INTRODUCTION TO TEACHER EDUCATION/ INSTRUCTIONAL TECHNIQUES

2. Assistant
Professor
Dr.M.Mahendraprabu
Alagappa
University
Alagappa University

3. INSTRUCTIONAL
TECHNIQUES

4.  Instructional strategies
are techniques teachers use to
help students become
independent, strategic learners.
 These strategies become learning
strategies when students
independently select the
appropriate ones and use them

5. SEMINAR
Seminar is an instructional technique involves
generating a situation for a group to have guided
interaction among themselves on a theme which is
generally presented to the group by one or more
members.

6. Seminar Types
Mini
seminar
Main
seminar
National
seminar
International
seminar

7. PERSONNEL INVOLVED IN SEMINAR
ORGANISER
PARTICIPANTS
SPEAKERS
CHAIRPERSON

8.  Topics are related to
controversial issues in nursing
 Single aspects of the topics is
discussed
 Chairperson ha to exert more
control
 More time for discussion
involving participants
 Demand more preparation from
the side of participants

9. Panel discussion
Panel discussion is a discussion in
which a few persons carry on a
conversation in front of an audience.

10. CHARACTERISTICS
 It is used at college and university levels to organize teaching at reflective level
 It develops the ability of problem solving
 It provides an opportunity to understand the nature of the problem for discussion
 It develops the ability of presentation of theme and presenting one’s point of view
logically
 It develops the right type of attitude and ability to tolerate the ideas of others
 It develop the ability of creative thinking and analysing the theme
 It develops the correct manners of putting questions and answering questions

11. TYPES OF PANEL
DISCUSSION
PUBLIC
PANEL
DISCUSSION
EDUCATIONAL
PANEL
DISCUSSION

12. TO PROVIDE FACTUAL
INFORMATION REGRADING THE
CURRENT PROBLEMS
TO DETERMINE THE SOCIAL
VALUES
TO RECREATE THE COMMON
PUBLIC

13. TO PROVIDE FACTUAL
INFORMATION AND
CONCEPTUAL KNOWLEDGE
TO CREATE AWARENESS OF
THEORIES AND PRINCIPLES
TO PROVIDE SOLUTIONS TO
CERTAIN PROBLEMS

14. PROCEDURE OF PANEL DISCUSSION

16. "A method of
coordinated
classroom teaching
involving a team of
teachers working
together with a
single group of
students"

17. Background
 THE ORIGIN: plus the picture
 the concept of "team teaching" has its
origin from America during the mid 1950
 Harvard university is the first institution
which has initiated an internship plan in
1955
 Francis chase of the university of Chicago
has developed the need of team teaching
to use the best teacher more effectively

18. It involve two or more teacher to teach a
class.
It is an instructional strategy rather than
training strategy.
A team or group teacher of the same
subject work together to deal a significant
content to same group of students jointly.
It can be termed as co-operative teaching,
in which individual teacher plans to pool
resources, interests and their expertise for

19. Types of Team Teaching
 1- A team of teachers from
same department
 2- a team of teachers from
inter-department but from the
same institutions
 3- a team of teachers from
inter-institution.

20. " coming together is a begining.
keeping together is progress.
working together is a success"
- Thomas Elva

21. Principles of Team Teaching
 Principle of size and composition
 Principle of level of instruction
 Principle of duties assigning to teachers of
the team
 Principle of learning environment
 Principle of time factor
 Principle of supervision

22. Steps of Team Teaching
Step 2
Organizing
Step 1
Planning
Step 3
Evaluating

23. workshop
A workshop is a period of discussion or
practical work on a particular subject in which a
group of people share their knowledge or
experience.

24. purpose of a workshop
• A workshop can introduce a new concept,
spurring participants to investigate it further
on their own, or can demonstrate and
encourage the practice of actual methods. It's
a great way to teach hands-on skills because it
offers participants a chance to try out new
methods and fail in a safe situation.

