Teaching method ....ppt

Teaching
methods
1R DH@KER, Lecturer, PCNMS

• Instructional strategies determine the
approach a teacher may take to achieve
learning objective.
• Instructional methods are used by teachers to
create learning environments.

Definition
• Teaching methods is the stimulation, guidance,
direction and encouragement for learning.

Teaching strategies classification
• Teacher controlled teaching( monologue,
autocratic teaching)
• Interactive procedure of teaching ( Democratic,
dialogue teaching)
• Learning controlled teaching ( self study,
lassies – fair teaching)
• Group controlled teaching ( Action oriented,
democratic teaching)
• Clinical teaching method

Teacher controlled teaching(
monologue, autocratic teaching)
• Lecture methods
• Demonstration methods
• Lecture demonstration
• Team teaching methods
• Individualized instruction
• Historical

Interactive procedure of teaching
(Democratic, dialogue teaching)
• Question answer method
• Interactive procedure
• Group discussion methods
• Tutorial methods
• Seminar methods
• Panel methods
• Symposium

Learning controlled teaching
( self study, lassies – fair teaching)
• Programmed instruction
• Self directed learning (SDL)
• Library methods
• Computer assisted instruction
• Laboratory methods
• Assignments

Group controlled teaching ( Action
oriented, democratic teaching)
• Project methods
• Simulation instruction
• Filed trip
• Field work, survey
• Workshop
• Problem- solving method
• Problem based learning
• Role play
• Narrative
• Conducting experience
• Story telling
• Field observation
• Model building
• Buzz sessions 8
R DH@KER, Lecturer, PCNMS

Clinical teaching method
1. Client family centered methods
2. Observation
3. Conference
i. Clinical conference
ii. Individual conference
iii. Group conference
iv. Staff conference
v. Nursing care conference
vi. Team conference

Cont…Clinical teaching method
4. Bedside clinic
5. Nursing rounds and medical rounds
6. Demonstration and re-demonstration of
procedure
7. Ward teaching
8. Ward class
9. Ward clinic
10. Case study/ case presentation/ case history
methods

11. Group discussion
12. Brain storming methods
13. Process recording
14. Laboratory methods
15. Planned health talks
16. Nursing care study
17. Organizing exhibition
18. Incidental teaching
19. Problem solving methods
20. Research projects
Cont…Clinical teaching method

Lecture methods
• The lecture is a teaching procedure consisting of
the clarification or the explanation of facts,
principles or relationships.
• A lecture (from the French 'lecture', meaning
'reading' [process]) is an oral presentation
intended to present information or teach people
about a particular subject,
R DH@KER, Lecturer, PCNMS 13

L- Lively
E- Educative
C- Creative
T- Thought provoking
U- Understanding
R- Relevant
E- Enjoyable.

PLANNING THE LECTURE
• Before starting to prepare a lecture, the
teacher must be able to answer four basic
questions:-
– Who is your audience?- Who
– What is the purpose of your lecture?- Why
– How much time is available- How long
– What is the subject matter?- What
16

Lecture delivery
• Speaker- audience
distance
• Body movement and
stand
• Facial expression
• Gesture
• Voice
• Strength
•Enunciation
•Pronunciation
•Rate of speech
•Variety
•Pauses

Advantage of lecture methods
• Factual information
• Useful for large gathering
• Cost effective
• Quick and straight forward way
• Useful methods for auditory learner
• Easier to create
• Familiar methods
• Time saving

Disadvantage of lecture methods
• Content centered
• One sided affair
• Need proficient oral skills- teacher need
special oral skill in delivering lecture. If they
don’t have this skill then lecture become
boring, and uninteresting.
• Passive audience
• Minimizes feedback from students.

Cont… Disadvantage of lecture methods
• No place for any practical activity,
observation experimentation and
demonstration.
• Failure with the student of lower class. Not
appropriate for children below grade 4.

