Educational Methodology

8/3/2019 Educational Methodology

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4th BLOCK

EDUCATIONAL METHODOLOGY

B. NDERITU2011


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Objectives

Competence

Ability to apply knowledge, skills andattitudes on educational methodologyto teach various target groups

Specific objectives

Explain basic concepts and principles of

the learning process Apply the process of curriculum and

lesson plan development


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Outline

Definition ofteaching andlearning

Factors thatinfluence learning

Characteristics of agood teacher

Curriculum

Lesson plan

Educational

objectives

Selection ofteachingmethods

Teaching skills

Clinical teaching


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So how do we learn?

LearnerAcquires

and

constructsknowledge

Cognitive theoryConstructsOrganizeAssimilateAccommodate

Social theoriesObservationImitationConsequence on rolemodels

Behavioral theoryReinforcement

Immediate feedbackShapingLaw of effect


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The process of curriculum

What is it?

Elements

Factors influencing curriculum Stages of curriculum development

Approaches to curriculum


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Outcomes


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Outcomes

Objectives

Instructional Behavioral Educational

Learning Attitudinal

Cognitive

Psychomotor Attitudinal

Cognitive

Psychomotor


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Outcomes

Aim denotes the direction to be followed

Goal: denotes the direction to be followed

Objectives: describe the actual destination

Competencies: indicates whether oneknows the way to the destination


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Learning domains

Cognitive: mental skills

(Knowledge) Affective: growth in feelings or

emotional areas (Attitude)

Psychomotor: manual or physicalskills (Skills)


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Learning Objectives

Characteristics of learning objectives:- Action verb: this describes what the learner is expected to

do e.g. list, draw, name, demonstrate etc. this shoulddescribe the specific behaviour expected from the learner

Content reference: follows the verb and describes the

subject reference which could be knowledge, attitude or skille.g. draw a diagram, name the parts etc

Performance reference or condition: this refers to thecondition under which the activity is to be performed or thecircumstances or context for the behaviour e.g. withoutassistance, the learner should be able to . Or in an oralpresentation etc

Performance criteria or standard: This refers to the levelof performance, proficiency or accuracy in doing the activityor how well the learner will perform compared to the laiddown standard example 8 out of 10, etc


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Teaching methods

What is this?

Techniques used by a teacher topromote and facilitate learning


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Teaching approaches

Innovative Problem Based Learning

(PBL). Self Directed Learning

(SDL). Small Group Tutorial (SGT). Community Based Education

and Service (COBES). Computer Aided Education

(CAE). Student-centred, Problem-

Based, Integrated,

Community-Oriented,Electives and Systematic(SPICES).

Traditional Practical Field visit Lecture Individual learning Seminar or workshop Tutorial Demonstration Projects Simulation Role-play Small group Nursing conference Assignments Microteaching


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Teaching methods-Traditional

1. Lecture

2. Discussioni. Small group

ii. Question and answer

iii. Syndicate

iv. Debates and panels

v.

Snowballvi. Brainstorming


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Teaching methods

3. Demonstration and practice

4. Simulation

5. Role-play6. Practical

7. Field-work/visit

8. Selfinstructional


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Teaching methods

9. Seminar10. Project

11. Critical incident technique

12. Team teaching13. Case studies and PMPs

14. Micro-teaching


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Teaching methods-Innovative

Problem Based Learning (PBL).

Self Directed Learning (SDL).

Small Group Tutorial (SGT). Community Based Education and

Service (COBES).

Computer Aided Education (CAE).

Student-centred, Problem-Based,Integrated, Community-Oriented,Electives and Systematic (SPICES)


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The Fifteen Step PBL Process First TutorialStep 1 Group organisation :

Introductions, Selection of chairman,Selection of scribe.

Step 2 Reading through the problem(aloud).

Step 3 Identifying the problem.

