taught in theory classes
 Develop the habit of doing independent work among student.
 Create interest in science
 Prepare students for higher studies and science careers
 Develop skills in handling specific apparatus and equipment
 Create interest in research
 Have a clear understanding of science concept
Functions of laboratory teaching method
 Verification activities
 Explorative activities
 Inductive activities
 Deductive activities
 Psychomotor skill development activities
 Problem solving activities
Types of laboratory
 Science laboratory
 Nutrition laboratory

53
  Nursing art laboratory of demonstration room
Science laboratory
Science laboratory used to teach the science subject, widely used in physiology, physical
science, chemistry, microbiology for teaching these subjects.
Nutrition laboratory
Nutritional laboratory used to teach the basic knowledge about food and for practice of
cooking food for normal as well as invalids
Nursing art laboratory of demonstration room
It is used for demonstration of some techniques in nursing. Student may practice to become
familiar with nursing procedure.
Steps in the laboratory method
 Preparation
 Actual work period
 Culminating activities
Preparation
 It requires establishment of objective and plan of work
 Teacher prepare the plan with the cooperation of the students considering objective
for nor wasting time
 Teacher allow time for the maximum use of lab
 Actual working period
 It refers to that period when demonstration, experimentation or practice for a skill in
nursing procedure.
 To ensure an effective work period there must be adequate equipment and facilities
including basic tools
 There must be adequate supply of specimens and material
 There should be sufficient space, light and ventilation

Culminating activities
After the lab work, the class should meet together for discussion of common problems, for
the organization of findings, for the presentation of work of individuals or group problem
solving activities.
Major Types of Laboratory Methods

54
 1. Situation where students work in the laboratory: In this situation student’s work
informally in pairs or groups where equipment cannot go around all students
individually.
2. Demonstration: Is a process of presenting or establishing facts or principles. It is a
procedure of doing or performing something in the presence of others or either as a
means of showing them how to do it or illustrating a principle.
Advantages
Student’s point of view
 Students learn by doing
 Develops the power of observation and reasoning
 Develops the scientific attitude
 To provide opportunity to contact with real life situations, it can be a preparation for
solving real life problem.
Teacher’s point of view
 Provide teacher an opportunity
 To observe the students in action
 To assess student’s worth
 To correct student’s mistake
 To guide students in promising direction
Limitations
 Poor planning and lack of teacher may result in wasting of time and can create
complication
 Lack of budget can create insecurity in teacher regarding laboratory equipment
 Most expensive because separate instrument is used for each student
 More time consuming compare to demonstration method
Laboratory is the place where the individual’s effective learning skills were learned and
practiced. When we specially use laboratory in the nursing practice, e.g. teaching method, the
place should be clean, comfortable, comfortable, well ventilated, it will influence the teacher
and a student to practice well.

55
 MICRO TEACHING
Micro teaching is a device which provides the novice and experienced teach the rand
experienced teacher alike new opportunities to alike new opportunities to improve teaching..
It is a real teaching with a scaled down time and size of the class.
Definition
"Micro teaching is a scaled down teaching encounter in adown teaching encounter in a class
time". The number of students is from 5-10, and the duration of period ranges from 5-20
minutes. ALLEN (1996)
Assumptions
 Is based on Skinner's operant conditioning. Teaching is a complex process but it can
be analysed into simple skills.
 Teaching skills can be practised one by one up to the mastery level under specific
and simplified situations. Appropriate feedback, if systematically given proves very
significant for obtaining a mastery level in each skill.
 When all skills have been mastered, taken one by one, then they can be integrated for
real class room teaching. Skill training can be conveniently transferred from a
simulated teaching
 Teaching skill is a set of behaviours or acts of the teacher that facilitate student's
learning. Teaching is observable, definable, measurable and demonstrable and can be
developed through training.
 Micro teaching is a teacher training technique that plays a significant role in
developing teaching skills in the student teachers.
The concept
 A single skill for practice.
 One concept of content for teaching
 A class of 5-10 students.
 5-10 min of practice time.
Objectives
 To enable the teacher trainees to learn and assimilate new teaching skills under
controlled conditions.

