Choosing teaching learning method
- 1. Choosing an appropriate teaching method for objectives & competencies Dr Rituparna Maji Assistant professor Department of Biochemistry,CNMC
- 3. TEACHING LEARNING METHOD ACCORDING TO INSTRUCTIONS Large group Instruction: • Traditional lecture • Symposium • Panel discussion • Mass-practical class • Film & video presentation Small group based Instruction • Group discussions • PBLs, seminars • TBL, TAL, PAL, games and simulations • Group projects Individualised Instruction • PBL • SDL
- 4. Teaching Learning Method Role of Teacher Role of Student Large group instruction •Controller •Traditional expository role •Largely passive. • Little scope of interaction. • Pace & depth decided by teacher . Small group instructions •Organiser of group activity. •Facilitator. •Active. •Responsible for own as well as each others learning. •Dependent on interaction. • Pace and depth controlled by others. Individualise d instructions •Producer/ manager of learning materials. •Tutor & guide. •Active. •Responsible for own learning. •Individual students can control the depth & pace of study
- 5. LECTURE Careful presentation of organised thoughts and ideas By a qualified person Good for introducing a subject For a large group of learners COGNITIVE (K)
- 6. Limitations Passive learning- relatively ineffective in stimulating thoughts and problem solving abilities Not effective in teaching skills or changing attitudes Teacher needs lecturing skills of high calibre. Pace mismatch Difficult to assess learners learning
- 7. SYMPOSIUM A series of speeches by 2-5 experts on various aspects of a topic under a chairman Talk is short (10-25 min) and to the point Audience is passive No discussion between speakers COGNITIVE (K)
- 8. Limitations Chairman has no control over speakers Can be repetitions Different aspects of the problem presented simultaneously
- 10. Panel discussion involves Instructor Moderator Panelist Audience • May not be in a Iogical manner • May not cover all aspects • Skilled moderator needed Limitations
- 11. SEMINAR Multiple researcher/ people with same thought Discusses a problem in depth Expert member guides the discussion No audience COGNITIVE (K)
- 12. GROUP DISCUSSION • Small group (5-20 ) • Faceto face mutual interchange of ideas • More than random unstructured conversation • Hasa method and structure • But can be informal & democratic • Aproblem to be solved/ a decision to be made COGNITIVE
- 13. WORKSHOP Divided into small groups Individuals work withinthe group under achairman and recorder Finally some plan comes out in solving aparticular problem 15 COGNITIVE PSYCHOMOTOR AFFECTIVE
- 14. 17 Project based learning Apractical unit of activity with educational value Aimed at one or more definite goals of understanding Involves investigation & solution of problems COGNITIVE (KH) PSYCHOMOTOR AFFECTIVE
- 15. Roleplay • For acquiring Skills or Attitude & Communication • Only for small groups • Time consuming 18 PSYCHOMOTOR AFFECTIVE
- 19. TeamA B1,C1,A3,A4,A5 TeamB A1, C2,B2,B3,B4,B5 TeamCA2, B2,C3,C4,C5 TeamA A1,A2,A3,A4,A5 GrossAnatomyof stomach TeamB B1,B2,B3,B4,B5 BloodSupplyof stomach TeamC C 1,C 2,C 3,C4,C5 Histologyof stomach Gross Blood Histology anatomy Supply of of of stomach Stomach stomach Gross Blood Histology anatomy Supply of of of stomach Stomach stomach Gross Blood Histology anatomy Supply of of of stomach Stomach stomach
- 20. Peer AssistedLearning (PAL) COGNITIVE (K,KH)
- 21. DOAP session Demonstration Observation Assistance Performance PSYCHOMOTOR Bedside / Practical laboratories
- 22. Self-directed Learning Learner takes the initiative Adult learning Teacher acts as facilitator
- 23. TLM according to place of study Classroomteaching 1. Lecture 2. SmallGroupdiscussion 3. Seminar/ Debate 4. Roleplay Bedside clinics 1. Ward round 2. Casebaseddiscussion 3. Casestudy Labbased teaching 1. Practicallab 2. Skilllab (including Dissection) 3. Realobjects& specimen 4. Model & simulators E-teaching 1. Distancelearning 2. Self-directed learning
- 24. TLM according to domains Cognitive Psychomotor Affective Lecture Panel discussion Symposium Seminar Group based learning Bed side clinics Practical labs Simulations DOAP sessions Workshop Role play Video /Movies Workshop Project based learning
- 26. Choosing TLMfor a particular objective & level of competency
- 27. COMPETENCY: DIAGNOSE A CASE OF MALARIA EXAMPLE:
- 28. Objectives Domain TLM 1. Describe the etio- pathogenesis of malaria 2. Discuss the clinical features of malaria Knowledge Lecture: PowerPoint – video Small group discussion ( paper case study) Bedside teaching Perform and interpret a malarial smear Psychomotor Practical lab (DOAP): draw blood /make smear / stain / microscopy Counsel the patient on malarial prevention Attitude & Communication Role Play / Field Trip/ Project
- 29. THANK YOU
Editor's Notes
- #8: Example of , Jaundice : anatomy of liver, types of jaundice &diagnosis of jaundice. Pathophysiology, treatment or management OR Inborn errors of metabolism: carb,lipid,protein etc
- #11: Instructor : chooses the panelists and schedules the PD Moderator: interacts with the panelists, summarises the topic at the end, must be skilled
- #14: Eg. Workshop on PCR and RFLP / laboratory diagnosis of Covid 19 workshop on counseling the mother on complimetary feeding practices/ lifestyle modification for obesity / post covid complications
- #15: KAP towards Malaria preventive measures or covid 19 safety protocols in a community (affective) Alteration of BP i different postures in healthy individuals (psychomotor) Good laboratory practices Electives before 3rd MBBS part 2 …research or community projects
- #16: Breaking a bad news Counseling for lifestyle
- #17: Form of SDL with a facilitator in a small group
- #23: Problem based learning • Small group learning• Self study materials• Self and peer evaluation• Projects
- #29: Demonstration,observation,assistance &performance