Step 4 Defining the problem.Step 5 Raising learning issues.Step 6 Resolving issues based on prior

knowledge.Step 7 Organisation of the unresolved

issues.Step 8 Developing learning objectives

from the organised, unresolved issues First Self Directed Learning (SDL)Step 9 Information gathering from all

available resources.Step 10 Students meeting alone, under

their chairman, to collate information andidentify the objectives based oninformation that is so far not available.

Second TutorialStep 11 Discussion of available

information to check for correctnessand completeness.

Step 12 Identification of objectivesso far not addressed, with a view toidentifying the resources from whichto obtain information.

Second SDL PeriodStep 13 Information gathering on

difficult objectives.Step 14 Final collation of information

and solving of the problem(students meeting alone under theirchairman).

Step 15 Identifying areas that are

difficult to understand and seekinghelp, for example, overview (ifnecessary) or seminar.


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Role of tutor in innovative teaching

Facilitate

Advise

Guide Inform

Participate

Withdraw


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Choice of a teaching method

Influenced by

Desired learning outcomes

Teachers personal philosophy

Teachers personal strengths

Resources availability

Class size and workload of teachers


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Lecture

An oral presentation of informationby the teacher to the learner

Used to deliver information to alarge number of students at thesame time


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Lecture

Advantages

Economical in time

Useful in resource limited

settings

Provides up-to-dateinformation

Disadvantages

One way learning (learnersare passive)

Slow learners are leftbehind

Cant teach skills

Not useful teaching

attitudes


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Lecture

Lectures are useful when

Introducing a new topic

Audience is large

Teaching facts

Time is limited

How can one make a lecture

interesting?


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Discussion

Involves two-way exchange ofinformation

Interaction between teacher andstudent or student and student tobring out ideas


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Small group

5-10 members to encourage opencommunication

Members include persons who are: Hardworking

Questioning

Commanding personality

Shy and least argumentative Joker

Should include all types of personalities


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Small group

Preparation Decide what to teach

Plan in advance

State objectives

Give guidelines Time

Attributes Encourages critical

thinking

Cultivates communication

Gives teachers more timeto think

Provide team skills

Good for both fast and

slow learners


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Small group

Advantages

Helps all learnersparticipate

Provides an opportunityfor synthesis

Provides immediatefeedback

Instills confidence instudents

Allows sharing ofresources

Disadvantages

Dominance of vocal member

Does not guarantee keeping

time Group members must have

information

Requires a good leader

Efficiency is reduced asgroup increases

Costly

Slow for brilliant students


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Question and answer

Used when

At the introduction of lesson When teacher wishes to review

Informal revision


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Question and answer

Advantages are

Student centered

Encourages critical

thinking

Immediate feedback(corrections)

Differentiates betweenknown and unknownareas

Disadvantages

Favours bright students

Ineffective in a large class Time consuming

Does not acknowledgeindividual differences


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Syndicate

Each group discusses a differenttopic and reports back to class

Allows one to cover a wide area

Useful in clinical settings


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Debates and panels

Allows for divergent views

Should be properly controlled

In panels several students preparefor topic and present while othersask questions


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Snowball

The teacher poses then students pair up

and discuss then the groups pair to make 4members each, then make 8 members.(pyramid)

The teacher Identifies situation for discussion

Controls the time

Listens to some groups Review conclusions at the end


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Brainstorming

People share ideasfreely

All ideas arecollected withoutcriticism and thenreviewed one at atime

Stage 2

Brainstorming the problem

Stage 3

Review every suggestion

Stage 1

Defining the problem

Stage 4

Discussion to develop

further


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Brainstorming

Advantages

Yields many ideas

Enlarges view Encourages

participation

Ideas are spontaneous

Disadvantages

Time consuming

Uneconomical


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Selection of a teaching method

Factors influencing selection of ateaching method

Desired learning outcomes

Teachers personal philosophy

Teachers personal strengths

Resources availability

Class size and workload of teachers

Educational Methodology

Documents

Transcript of Educational Methodology