56
  To enable the teacher trainees to gain confidence in teaching and mastering a number
of teaching skills on a small group of pupils.
 To utilize the academic potential of teacher trainee for providing much needed
feedback.
 To give the teacher trainees training in the component skills of teaching at the pre-
service level.
 To gain maximum advantage with little time, money and material.
Principles underlying micro-teaching
 Principle of One Skill at a Time
 Principle of Limited Contents
 Principle of Practice
 Principle of Experimentation
 Principle of Immediate Feedback
 Principle of Evaluation
 Principle of Continuity
 Principle of Individualised Training
Principle of One Skill at a Time
In Micro-Teaching, training of one skill is given till the person has acquired mastery over it.
Then the second skill is taken up and so on. Thus, we find that Micro-Teaching is based on
the principle of giving training of one skill at a time.
Principle of Limited Contents
Micro-Teaching, limited contents are taken up and the teacher is required to use those
contents only. It helps the beginner teacher teach that limited material easily and confidently.
Principle of Practice
Micro-Teaching is based on the sound principle of practice. Here lot of practice is given by
taking up on is skill at a time. Practice makes a man perfect. It helps the pupil- teacher in
becoming better and better.
Principle of Experimentation
The pupil-teacher and the supervisor conduct experiment on teaching skills under controlled
conditions. Variables like time duration of the lesson, contents of the lesson to be taught,
number of students sitting in the class etc., can be easily controlled.
Principle of Immediate Feedback

57
The micro lesson lasts for four or five minutes only. Thereafter, feedback is provided to the
pupil-teacher. It helps the pupil-teacher to know his drawbacks and improve them effectively
without any delay
Principle of Evaluation
In Micro-Teaching, each micro lesson is supervised by the supervisor or the peers.
Drawbacks in teaching are pointed out and suggestion for improvement is given.
Self-evaluation is also possible. Thus, evaluation ensures good learning by the pupil-teacher.
Principle of Continuity
Learning of different skills of teaching is a continuous process in Micro-Teaching
programme. The pupil-teacher is learning one skill at a time and learning continues till he has
mastered the skill. For each skill, the principle of continuity is implied. It makes the teacher
good and effective.
Principle of Individualised Training
In Micro-Teaching, each trainee is given training very thoroughly. There is individual
attention by the supervisor. The drawbacks in teaching are pointed out, suggestions given one
by one and thus improvement is brought about.

Steps of micro teaching

a
R
e
th
o
n
c
rgM
isfd
lu
p m
T
k
b
D

Plan

58
  This involves selection of a topic and related content.
 The topic is analysed into different activities of the teacher and the students.
 The activities are planned in logical sequence.
Teach
 This involves the attempts of the teacher trainee to use the components of the skill in
suitable situations in the process of teaching – learning as per the role or the planning
activities.
 If the situation is not different and not as visualized in the planning of the activities,
the teacher should modify his or her behaviour as per the demand of the situation of
the class.
 The teacher should have the courage and confidence to handle the situations arising in
the class effectively.
Feedback
 Refers to the giving information to the teacher trainee about his performance.
 This helps the teacher trainee to improve his or her performance in the desired
direction.
Re-plan
 The teacher trainee re-plans his lesson incorporating the points of strength and
removing the points not skilfully handled during teaching in the previous attempt
either on the same topic or on another topic suiting the teacher trainee for
improvement.
Re-teach
 This involves the teaching the same group of student if the topic is changed or a
different group of students if the topic is same.
 This is done to remove boredom or monotony in the students.
 The teacher trainee teaches the class with renewed courage and confidence to perform
better than the previous attempt.
Re-feedback
 This is the most important component of micro teaching for behaviour modification of
the teacher trainee in the desired direction in each and every skill practice.
Phases of micro teaching
 Knowledge acquisition phase.
 Skill acquisition phase.
 Transfer phase.

59
Knowledge acquisition phase
 The trainee teacher learns about the skills and its components through discussion,
illustrations and demonstration of the skill given by the expert.
 The trainee teacher's analysis of the skill into components leads to various types of
behaviours to be practised.
 The trainee teacher tries to gain the skill from the demonstration activity given by the
expert.
 He discusses and clarifies each and every aspect of skill.
Skill acquisition phase
 On the basis of the demonstration presented by the expert, the teacher trainee plans a
micro – lesson plan for practicing.
 He practices the teaching skill through the micro teaching cycle and continues his
efforts till he attains the mastery levels.
 The feedback components of micro teaching contribute significantly towards the
mastery level acquisition of the skill.
 These skills are called the "core skills"
 These skills are called core skills because of their extensive use in classroom teaching.
 The core skills are as follows.
Skill Components
 Probing questions Prompting, seeking further information, re direction, focusing,
and increasing critical awareness
 Explaining: Clarity, continuity, relevance of content, covering essential points.
 Illustrating with examples: Simple, relevant and interesting examples and use of
appropriate media.
 Stimulus variation:Body movements, gestures, changes in speech pattern, change in
style of interaction, pausing, focusing, and oral-visual switching.
 Reinforcement:Use of words and statements of praise, accepting and using students
ideas, repeating and rephrasing, extra vertical cues, use of pleasant and approving
gestures and expressions, writing students response on the black board.
 Classroom management:Call students by name, makes norms of classroom
behaviour, attending behaviour reinforced, clarity of direction, check non attending
behaviour, keep students in eye span, check inappropriate behaviour immediately.
 Use of black board: Legible, neat and adequate with reference to content covered.
Transfer phase

