Lecture method

• Lecture method is the oldest method of teaching

• The lecture was derived from the latin word
‘lectare’ which means to “read aloud”
Definition:
Lecture is a teaching activity where by the teacher
presents the content in a comprehensible manner
by explaining the facts,principles and relationship,
during which the teacher is expected to elicit
student participation by employing apprpriate
techniques
 Purposes
• To provide structured knowledge
• To motivate and guide in hunting knowledge
• To arouse student interest in a subject
• Introduce students into new areas of learning
• To clarify difficult concepts
• To assisst in preparing students for a discussion
• To promote critical thinking
Lecturing techniques:
 voluntary dissemination of information or
spontaneity
 Voice gradation and voice quality
• Adequate pacing
• Proper body language
• Control annoying mannerisms
• Judicious use of audiovisual aids
• Simple plans and key points
• Elicit feedback from students
• Providing further clarrifications
• Time management
Advantages of the lecture method:
 Economical method of teaching
 Conducted even with a teacher to student ratio of
1:200
• Economical in terms of time
• A well designed and thoughtfully delivered lecture
stimulate the students and promote thinking
process
• Enhances the listening capacity of the students
Disadvantages:
 Increased chance of practising with out adequte
preparation
 Less attention is given to problem solving, critical
thinking , decision making
 Lecture makes the students passive and decrease
the participation when the teacher is illprepared
Stratergies to overcome the disadvantages:
• Emphasize higher –level intellectual skills
• Signposting for the clear direction
• Make lectures more interactive
• Less memorizing of facts and more construction of
meaning
 Demonstration
Demonstration is a method of teaching by exhibition and
explanation combined to illustrate a procedure or experiments
Phases of demonstration:
 Planning phase
 Preparation phase
 Performance phase
 Evaluation phase
Planning and preparation phase:
• Teacher prepares herself
• Arranges needed articles and create a conducive learning
environment suitable to the number of students
• Set wel defined objectives based on the thearitical knowlede
needs of the students
• Review related knowledge
• Based on scientific principles split the demonstration
into approprite steps so that students can easily
follow the demonstration
• Do rehearsals as needed for attaining the proficiency
required for conducting demonstration
• Plan for the comfort and safety of patient or mock
patient
• Obtain necessary permission in case of patients
• create conducive learning environment by providing
adequate facilities to observe demonstration
• Plan for maximum student participation
• Ensure adequacy and good working condition of
equipments
• Assemble equipments in convenient order
• Plan for the return demonstration
• Give necessary guidance
• Prepare checklist of the articles so that teacher can
avoid shortcomings in the performance phase
• Plan for providing opportunities for students to
practice
Performance phase:
Through out this phase she has to maintain a positive
approach by telling “what to do” rather than “WHAT
NOT TO DO”
• She should also exhibit a fine coordination of
head,heart and hand than simply repeating as per the
procedure mannual
• Based on the principle of proceeding from whole to
parts ,briefly narrate the whole procedure before
explaining the individual steps in detail
• Explain the name and use of articles kept ready for the
demonstration
• Start the demonstration slowly so that students can
follow easily
• Explain the purposes and scientific principles associated
with each step
• Pace the steps and explanation in a student friendly
manner
• Make sure that the students have understood each
step ,repeat if they have not understood it
• Wherever possible involve the students in the
performance phase
• Inbetween ask questions and encourage to seek
clarifications in order to get a feedback from
students
• Replace articles , demonstrate the after care of
them and wash hands
• Show the way of recording the procedure
• Conclude the performance phase with a discussion
Evaluation phase:
return demonstration and asking thought provoking
questions
Advantages:
• Illustrate the co ordination of the head , heart, and
hands,which is essential for the development and
refining the psychomotor skills
• Application of the theory which they have learned
• Use of multiple senses promote learning
• Improves observational skills
• Return demonstration helps the teacher to evaluate
knowledge and skills of the student and protect the
patients from illprepared students
Dis ad vantages:
• Small group method
 Discussion
Student centered teaching method
Definition :
Discussion involves an interchange of informed opinions
and reactions group consideration of a problem or issue ,
sharing of ideas and information and exchange of
questions and answers
Purposes of discussion:
 To teach context specific interpretationand application of
principles,theories and concepts
 Assisst students to develop, express and validate their
opinions or beliefs regarding legal, ethical and
contraversial issues in nursing
 To clarify information and concepts
• To share information
• To foster democratic values
• To develop team building and social skills
• Development of right attitude
• To develop problem solving skills as a group
• To arouse student interest
Class room discussion techniques:
 Proper planning
 Preparing students for discussion
 Discussion guiding techniques
1. Proper planning :
• Selection of apt topics, formulation of objectives and
setting guidelines e.g:contraversial issues , ethical
issues, and legal issues like professional status of
nursing
• Another topics like recent challenges to nursing, recent
trends and development in nursing, commonly
occuring problems in clinical area, curriculam related
issues and malpractice from the side of students like
plagiarism
• Conducive environment for discussion at a convenient
time
• Invite the concerned nursing staff to guide discussion
in addition to nursing educator, if disscusion related to
clinical problem
• A well ventilated spacious room with chairs
arranged in a way
Preparing students for discussion:
 Demands certain amount of preparation from the
side of students and preparation starts one or two
weeks before the date of discussion
 Teacher has to prepare the students through
-providing some basic information related to the
topic ,giving references and introducing to experts
-clearly stating the objectives and guidelines
- clarrifying the role of the students and student
leader
• After 2 or 3 discussions ,under close supervision
teacher can allow students to act as leaders or
chairpersons.
Discussion techniques:
 Start with a keynote address.
 Brief introduction regarding the topic of discussion
 Dictate the objectives and guidelines
 Key note address end with an invitation for the
students to express their ideas or viewpoints
 One student with writing skills should be entrusted to
record the proceedings
 Controlling and discouraging the overtalkative
students
• Motivte the passive students to express their view
points
• Alloting specific time to each student,allowing to talk
on a rotational basis
• Appropriate use of positive reinforcement is essential
to motivate the students
• Close supervision
• Make sure that the view points are exhanged between
the group members instead directly to the teacher
• Restrict any aggressive style of communication
• When a student requests some time for thinking it has
to be granted and silence prevailing this time can be
used by other members
• Redirect if any deviation from the predetermined
objectives or wasting time by unnecessary
exploration of facts
• Group leaders have to summerize the view points of
their group
• Merits of those discussion should explored at last
• Concluding note can be delivered by the teacher
about fullfillment of objectives
• Invite suggestions from students
 Microteaching

