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Teaching Learning Process 1

pedagogy proccess

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17 views34 pages

Teaching Learning Process 1

pedagogy proccess

Uploaded by

DheeshanDNazeer
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Teaching-Learning Process

Dr. Sachidananda K
Post Graduate,
Dept. of Community Medicine,
AJIMS.

09.08.2010
Outline
• Teaching-Learning Media
• Computer Assisted Learning
• Microteaching as a vehicle of Teacher Training
• Problem Based Learning
Teaching-learning media
• Oral Communication
– Dominant medium since time immemorial till date
– Motivation, Stimulation
– Less time

– Registering of spoken word - not efficient


– Passive
– High skill required

“A picture is worth more than ten thousand words”


Classification of teaching-learning media
• Non-projected visual aids
• Projected visual aids
• Audio aids
• Audiovisual aids
• Written aids
• Patients and real objects
• Three-dimensional representations
• Simulation and Role play
• Mass communication media
Non-projected visual aids
• Chalkboard
– Inexpensive
– Useful for small groups of 30 – 50 students
– Needs considerable advance preparation
– Loss of eye contact
– Good writing and drawing skills needed
– Cannot be preserved
• Display boards, cards and charts
– To display prepared material
Projected Visual Aids

• Overhead projector
• Slide projector
• Episcope and Microprojector
• Direct Projector
• Liquid Crystal Display (LCD) projector
Projected Visual Aids
• Advantages
– Eye contact maintained
– Saves time
– Material can be preserved
– Suitable for small and large audiences
• Disadvantages
– Excessive use and overcrowding
– Need to darken the hall
Preparing a Slide
• Only one idea per slide
• Simple lay out
• Height:width = 2:3
• ≤ seven lines of text per slide
• Title - ≤ five words
• Font – simple and large
• Avoid too many colours
Audio Aids
• Public Address System
– Microphone, amplifier and speakers
– Quality depends on
• Public address system
• Acoustic qualities of the hall
• Audio Tape System
– Individual to large groups
Audiovisual Aids
• Video tape system
– Psychomotor skills
– Communication skills
• Tape slide system
• LCD projections
• Virtual reality
Written Aids
• Textbooks, manuals
• Handouts- information not readily available in
textbooks and manuals
Patients and real objects
• Communication skill
• Attitudinal skills
• Manifestation of disease
• Practical skills
• Anatomical and pathological specimens
Three-Dimensional Representations
• Models
– Used when actual specimen not available
• Simulators or manikins
– Learning routine psychomotor skills
– Learning of emergency skills
Simulation and Role Play
• Imitating or mimicking
• History taking
• Counselling
• Evaluation of students

• Psychomotor & problem-solving skills


Mass communication media
• Electronic media
• Distance education
Priority Levels in Choosing Media
Priority I : sight, sound, touch, smell and taste
(in a real life situation)
Priority II : sight, sound, touch, smell and taste
(in a contrived situation)
Priority III : sight and sound
(in video tapes and motion films)
Priority IV : sight and sound
(in still pictures and lectures)
• Learning experience should proceed from priority IV
upwards.
Computer Assisted Learning (CAL)
• Dense storage of data in an organised form
• Quick access to data
– Non-linear non-indexed reading
– Instant cross reference
• Multimedia capability
• Logic function
• Instant feedback of evaluation
Computer as a Teacher
• Never gets bored or irritated
• Never makes mistakes on its own
• Permits individual attention
• Permits a learner to decide his/ her own pace
of learning
Computer can never replace a teacher!
Modes of computer assisted learning
• Drill and Practice Mode
• Tutorial mode
– Structured presentation
– Learner’s response
– Instant feedback and reinforcement
• Laboratory mode
• Case-simulation Mode
– Simulated Patient Management Problems
• Manager of Educational Process
Limitations of Computer Assisted Learning

• Inherent limitations
– Not effective in psychomotor and affective
development
• Programme development – tedious and time
consuming
• Faculty involvement limited to computer
enthusiasts
• Not cost-effective
• Rapid obsolescence of technology
Microteaching
• A vehicle of teacher training
• Analogous to putting the teacher under a
microscope
• Provides skilled supervision and constructive
feedback
Process of Microteaching
Activity of teaching is broken down to its individual
component skills:
• Lesson planning
• Set induction
• Presentation
• Stimulus variation
• Proper use of audiovisual aids
• Reinforcement
• Questioning
• Body language
•
Microteaching cycle
Classroom
teaching

Re-use feedback
Plan
data

Feedback

Re-teach
Teach
(Re-implement
(Implement Skill)
skill)

Re-plan Feedback

Video Observers
Microteaching
• Sharpen & develop specific teaching skills
• Understanding behaviours in classroom
• Increase confidence
• Vehicle of continuous training
• Expert supervision & feedback
• Repeated practice

Mini Teaching
Problem based learning (PBL)
• A collection of carefully constructed problems presented to
students
• Problems usually consist of a description of a set of real-life
phenomena
• Students tackle problems in small groups under supervision
• An active method of teaching - learning, which transfers the
responsibility of learning process on the students
• Process of analyzing a problem and giving solutions based
on previous and newly acquired knowledge
• Increases student motivation for learning, encourages
inquisitive style of learning
Learning environment for PBL
• Tutorial room
• Students are randomly allocated to groups
• Group not < six & not > twelve member
• Group discussion, working as a team
• Each is fully visible to all other
Role of tutor in PBL

• To guard the group dynamic processes and


facilitate discussion
• To ensure that the learners recognize the steps
in the learning process
• Not supposed to act as a content expert unless
perceiving it as essential to the immediate
progress of the group
• To assist the group in structuring their thoughts
and formulating learning needs
Role of tutor in PBL
• Initiates the subject
• Helps the discussion in the proper manner
• Prevents side conversations
• Encourage everyone to participate
• Sums up discussion at the end
Rules for PBL
• Express ideas clearly & concisely
• Listen to what others say
• Do not interrupt when others speak
• Make only relevant remarks
• Accept criticism gracefully
• Help to reach conclusions
Limitations of PBL
• Those who are shy may not take part
• Some may dominate
• Some may deviate from subject
Learning resources
• Library
• Staff
– Learner should generate learning issues and
control information flow
• Peers
Conclusion
• Every individual has a different learning style
• As medical instructors it is our task to assess
and teach knowledge, attitude and skills
• Teaching will be more effective when needs of
all students are met
• Student motivation and performance improves
when instruction is adapted to student
learning styles
References
• Ananthakrishnan N, Sethuraman K R and
Santosh Kumar editors. In: Medical Education
Principles and Practice. 2nd edition.
• K Park, Park’s textbook of Preventive & Social
Medicine. 20th edition
Thank You

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