25. 5 Types of Workshop
Invitational Workshop.
Constructivist Workshop.
Reflection Workshop.
Conferencing Workshop.
Choice Workshop.

26. It is refers to a spectrum of
educational materials that
teachers use in the
classroom to support
specific learning
objectives, as set out in
Teaching Learning Materials (TLM)

27. 1) Audio
3) Audio-Visual.
Types of TLMs:
2) Visual

28. Programmed learning
 It is an application of the principle of behavioral
sciences and technology in the field of education.
 Programmed learning is the educational
innovation and auto- instructional device.
 A teaching method in which information is broken
into simple sections on which peoples are able to
test themselves.
 The learning material is in a kind of textbook or
teaching machine or computer.

29.  Programmed learning is the process of
arranging the material to be learned
into a series of sequential steps that is from
known to unknown.
- Smith and Moore

30. History
 The term Programmed learning has been coined from
principles of operant learning or conditioning developed at
the psychological laboratories on the basis of experimental
studies conducted on animals by B.F.Skinner of Harvard
University.
 This concept was usedto development of self learning
material or programmed learning and teaching
machines.
 B.F.Skinner had first started ‘programmed learning’ in 1943

31. Principles
 Principle of Small Steps
 Principle of Active Response
 Principle of Immediate Reinforcement
 Principle of self –Pacing
 Principle of Self Evaluation

32. Objectives of
Programmed Learning
 To help the students for learning by doing.
 To provide the situation to learn at his/her own
speed.
 To help the student to learn without the presence
of teacher.
 To present the mater in a logical manner.
 To study himself.
 To evaluate himself.
 To compare his/her answer with the key .

33. LECTURE METHOD
Traditional method
Chalk and talk
method
Teacher centered
method
Teacher is active and
learners are passive
One way
communication
Easy to use in large

34. DEMOSTRATION
METHOD
Doing method
Pre plan
Learner can see and hear
More sense organs involve
Easy to understand
Develop psychomotor and
Cognitve domain
Lead experiences from
concrete to abstract

35. DEMO AIDS

36. LECTUR
E
METHOD
+
DEMONSTRATIO
N
METHOD
=
LECTURE – CUM-
DEMONSTRATION
METHOD

37. LECTURE-CUM-DEMONSTRATION

38. PURPOSE OF LECTURE
-CUM –
DEMON STRAT I ON METHOD
Gain learning
Problem solving
Verify the facts
Develop scientific skill

39. STEPS
(A)PLANNING
 Identifies the concepts to be explained
 Formulate objectives
 Rehearsal of the experiment
 Questions framing
 Collection and arrangement of materials

40.  Introduces the lesson by motivating the
students
 Students personal experiences or real life
situations
 Students environment
 Telling story
 Simple and interesting experiment
(B) INTRODUCTION OF THE
LESSON

41.  Consideration the interest of students
 While demonstration questions should be
asked which help the students to understand
 Provide illustration (explanation)
 Language should be clear and simple
 All material related to demonstration should be
clean
 All material should not be display at once
 Demonstration would be clearly visible to all
learner
(C) PRESENTATION OF THE CONTENT

42. Summarize the
principles,
facts and important
points
(D) BLACK BOARD
WORK

43. T I P S D U R I N GD E M
O S T RAT I O N
Know your
audience
Set yours
objective Be organized
Follow safety
prevention
Plan your preparation time
Class room arrangement

44. MERITS
Save money and time
Useful for all students of varying ability (different)
Provide more information in less time
Leads the students from concrete experiences to abstract concept
Active students
Trained mental facilities

45. DEMERITS
 Lack of opportunity for practical ability
 Learners only observe the demonstration
 Instructor may follow their own pace (speed)
while demonstration
 Not possible to teach all topic

46. Tutorial Teaching Method
It is highly individualized remedial teaching.
 The student prepares an essay.
 The assignment is submitted before/after the
tutorial.
 The assignment is graded.
 Presentation of the essay by the student,
followed up by discussion.
 Informal atmosphere.
 No content delivery by the tutor.
 Small group and personal interaction.