“Microteaching is a teacher education technique

which allows teachers to apply clearly defined
teaching skills to carefully prepared lessons in a
planned series of five to ten minutes encounter
with a small group of real students, often with an
opportunity to observe the result on vidio tape”
 Micro teaching Flow charts
Planning for 5 minutes
teaching

Micro-teaching – 1
5 minutes, 3 teachers Vide
o
Discussion with video Evaluation
playback. sheet

Re plan

Micro Self confirmation

teaching – 2
5 mintues
 Phases,activities and components of microteaching:

1. Knowledge acquisition phase:

The student teacher attempts to acquire knowledge
about the skill by reading relevant literature and
also observes demonstration lesson-mode of
presentation of skill.
2.Skill acquisition phase:
On the basis of the model presented to the student
teacher, she prepares a micro-lesson and practices
the skill and carries out the microteaching cycle.
Two components in this phase:
• Feedback
• Micro teaching setting
3.Transfer phase:
Student teacher integrate different skills. It occurs in real
setting classroom and integrates all skills
Steps of microteaching:
1.Orientation of student teacher:
-necessary information and theoritical back ground
about micro teaching
-concept of micro teaching
-Procedure of micro teaching
-requirements and settings for the adoption of micro
teaching
2.Discussion of teaching skills:
Discussion regarding component teaching behaviours
of teaching skills
3.Selection of a particular skill:
Each skill has to be practiced at a time
Student teacher has to be given necessary background
of the observation of a model of demonstration
lesson on the particular skill
4. Presentation of a model Demonstration lesson –
particular skill:
Demonstration lesson by teacher educator before
student teacher on the use of a particular skill is
given. This is also known as modeling.
- Exhibiting a film on a video tape
- providing a written material
- Making trainee listen to audio tape
- Arranging a demonstration from a live model
5.Observation of the model lesson:
A specific skill is distributed for the guidance of the student
teacher to observe the lesson
6.Criticism of the model lesson:
a critical appraisal of the model lesson is made by the
student teachers
7.Preparation of the micro lesson plan:
Sample lesson plans supplemented with guidance of teacher
educator is required for the preparation ofg micro-lesson
plan
8.Creation of micro teaching setting:

- Number of pupils 5-10

- Type o0f pupils
- Type of superviser
- Time duration of micro lesson plan-6 min
- Time duration of micro teaching cycle36 min
teaching session -6 min
feedback session -6 minutes
replan session -12 min
9.Practice of skill:
Student teacher teaches prepared lesson for a 6
minutes to a micro class comprising of 5-10 real
pupils
This lesson would be supervised by teacher educator
and peers

10.Providing feedback:
the peers and teacher educator those who are
supervising will give immediate feedback
Possible mechanical gadgets like videotapes and audio
tapes can be used to get feedback
11.Replanning :
In the light of feedback ,the student teacher replaces the micro
lesson plan , and will be provided 12 minutes for the purpose
12. re-teaching:
- 6 minutes
- The student teacher teaches the micro plan on the basis of
replanned session
13.Providing re-feedback:
Re-feedback for re--taught micro lesson
14. Integration of teaching skills:
This is the last step and is concerned with the task of integrating
several skills individually mastered by the student teacher
Five “R”s of micro teaching:
recording
reviewing
responding
refining
re-doing
 Seminar

A seminar is an instructional technique

involves generating a situation for a
group to have guided interaction among
themselves on different aspect or
components of a topic, which is generally
presented by one or more members
 Types of seminar
• Mini seminar
• Main seminar
• National seminar
• International seminar
 Role of different personnel
Role of organiser:
• Decides the topic
• Topic should be related to recent developments in
the clinical practice or nursing education
• Objectives are formulated
• Start searching for a suitable chairperson who is
eminent and well versed in concerned topic
• Consultation with chairperson ,modifies the
objectives if needed
• Finalize the various aspects of the topic and select
the speakers
• Date and time is fixed according to the convenience
of the chairperson and speakers
• If national or international seminar ,large scale
preparation is needed .organiser have to form
various committee like invitation committee,
finance committee, academic committee
• Co-ordinate for the successful conduction of the
seminar
Role of the chairperson:
• Should possess indepth knowledge regarding the
topic
• Guide the seminar in a fruitfull manner
• Begins the seminar with an introductory speech by
stating the relevance and importance in the current
context
• Introduces the speakers by highlighting their
achievements
• Invites speaker according to the order
• When one speaker completes hi speech ,he gives
the brief summery of it and invites next speaker to
present his views
• Once all the speakers complete their speech,
chairperson opens the discussion session by inviting
participants to come out with their doubts
clarifications and contributions
Role of speakers:
• Presenting the quality information and preparing
participants for the discussion
• Speakers has to prepare and hand over the study
materials to organizers in advance
• Study materials has to be given to the participants 2
hours before the seminar
• Presents the relevant information in a
comprehensible manner with suitable audio visual
aids
Role of participants:
• Makes the seminar very live and interesting
• Prepare themselves well in advance
• Utilize the session by asking questions, seeking
clarifications and expressing their viewpoints .
• Should not test the knowledge of speakers
Seminar technique:
 Organizers make necessary arrangements for the
seminar
 Distribute the study materials to the participants one
or two hours before the seminar
 Seminar begins with an introductory speech by the
chairperson
 Chairperson invites the speakers to present the latest
information about different aspects .
• After each speech chairperson has to summerize it
before inviting to the next speaker
• After all speakers presented , chairperson opens the
discussion session by inviting questions ,
clarrificatios and contributions from participants.
• Questions should be addressed to the chairperson
instead of addressing directly to the speakers
• Then chairperson invites the concerned speaker to
give reply
• Chairperson himself can clear the doubt.
• Concluding note by the chairperson, and
congratulate to the organizers , speakers ,
participants.
 Symposium
• Form of discussion in which different viewpoints or
opinions regarding the single aspect or component
of a topic is discussed under the guidance of a
chairperson
• Most preferred method to discuss contraversial
issues eg: professional status of nursing
• Just like seminar,personnel involved symposium
also can be categarised into organizers, chairperson
speaker, participants
 Objectives of symposium
• To identify and understand two various aspects of
theme and problems.
• To develop the ability to decision and judgment
regards a problem.
• To develop the values and feelings regarding a
problem.
• To enable the listeners to form policies regarding a
theme or problem.
 Purposes
• To investigate a problem from several points
of view.
• To boost students ability to speak in group.
• To make the students 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,
develop individual approaches or solutions to a
problem or present aspects of 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, sometimes indicates the general
approaches.
• Since there is no need for symposium interaction
other than careful listening, all members of the
performing group can sit in a straight line behind a
table or an adjoining chairs, with the chairman in the
middle or to one side of the speakers.
• Or, if the symposium is to present two conflicting
points of view, the seating arrangement can separate
the speakers on the platform in order to indicate
difference in opinion or in order to preserve peace.
 Difference between seminar and symposium
s.no SEMINAR SYMPOSIUM