60
  Evaluating performance leading to feedback
 Re-plan, reteach and transfer of skill to actual class teaching in macro-sessions.
Advantages

 Visual feedback (watching a recorded session) has been found to provide one of the
most effective means of evaluating teaching strengths.
 Micro teaching enables both intrinsic (self-assessment) and extrinsic (peer
assessment) review.
 Micro teaching provides opportunity for practicing part of lecture activity, practicing
a guest lecture, before delivering a course, demonstration in lab for first time,
practicing a job talk, practice public speaking skills before you address students for
the first time, polishing your skills if you are an experienced person.
 Expansion of the normal knowledge
 Effective teaching behaviour
 Individualizes teaching training
Limitations
 Time consuming.
 Trainee teacher may get a feeling of saturation or get bored with repeated teaching
sessions.
 Trainee teacher may lose self-confidence if she or he is asked to repeat the classes
several times.
 Scope is narrow
 It is a real life situations are quite different
 Minimum of feed back

Bibliography
1. R.sudha, ‘nursing education principles and concepts’, jaypee publishers private
limited new delhi, page no: 102-b.t
2. Basavantappa, ‘communication and educational technology for nurses’ , jaypee
publishers, page no: 232-246
3. Cunningham, d.jduffy, the textbook of the future center for reserch on learning and
technology, retrived publications, page no:6-8
4. K.pneeraja, textbook of nursing education, 1st edition, jaypee publications, page
no:288-294

61
 5. J.cagarwal, essentials of educational technology, 2nd edition,vikas publications
private limited, page no:35-37
6. Shabeer. P. Basheer, a text book of nursing education, emmess publications, page no:
56-67
7. Btbasavantappa, nursing education,1st edition, jaypee publications, page no:91-93
8. D.elakkuvannabhaskararaj,nimabhasker, textbook of nursing education,
emmespublications,page no:34-44
9. C agarwal, ‘principles and techniques of teaching’ ,2nd revised edition, vikas
publishing house private limited, page:296-305
10. Elsa santhombidevi, ‘manipal manual of nursing education’, cbs publishers and
distributors, new delhi, page no: 288-295
11. Basvanthappa BT’s nursing education 1st edition( reprint 2003)published by Jaypee
brothers page no.350-355.
12. Heidgerkenlorreta E’s teaching & learning in schools of nursing principles & methods
3rd edition published by Konarkpublisherspvt. Limited page no.449-470.
13. Neerja KP’s text book of nursing education 1st edition (2007) Published by Jaypee
brothers page no. 279-281.
Net references
1. www.wikipedia.org
2. www.kkhsource.in
3. www.eduhk.hk
4. https://content.wisestep.com
5. https://www.slideshare.net
Journal reference
1. www.nejm.org
2. www.Bcg.perpectives
3. www.geopolitica.hu/en
4. Sgo.sagepub.com
5. https://www.ncbi.nlm.nih.gov
Conclusio
In exploring various types of instructional strategies, you’ll find that there’s something to
suit every type of student level, subject and lecture format. Instructional strategies serve as a
backbone for teaching, and, when applied correctly, can help students gain a deeper
understanding of course material and encourage critical thinking, beyond basic retention and

62
surface understanding. Educators, too, can benefit by using different strategies throughout the
semester to determine the efficacy of lesson plans, and how each student is progressing
through each concept. Teaching strategies can engage students in an active learning process.
If they use these strategies well, nursing students are more likely to memorize the information
associated with the lesson. It is important for nurse educators to select appropriate teaching
strategies in order to deliver high-quality education. Instructional strategies are techniques
teachers use to help students become independent, strategic learners. These strategies become
learning strategies when students independently select the appropriate ones and use them
effectively to accomplish tasks or meet goals.

63