METHOD OF TEACHING

DEFINITION- The method of teaching is in which approaches must likely to the method of investigation.”Burke

“A devices implies the external mode or form, which teaching may take time to time.”-Burton

OBJECTIVES OF METHODS OF TEACHING

Develop love for work

Make capable for clear thinking

Expand student interest

Apply practical knowledge

Adapt 3 A – Age ability and aptitude

Do work with maximum efficiency

Eagerness to inspectorate

SELECTION PRINCIPLES

Objectives and Content of course

Accord sound psychological principles

Capacity of students

Teacher personality and assets

Should use creativity

CHARACTERISTICS OF METHODS OF TEACHING

Impart knowledgeInculcates values

attitude and habits for work

Create genuine attachment to work

Principle of verbalism and memorization

To learn actively and apply practically

Clear in speech and writing

Train the teacher

Provide benefit in all categories

CLASSIFICATION OF METHODS

INSPIRATIONAL METHODSEXPOSITORY METHODS

NATURAL LEARNING METHOD INDIVIDUALIZED METHODS

ENCOUNTER METHODS

DISCOVERY METHODS

GROUP METHODS

TYPES OF METHOD

LECTURE METHOD SEMINAR METHOD PROJECT METHOD WORKSHOP METHOD SELF DIRECTED METHOD STIMULATION METHOD LABORATORY METHOD SYMPOSIUM METHOD CLINICAL TEACHING METHOD PANNEL DISCUSSION METHOD DEMONSTRATION METHOD PROBLEM SOLVING METHOD GROUP DISCUSSION METHOD ROLE PLAY [SOCIODRAMA] MICRO TEACHING METHOD COMPUTER ASSISTED INSTRUCTION [CAI] PROGRAMMED INSTRUCTION METHOD

LECTURE METHOD Lecture method is talk giving

specified information to the class or long serious speech- oxford dictionary

The lecture is an excellent method for presenting information to a large number of persons in a short period of time.- A Adivi Reddy

The lecture is essentially a formal exposition, which makes only incidental use of narrative description in setting forth the basic and all inclusive structure of an entire topic.

PURPOSES OF LECTURE METHOD

Stimulates the process of thinking

Develop teaching skills

Draw attention of students

Material will be long time

Reflect understanding through suitable examples

Improve the knowledge of teacher

Organize the content

Analysis by using scientific principle

Create interest and enthusiasm

Student will able to generalize able and conclusion

PRINCIPLES OF LECTURE METHOD

PRINCIPLES OF AIM PRINCIPLES OF

ACTIVITY PRINCIPLES OF

CORELATION PRINCIPLES OF

LOOKING AHEAD PRINCIPLES OF

EFFECTIVE PREPARATION

 

CHARACTERISTICS OF LECTURE METHOD

organized preparation

Cover thoroughly the subject content

Adaptable to large group

Results are easy to cheek

Conserves time

Sometime absorb information without thinking

USES OF LECTURE METHOD

Provide new information

Present large fact in short time

Advanced the students

Integrate different ideas and concept in orderly system

Develop professional relationship between teacher and students

It useful to relate past present and future content

INGREDIENTS OF AN EFFECTIVE LECTURE

QUESTION LEARNER

PREPARATION NOTE TAKING STRUCTURE TECHNOLOGY AND

VISUAL AIDS PREPARATION OF

THE GROUP

ADVANTAGE AND DISADVANTAGE

ADVANTAGE DISADVANTAGE

1)Apparent saving of time and resources

It is the wastage of time to repeat the material present in books.

2) Presence of teacher. Keep the student in passive situation.

3) Covers a large group of students.

Don’t facilitate how to solve the problem.

4) Give a feeling of security. Low receptivity.

5) It has more weight than mute appeal.

Hard to check teaching learning process.

TECHNIQUE OF LECTURE METHOD

Teacher not only to talk but work with students

Teacher establish the contact very

soon with students so she deliver the content according

to student capacity

Allow for note

taking

Important points are clear first

before moving to next

Illustrateand interject

questions to clarify the doubts

Provide clarification of thoughts and assimilation of

ideas

Teacher will compensate

for the restrictions of student verbal

expressions

GUIDELINES FOR TEACHER TO USE LECTURE METHOD

rapport

voice

gestures

Lecture outline and

students note

eye contact

FREQUENT CRITICISMS OF THE LECTURE METHOD

Time consume

Little student activity

Require special skill

It is not readily analyzed and summarized by students

Poorly adapted to the perceptive ability of students

Is likely to become a sustained

dictation exercise

ABSTRACT RELATED TO LECTURE METHOD-

People have now days . . . got a strange opinion that everything should be taught by lecturesNow, I cannot see that lectures can do so much good as reading the books from which the lectures are taken. . . . Lectures were once useful, but now, when all can read, and books are so numerous, lectures are unnecessary (Boswell's Life of Samuel Johnson, LL.D., pp. 144, 471). More              Samuel Johnson (1709-1784)

Further two of the studies reviewed conclude that the process of trying to to take notes from a lecture, although useful for aiding recall later on and in raising test scores, can interfere with immediate retention of information communicated in a lecture (Davis and Alexander 1977a)

Since the medieval universities of Paris and Bologna (Haskins 1957), the lecture has shown remarkable durability in the face of technological advances and the   often sharp attacks of its critics, themselves dating back almost as far (McLeish 1968).

A report by the Association of American Medical Colleges points out that 37 percent of North American medical schools scheduled over 1,000 hours of lectures for the first two-year, preclinical medicine curriculum, With "abundant evidence [indicating] that the educational yield from lectures is generally low" (p. 12), the report recommends reducing scheduled lectures by one-third to one-half and allowing students unscheduled time for more productive learning activitie 

BIBLIOGRAPHY Neeraja KP “Textbook Of Nursing

Education”[2009] 1STEedition Pp-255-258 Published by Jaypee Brothers.

Sharma Kumar Dinesh “Communication and Educational Technology”[2008] 1st edition Pp-183 -192 Published by Lotus Publisher

Clement I “ General Textbook Of Nursing And Midwifery”[2010] 1STEdition Pp-29 to 32 Published by Jaypee brothers.

Chanda Eshita “Introduction To Nursing Education”[2011] 1st edition Pp-74 to 77 Published by PV brother.

http://www.hi.is/~joner/eaps/wh_lecte.htm

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