How to improve lecture methods-
• Fit the lecture to the audience
• Focus your topic
• Prepare an outline that includes 5-9 major
points you want to cover in one lecture
• Organize your points for clarity
• Repeat point when necessary
• Be aware of your audience- notice their
feedback
• Be enthusiastic

A GOOD
LECTURE
Avoid
annoying
mannerisms
Tailor
speech &
writing
proper use
of body
language
Topic
based on
need &
interest
Clarify
concepts with
examples
Lecture with
respectivity of
students
Manage
lecture in
time

Discussion Methods
• Discussion involves two-way communication
between participants
• In the classroom situation an instructor and trainees
all participate in discussion.
• During discussion, the instructor spends some time
listening while the trainees spend sometimes talking

Cont…
• The discussion is, therefore, a more active learning
experience for the trainees than the lecture.
• A discussion is the means by which people share
experiences, ideas and attitudes.
• As it helps to foster trainee’s involvement in what
they are learning, it may contribute to desired
attitudinal changes.

Definition
• The group discussions defined as the process
of reaching and counter reaction between two
or more than two person on a common
subject with the objective of achieving some
specific conclusion or result.

Advantage of discussion methods
• Effective learning
• Emphasis on students experience
• Development of critical thinking
• Participation by everybody
• Self expression
• Peer learning is one of the most direct benefits
resulting from the discussion methods.
26

Disadvantage
• May dominate with personal feeling
• Chances of deviation from topic
• Dominance by one person

Small Group
Discussion

introduction
• Small group have fewer than 5-20 or so members,
making it easier for people to actively participate.
• They meet as small gathering or as break- outs of
large meetings and offer may opportunities for-
– creative,
– flexible interchange of ideas.

Important feature
• Actively participated and interaction
• There is time limit for given activity
• Specific task them or goal
• Participation is improved
• Group members are activated
• Enhance contribution from members

Specific small group technique
include
• Breakout groups
• Workshop
• Roundtable
• Study circle

Buzz Method
• The buzz group technique is a patent discussion
group with a high degree of student involvement
in which small group of 2-3 participants discuss a
specific question or issue in order to come-up
with many ideas in a short-time.
32

Cont….
• Buzz groups is a cooperative learning technique
consisting in the formation of small discussion
groups with the objective of developing a specific
task (idea generation, problem solving and so on)
or facilitating that a group of people reach a
consensus on their ideas about a topic in a
specific period of time.

Features of Buzz Group Method-
• Small group (2-3 participants)
• Method is informal
• No need to move for discussion/no need of
syndicate rooms
• Discussion on only one issue, question, or
point (no need of in depth analysis)

Cont….
• Less time consuming (5-15 Min.)
• Can be used as “Ice Breaker”
• Buzz group leader is not there.
• Can be used as a supplemented method of
other methods.

Process of Buzz Group Method
• Decide the appropriateness of the method
• Prepare specific question/issues for discussion
• Prepare key learning points related to the issues
• Present question/issues.
• Ask individual participants to write down their views
• Form groups of 2 – 3 participants to write down their
views
36

Cont…
• Allocate 5 – 10 min. time for discussion
• Have them share and discuss on their points
within the group
• Supervise each group and encourage individuals
to participate
• Stop discussion after the allocated time has
expired
37

• Ask each group to share their points preferably
one points from each group at a time
• Record them on the board or chart sheet
• Discuss on the points and conclude
• Relate them with the key learning points
Cont…

Advantage
• Every person in group is involved in discussion
• Produce useful resulting in minimum time
• Wholesome effects on group members
• Creates informal atmosphere

Disadvantages
• Effectiveness of the group may be lowered by the
immature behavior of a few.
• It may not be effective for younger groups or
groups that know each other too well to take each
other's opinions seriously.
• It can be time-consuming when dealing with very
large groups.

Limitation
• Depends on the leader.
• Cannot be used in all situations.
• It is useful in defining problem or questions,
developing a list of possible goals, refining
ideas.

Fishbowls
42

• The fishbowl is a method to facilitate a group
discussion in an event.
• An inner circle, the fishbowl, is created, in which
members of the audience participate and in which
the discussion starts.
• This method is easy to organize and allows a good
involvement of the audience.

• Fishbowl Discussions are designed to improve
communication skills.
• The fishbowl strategy involves seating students in
two concentric circles.
• Those in the inner circle do the talking, and those
in the outer circle listen, take notes, and evaluate
the communication skills and the content of the
discussion.