1 topics are related to recent trends and Topics are related to controversial issues in
developments in nursing nursing

2 Multiple aspects of the topic under Single aspect of the topic is discussed
consideration is discussed

3 Chairperson has to exert less control Chairperson has to exert more control

4 Less time for discussion involving More time for discussion involving
participants participants

5 Comparatively less preparation for the side Demands more preparation from the side
of participants of participants
 Role of different personnel
• With few exceptions ,similar to that of the seminar
• Chairperson has to exert more cotrol over the
speakers inorder to restrain them from crossing the
limit while expressing or challenging contradictory
opinions
• Chairperson has to maintain a nonjudgemental
attitude and provide equal oppertunities to all
speakers to express their feelings
• Study materials may not be issued to participants,
they have to participate in the discussion held at the
end with their own view points .thus symposium
demands more preparation from the participants.
 Techniques
• Teacher should plan the program ahead of time.
• Each members of the class, as well as the student
speakers should know the objectives of the
symposium and breadth of the topic.
• 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 a student may function as a
chairman.
• The symposium starts with the chairman introducing
the topic.
• Next chairman introduces the speakers.
• Then the topic is presented by the students taking 15
to 20 minutes time.
• As a conclusion at the end the chairman gives brief
summary of all the speeches and opens the
discussion to the students.
• Any question or contributions addressed through the
chairman.
 Scope
The following are the main topics on which
symposium technique is used:
• Use of television for education.
• Scope of distance education in our education.
• Use of essay and objective type tests.
• Semester system in education.
• Causes of student’s unrest.
• Quality control of educational research.
• Use of micro-teaching in teacher-education.
• Use of team-teaching in the schools.
• Use of action research in classroom teaching.
• Scope of education technology in our education
 Limitations
• The chairman has no control over the speakers.
• There is probability of repetition of the conduct
because every speaker prepares theme as a whole.
• The different aspects of a theme are presented
simultaneously.
• The listeners remain passive in the symposium.
• The discussion and presentation of theme is not
summarized at the end.
• This technique is employed to achieve the higher
objectives of cognitive domain but affective
objectives are not emphasized properly.
 Advantages
• It is suited to a large group or classes.
• This method can be frequently used to present broad
topics for discussion symposium at conventions and
organization meetings.
• Organization is good because of the set speeches
prepared before hand.
• Gives deeper insight into the topic.
• Directs the students to continuous independent
study.
• Lends itself to the teaching of clinical subjects.
• This method can be used in political meetings.
 Disadvantages
• Inadequate opportunity for all the students to
participate actively.
• The speech is limited to 15 to 20 minutes.
• Limited audience participation.
• Question and answer limited to 3 or 4 minutes.
• Possibility of overlapping of subjects.