Download - 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