47. PrincipleS
To provide remedial help for the learners and
develop their cognitive and affective domains of
behaviors.
This strategy is based on following principles:
1. Principle of individual differences
2. Remedial teaching

48. STEPS
• If talk about its structure, involves the following steps:
1. Diagnosis: After delivering the lecture in the general
class, the teacher tries to find out those students who
have some problems in understanding the content.
These students are divided into particular groups on
the basis of similar problems.
2. Prescription: The teacher tries to generate teaching
relating to the needs, abilities and capabilities of teach
group of students. These classes are known as tutorial
classes.
3. Follow-up: The teacher tried to evaluate his teaching in
terms of learning outcomes of the learner.

49. Tutorial types:
1.Supervision tutorials:
The teacher select those student who are above
average intelligence.
Teacher assigns a problem to the student and he is
asked to present a paper on this problem.
The teacher observes and supervises his paper
presentation.
These audience may put questions and he has to
answer them.
2.Group Tutorials:
These steps of tutorials are arranged for students
of low intelligence. Those students who have
difficulties in classroom teaching, are grouped together
on the basis of nature of the problem.
Teacher provides them remedial teaching .

50. Designing Tutorial Sessions
 Developing learning outcomes of tutorial sessions
 Aligning theory sessions with tutorials
 Working out tutorial activities
 Aligning learning outcomes with tutorial activities
 Mapping out learning outcomes and assessment activities
 Crafting strategies for the learning of each student
 Using ICT for tutorials

51. Tutorial
Activities
 Solving problems
 Discussing different perspectives
 Asking questions
 Answering questions
 Working out different approaches to
problems
 Engaging students in debates
 Feedback on student work

52.  Facilitators of tutorial activities
 Designer of problems/exercises and assignments
 Moderator of group discussion
 Architect of collaborative learning
 Provider of SMART feedback
 User of ICT to supplement tutorial activities
 Empathetic and supportive

54. DEMERITS
It is very difficult for the tutor to solve the problems
of each student and in each and every subject.
The schedule allotted for teaching is so tight that
remedial teaching is not possible to teach every
step.
Feeling of jealousy inculcates in the tutorial groups.
Even in tutorial groups, equal opportunities are not
provided to all the students.
Teacher, sometimes lack interest towards all the
group members.

55. An educational
procedure by which the
students obtain first
hand information by
observing places,
objects, phenomena &
processes in their
natural setting to
further learning

56. • Provide real life situations with first hand
information
• To supplement classroom instruction
• To gain definite information for a specific
topic
• To serve as a preview of a topic
• To verify previous information, class
discussion & conclusion
• To cultivating observation, keenness &
discovery
• To develop positive attitude, values &
specific skills

57. • Planning:
-plan to meet specific objectives
-plan with specific checklist:
* prior permission
* arrangement of transport
* parental notification
*safety & emergency arrangement
*booking boarding facility
-Plan schedule & route map

58. • Implementation:
-assign a leader & sub leaders for group
-assign different responsibilities to different
peoples
-make everyone understand overall schedule &
route plan
-make the list of candidates, contact numbers of
people in case of emergency/special needs
-ensure all must get the opportunity to achieve
objectives planned

59. • Post implementation:
-review the trip
-present a report of the
trip
- submit the report to
coordinator & principal

60. • Class room experiences should be
highly enriched
• Opportunity to get first hand
information from natural settings
• Monotony & boredom can be
supplemented with natural, interesting
& exciting method
• Motivates & make students interactive
& creative
• Quick learning
• Retention
• Opportunity to solve individual
problems

61. • Time consuming
• Need accurate planning
• Expensive

62. BRAINSTORMING
Brainstorming is a group creativity technique by
which efforts are made to find a conclusion for a
specific problem by gathering a list of ideas
spontaneously contributed by itsmembers.
The term was popularized by Alex Faickney
Osborn in the 1953 book Applied Imagination.