• It is used for dynamic group involvement
• This activity required 60-90 minute
• Fish bowl discussion can be open and closed.
• In a fishbowl 4-5 chairs are arranged in an inner
circle. The remaining chairs are arranged in outer
circle of the fishbowl.
• The moderator introduces the topic and the
participants start discussing the topic. The audience
outside the fishbowl listens in on the discussion.

The Layout
Student will
be arranged
in a circle
With the
small group
in the middle.

Type
Fishbowl
open
fishbowl
closed
fishbowl

Open fishbowl
• In an open fishbowl, any member of the audience
can, at any time, occupy the empty chair and join the
fishbowl.
• When this happens, an existing member of the
fishbowl must voluntarily leave the fishbowl and free
a chair.
• The discussion continues with participants frequently
entering and leaving the fishbowl.
49

Cont… open fishbowl
• Depending on how large your audience is you can
have many audience members spend some time in
the fishbowl and take part in the discussion.
• When time runs out, the fishbowl is closed and the
moderator summarizes the discussion.

Closed fishbowl
• In a closed fishbowl, the initial participants speak for
some time.
• When time runs out, they leave the fishbowl and a
new group from the audience enters the fishbowl.
• This continues until many audience members have
spent some time in the fishbowl.
• Once the final group has concluded, the moderator
closes the fishbowl and summarizes the discussion.
52

Seminar

• Seminars are simply a group of people coming
together for the discussion and learning of
specific technique and topics.
• The word seminar is derived from Latin word
“Seminarium” meaning “seed plot”.

DEFINITION
• Seminar is an instructional technique of higher
learning which involves paper reading on a theme
and followed by the group discussion to clarify
the complex aspects of theme.
• Seminars are simply a group of people coming
together for the discussion and learning of specific
techniques and topics.

Types of seminar
Sl. No Type Example
1 mini seminar class room level
2 main seminar dept / institutional level
3 national seminar national level
4. international
seminar
international level

CHARATERISTICS
• Teacher is the leader.
• The group generally consists of 10 to
15 participants.
• An ideal seminar lasts for 1-2 hrs.

• The topic is initially presented by the
presenter followed by group discussion.
• The leader should keep the discussion within
limits so the focus of discussion can be
mentioned.
• care should be taken to avoid stereotypes.

• In student seminars, students present their data in
an informal way under the leadership of the
teacher, followed by a teacher monitored
discussion.
• All members take part in discussion in an
informal but orderly manner.

• The chairman should be skilled in encouraging
the timid participants.
• A student secretary may record the problems that
come up and the solutions given to them.

Requirement of seminar
• Teacher is a leader (student can also function
as leader).
• 10-15 members are participants.
• The topic is presented by the student taking
15-20minute- time.
• Duration is 1 to 2 hours.
• Leaders should keep the discussion within the
limits of the problem discussed.

Cont….
• Students present their data in an informal way
under the leadership of the teacher.
• Care should be taken part in discussion in an
informal way but orderly in manner.
• The chairmen should be skilled in encouraging
the timid participants.
• A student secretary should record the problem
which arise and the solution given.

Roles of Seminar Technique
• In organizing a seminar the following roles are
performed:-
• ORGANIZER
• CHAIRMEN
• PARTICIPANT
• OBSERVERS

Advantages of seminar method
• Stimulation of thinking.
• Tolerance of other views develops.
• Cooperation with others develops.
• Openness of ideas occurs.
• Represents the norms of behaviors.
• It has great instructional values.
• Natural way of learning

Limitation of seminar
• Seminar cannot be organized on all the content
of subject matter.
• Technique cannot be used in all levels of
education
• Seminar is a time consuming process.
• It cannot be applied to new students.

Cont…..
• Timid students may initially feel nervous.
• If subject knowledge is poor, unnecessary
discussions arise.
• The approach to problem solving extends to
student's professional and personal activities.

Panel Discussion

• It is designed to provide an opportunity to a
group to hear several people knowledgeable
about a specific issue or topic.

Objective
• To provide information and new facts
• To analysis the current problem from different
angle.
• To identify the values
• To organize for mental reaction.

Type panel
discussion
Public panel
discussion
Educational
panel
discussion

82
A U D I E N
C E

Identify the Goal and purpose of your panel
discussion.
84

Determine the rules For the panel discussion.

❖ Write questions for the panelists.

89
Arrange For the panel discussion to be
recorded.

Present and introduce the panelists at the
beginning of the panel discussion.

Conduct the discussion as planned, following
the established rules.

Conclude the panel discussion with a summary
and closing remarks.

93
Send thank you notes to the panelists
and moderator For their participation

Workshop

• A workshop is similar to a seminar but with a
greater degree of attendance participation,
interaction, and hand-on experience, is usually a
full day where participants learn and practice the
knowledge and skills that is the workshop’s focus.
• An educational seminar or series of meeting
emphasizing interaction and exchange of
information among a usually small number of
participants.

Characteristics of workshop
• Activity based
• Active engagement of participants during
the workshop
• High production values
• Information sharing meeting
• Limited number of participants

Cont…Characteristics of workshop
• Less formal, include more discussion
• Emphasizing practical applications
• Requiring some preparation in advance of the
workshop
• Thorough minute-by-minute planning of
workshop sessions.

Strength
• Involves collaborative problem- solving
• The participants feel they are part of a learning
community
• Group building
• Useful for small group where there is a common
interest or concern
• Encourage communication and acceptance of
other viewpoints
• It is useful when the solutions to problem are not
clear.

Weakness
• Dominance by member
• It can be difficult to keep focused and clear about
and desired outcome.
• Working session
• Limited numbers of participant.

STEPS IN
PREARATION OF A
WORKSHOP
101

STEPS IN ORGANIZING A WORKSHOP
OPENING A
FILE
FORMULATION
OF AIMS &
OBJECTIVES
ARRANGEMENT
OF FUNDS
DATE & PLACE OF
WORKSHOP
SELECTION OF
EXPERTS
SELECTION OF
PARTICIPANTS
COMMITTEE OF
SPONSORS
WORKING
LANGUAGE
INVITATION TO
PARTICIPANTS
102

OPENING A FILE
• A file is opened which contains information
on –
• budget,
• sitting arrangements,
• selection of participants,
• documentation and equipment
• checklist,
• publicity press and
• Evaluation.
103

FORMULATION OF AIMS & OBJECTIVES
• Aims & objectives are formulated both for the
organizers and the participants.
• At first stage of the workshop theoretical
aspects are discussed by experts.
104

ARRANGEMENT OF FUNDS
• The organizer has to arrange funds boarding &
lodging both for the experts and the
participants.
• The whole programme schedule is prepared by
the organizer.
105

CHOOSING THE DATE & PLACE
• A non working day is usually chosen for the first
day of workshop. ( Ensure that at least one
working day precedes the opening of the
workshop.)
• The place of workshop is selected keeping in
mind the feasibility of the participants to reach
the venue.
106

IDENTIFICATION OF RESOURCE
PERSONS
• The success of the workshop depends on the
quality of the resource persons chosen,
experience, qualification, knowledge & importance
should be given while selecting the resource
persons.
107

IDENTIFICATION OF SPONSORS
• Sponsoring agencies and individuals are to
be identified and contacted so as to aid in
the organization of the workshop and in
managing it's funds.
108

WORKING LANGUAGE
• The workshop is usually carried out in a
national language or preferred official
language.
109

INVITATION TO PARTICIPANTS
• A personal letters should be sent to the
participants selected with the following points.
1. Aims of the workshop.
2. What is implied by the workshop.
3. Working methods of the workshop.
4. Theme of the workshop.
110

ROLES IN WORKSHOP
• Role of Organizer of the Workshop Technique.
• Role of Convener in First Stage.
• Role of Experts or Resource persons.
• Role of Participants or Trainees
111

ROLE OF AN ORGANIZER
• The program and schedule is prepared by the
organizer.
• He has to arrange for boarding and lodging
facilities for participants as well as for the
experts.
112

ROLE OF A CONVENOR
• At first stage of the workshop, the theoretical
aspects are discussed by the experts on the
theme of the workshop.
• Therefore, a convener is nominated or invited
who is well known with theme.
113

ROLE OF EXPERTS
• In organizing a workshop, resources persons play
an important role in providing theoretical and
practical aspects of theme.
• They provide guidance to participants at every
stage and train them to perform the task effectively
114

ROLE OF A TRAINEE
• The participants should be keep interested in the
theme of the workshop.
• At the first stage, they have to acquire
understanding of the theme.
116

Cont….
• At the second stage, they have to practice and
perform the task with great interest and seek
proper guidance from the experts.
117

OUTCOMES OF THE WORKSHOP
• Workshop widens specified knowledge.
• Results in personal and professional growth.
• Results in friendship, team spirit and human
relations.
118

• It is a technique which can be effective used for
developing understanding and proficiency for the
approaches and practices in education.
• It is used for developing and improving
professional efficiency, eg. Nursing, medical,
dental etc.
• Facilitates learning by doing

• It develops the feeling cooperation and group
work.
• The new practice and innovations are introduced
• It is a problem solving methods
• Active participation is possible
• Leadership quality can be develop and enhanced.

Disadvantage of workshop
• Generally follow up are not organized in
workshop technique.
• It requires a lot of time for participant and staff
• A large number of staff members are needed to
handle participation.
• It demands special facilities or materials.

• Participants do not take interest in practical work
or to do something in productive form.
• The workshop cannot be organized for large group
so large number of persons cannot be not trained.
• Time consuming
• Resource person should be available.

Symposium

Symposium
• It is also one of the techniques of higher
learning.
• “Symposium consists of a set of program of
prepared speeches followed by audience
discussion”
• “Symposium is a technique in which two or
more person under the direction of a chairman
presents several speeches, which give several
aspect of one question”.

• The word Symposium is also has several
dictionary meaning.-
• Firstly, Plato has used this term for “good
dialogue” to present the view towards GOD.
• Another meaning of the term is the intellectual
reaction or enjoyment.
• The recent meaning of the term is a meeting of
persons to discuss a problem.
• The main purpose of the symposiums to provide
the understanding to the students or listeners on
them or problem specification to develop certain
values and feelings.

DEFINITION
• “Symposium consists of a set of program of prepared
speeches followed by audience discussion”
• “Symposium is a technique in which two or more
person under the direction of a chairman presents
several speeches, which give several aspect of one
question”.

OBJECTIVES
• identify and understand two
various aspects of the theme.
• To develop the ability to decision
and judgment regard a problem.
• To develop the values and feeling
regarding a problem.
• To enable the listeners to form
policies regarding problem.

Characteristics of Symposium
• It provides the broad understandings 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.

Scope for the use of symposium
• Scope for the distance education in our education.
• Use of essay and objective type of test.
• Semester system in education.
• Quality control of education research.
• Use of microteaching in teacher education
• Use of team teaching in school.
• Use of action research in classroom teaching.
• Scope of education technology in our education.
130

Advantages
• It is suitable to a large group or classes.
• This method can be frequently used to present
broad topics for discussion at conventions and
organization meetings.
• Organization is good because of the set speeches
prepared beforehand.

• Gives deeper insight into the topic.
• This method can be use in political
meetings.

Disadvantages
• Inadequate opportunity for all the students to
participate actively.
• The speeches are limited to 15-20 minutes.
• Question and answer limited to 3 or 4 minutes.
• Possibility of overlapping the subjects.

Micro -
Teaching

Introduction
• Micro-teaching is a teacher training and faculty
development technique whereby the teacher reviews a
recording of a teaching session, in order to get
constructive feedback from peers and/or students about
what has worked and what improvements can be made to
their teaching technique.

• Micro-teaching was invented in the mid-1960s
at Stanford University by Dr. D. W. Allen, and
has subsequently been used to develop
educators in all forms of education.
• Microteaching is a technique aiming to prepare
teacher candidates to the real classroom
setting (Brent & Thomson, 1996).

Dr. Allen and his group evolved Microteaching in 1960
in America.

• Microteaching is a technique aiming to prepare
teacher candidates to the real classroom setting
(Brent & Thomson, 1996).

• Microteaching can be defined as a training
context in which a teacher’s situation has been
reduced in scope or simplified in some systematic
ways. There are three ways in which teaching may
be scaled down-
– The teacher’s task may be simplified and made very
specific.
– The length of the lesson may be shortened.
– The size of class may be reduced.
DEFINITION

Cont… DEFINITION
• According BM shore “microteaching is real
teaching, reduced in time, number of students and
range of activities”.

Characteristics of microteaching
• It is real teaching situation
• Scaled down teaching:- it is reduce the complexity of the
classroom teaching situation in term of the number of
student, the amount of time and the amount of learning
contents.
• Development of specific teaching skill
• Controlled practice
• Immediate feedback
143

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

145
Cont… Skills of Micro teaching Techniques
The components of the skill of
Blackboard Writing Are:
i. Legibility ( Easy to read )
ii. Size and alignment ( In a straight line )
iii. Highlighting main points
iv. Utilization of the space
v. Blackboard summary
vi. Correctness
vii. Position of the teacher and
viii.Contact with the pupils.

2. Skill of Probing
Questions
1. Introduction Skill
3. Skill of Explanation
4. Skill of Stimulus
Variation
5. Skill of Black-
board Writing
Skills of Micro Teaching
6. Skill of Achieving
Closure

Phase of microteaching

148
Microteaching Cycle (Procedure)
Step- I : Micro Lesson Plan ( may take 2 hours / a day)
Step-II : Teach 5 Min.
Step-III : Feedback Session 5 Min.
Step-IV : Re-plan 10 Min.
Step-V : Re-teach Another group 5 Min.
Step-VI : Re-feedback 5 Min.
---------------
Total 30 Min. (Appr.)
Teach → Feedback → Re-plan → Re-teach
→ Re-feedback

PLANRE-TEACHING
6 MINUTES
TEACHING
6 MINUTES
FEEDBACK
6 MINUTES
RE-PLAN
12 MINUTES

Advantage of microteaching
• Reduced complexity
• Individualized teaching
• It develops confident by having the practice of
skill in microteaching under simulated condition.
• Behavior modification technique.

Cont…Advantage of microteaching
• More understanding of teaching
• Real teaching
• Self – evaluation is possible by analyzing one’s
teaching performed.

Limitation of microteaching
• Costly- video recording
• Narrowing scope-
• For training in microteaching sufficient time is
required.
• Teacher needs training of this method which
generally they lack.
• Micro teaching is skill-oriented rather than
content-oriented
• Scope of micro teaching is narrow

Summary Microteaching
• Microteaching involves presentation of micro lesson
• Audience….small group of peers.
• Feedback given by peers role playing as students
• Participants learn about strengths & weakness in
themselves as teachers
• Plan strategies for improvement in performance.

Simulation
• In general terms, simulation is a technique or
device that attempts to create characteristic of the
real world.
• Simulation allows the educator to control the
learning environment through scheduling of
practice, providing feedback, and minimizing or
introducing environmental distractions.

What can be simulated?
Almost anything can
and
almost everything has...

Simulation
• In general terms, simulation is a technique or
device that attempts to create characteristic of the
real world.
• Simulation allows the educator to control the
learning environment through scheduling of
practice, providing feedback, and minimizing or
introducing environmental distractions.

• In health care, simulation may refer to “a
device representing a simulated patient or part
of patient; such a device can respond to and
interact with the action of the learner.
• To simulate is to try to duplicate the
characteristics of a real system.
• Simulation is one of the most widely used
decision modeling techniques.

Definition
• Simulations are defined “activities that mimic
the reality of a clinical environment and are
designed to demonstrate procedures, decision-
making and critical thinking through technique
such as role playing and the use of device such as
interactive videos or mannequins”.

Principal of simulation
• Clear stated objective
• Actual patient care experience
• Proper orientation of proceedings/ scenario
• Use of problem- solving and critical reasoning

Characteristics of simulated
teaching
• Can be in research work
• It can be used for rehearsal before going to
classroom teaching
• Effective for practice of teaching skills by the
pupil teacher
• Effective feedback can be provided
• It is very convenient method

Cont…Principal of simulation
• Role of educator must be as a facilitator
• Simulation should be collaborative approach
between educator and simulator
• Feedback and evaluation of stimulator
session.

The Process of
Simulation

Values of simulation Techniques
• Enable the learner to learn directly from
experience.
• Promotes high level of critical thinking
• Develops in the student an understanding of the
decision- making process.
• Enable the individual to empathies with the real-
life situation

Cont… Values of simulation Techniques
• Provides feedback to the learners on the
consequences of action and decision made.
• Motivates the students by making real life
situations exciting and interesting.

174R Dh@ker, Asst. Professor, PCNMS

• Programmed learning (or programmed
instruction) is a research-based system which
helps learners work successfully.

• It is a learning in which the student works
from the known to unknown, from the
familiar to unfamiliar.
• It is a self- testing technique for acquiring
factual learning.
• It is an integrated structional system which
may employ programmed books, teaching
machine, films in various forms of audio-
visual devices.

Definition
• It is a kind of learning in which a ‘program’
takes the place of a tutor for the student, and
leads him through a set of frames of specified
behaviors designed and sequenced to make it
more probable that he will behave in a give
desired way. (Kochhar, S.K.1992)

Type
• Linear programming
• Branching programming
• Mathetics programming
• Computer assisted instruction

Step for development
of
Programmed
Instruction

Selection of the topic to be programmed
Identifying the objectives.
Content analysis for developing the instruction procedure.
Writing objective in behavioral terms.
Construction of criterion test.

Cont…
Deciding appropriate strategy of programme.
Writing programme frames and individual try out.
Group try out, revising and editing the programmed
and preparing final dealt.
Master validation or evaluation of programmed in terms of
internal and external criteria.

Technique of programmed instruction
• Necessary information broken down into very
small steps.
• After understanding each step the student must
take a response, answer a question, work out a
problem or make a choice, usually by writing in a
space provided.

Cont… Technique of programmed instruction
• The student response is immediately checked with
the right answer.
• Programmed instructions an attempt to provide
effective instruction without requiring the
physical presence of human teacher.

Characteristic of programmed instruction
Individualized Instruction
Logical Sequence of material (Small Steps)
Interaction between the learner and the programmed
Immediate Knowledge of results
Organized nature of Knowledge
Learners Own Speed (Self Pacing)
Constant Evaluation

Principle
• Small steps
• Active responding
• Immediate confirmation
• Self- pacing
• Student- testing

Small steps
• The subject- matter is broken down
into a sequence of small step.
• A student can take a step at a time. He
has to read a small step by being active.

Active responding
• The student learns best if he is active
responds as he learns.
• The learner has to construct the response.
• It is an integral part of learning. Active
responding on the part of the learner means
learner involvement in the learning process
is active.

Immediate confirmation
• The student learns best if he confirms his
response immediately.
• The confirmation provides the
reinforcement to the learner.

Self- pacing
• In programmed instruction, the learner decides
the rate at which he progresses through the
programmed.
• He adjusts the pace of work to his own ability
and motivation level.
• He is not forced to work with the speed of
other student of the class.

Student- testing
• A student leaves the record of his student
because he has to write a response for each
step on a response sheet.
• This reminds the principle of student testing.

Advantage
• It helps to develop high efficiency.
• It facilitates self evaluation.
• It gives individual instruction.
• The student is actively involved.
• The student proceeds at his own pace.
• The student is provided with immediate knowledge
of result.
• It permits mass teaching.
• It can lead to high availability.

Disadvantage
• Require experts on programmed instruction.
• Preparation is difficult and time- consuming.
• Material is not available.
• Necessary special education competence.
• It cost high additional investment cost in
teacher’s time and money.
• There will be no group dynamics.

Conclusion
• Programme instruction is the procedure of guiding
the participants strategically through the information
in a way that facilitates the most effective and
efficient learning.
• It provides immediate feedback to trainee response.

Bibliography
• KP Neeraja, text book of Nursing education, 1st
edition 2003, Jaypee brothers medical
publishers (p) ltd, page no.267-272
• BT Basavanthappa, Nursing Education, Jaypee
brothers Medical publisher (p) ltd, page no.
413-416.
• Elsa santombi devi, Manipal manual of Nursing
education, CBS publisher and distributor New
Delhi,1st edition 2006, page no. - 155- 170.

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