63. TYPES OF BRAINSTORMING
 INDIVIDUAL BRAINSTORMING
 GROUP BRAINSTORMING

64. INDIVIDUAL BRAINSTORMING
 When you brainstormonyourown
you don’t have to worryabout
otherpeople’segosoropinions,
and you can be free and more
creative.
 For individual brainstorming,
chooseacomfortableplace tosit
and think.
 Minimize distractions, focus on
the problem at hand, usingmind
maps to arrange and developed
ideas.

65. GROUP BRAINSTORMING
 There is an advantageof
full experience and
creativity of all team
members.
 When one member gets
stuck with an idea ,
another members
creativity and experience
can take ideas to thenext
stage.

66. STEPS FOR RUN A GROUP BRAIN STORMING
EFFECTIVELY
 Prepare thegroup
 Present theproblem
 Guide thediscussion
 Analyzing the ideas

67. PREPARE THE GROUP
 Set up acomfortable meeting environment.
 Try to include people from awide rangeof
disciplines and different thinkingstyle.
 Appointone person to record the ideas that
come from thesession.

68. PRESENT THE PROBLEM
 Clearly define theproblem
 Layouts thecriteria thatyou must meet.
 Give plentyof time to the peopleat thestart
of the session towrite down as many of
theirown ideas as theycan.
 Then share theideas.

69. GUIDE THE DISCUSSION
 After sharing ideas start a group discussion to
developotherpeoples ideas and use them tocreate
new ideas.
 Welcomecreativityand encourage tocome upwith
as many ideasas possible regardless of whether it
is practical orimpractical.

70. ANALYSING IDEAS
After brain storming session you will have a
lot of ideas.
Analyzing these ideas and pick thebest
ones.

71. RULES FOR CONDUCTING BRAIN
STORMING
 No criticism is allowed duringbrain
storming.
 Quality of ideas is important.
 Wildness is good. Crazy ideas arewelcome.
 Many times craziest ideas turn out to be the
bestones.

72. ‘BUZZ’ SESSION
 A buzz session consist in dividing an
audience in tosmall groups todiscuss an
issue orcarryouta task.
 The groups works simultaneously inthe
same room. The word ‘buzz’ comes fromthe
resulting noise.

73. CONDUCT OF SESSION
 Groups may be set up in advanceoron the spot.
 Specify each groupstask.
 Ask participants to introduce themselves toeach other
before beginning theirdiscussion.
 Letgroupsdiscuss for no more than 20 minutes.
 Warn them two minutes before theend.
 Gather the resultsof thediscussions. Itshould be
brief and focused.

74. USES
 A large numberof ideas can becollected in a short
time
 Each participants have an opportunity tospeak.
 Active participation is stimulated for thenext
activity.
 Provides valuable feedback informationto
resource person.

75. BRAIN STORMING AND BUZZ
SESSION HELPS….
 Encourage your students tospeak.
 Encourageyourstudents toshare ideas.
 Improve student’s group workskill.
 Improve student’sconfidence.
 Encourage them to learn fromothers.
 Itshowyou whatyourstudentsalready
know.

77. Definition
Small groups of about a half dozen persons who discuss freely
and informally for about a half dozen minutes. Because of the
characteristics _ six people meeting for six minutes- buzz
groups are sometimes called 66 groups.
A small discussion group formed for a specific task such as generating
ideas, solving problems, or reaching a common viewpoint on a topic
within a specific period of time.
Large groups may be divided into buzz groups after an initial
presentation in order to cover different aspects of a topic or
maximize participation. Each group appoints a spokesperson to
report the results of the discussion to the larger group.

78. purpose
A temporary group called together for a specific mission.
When accomplished, the group is dissolved. i.e., planning,
study topics. ( For individuals to rely upon their own
initiative for the solution of problems.)

79. Principles
1. Be sure persons know the purpose of the discussion and the
subject of discussion
2. Appoint a discussion leader and recorder.
3. Supervise carefully – keeping groups on the subject, set time
limits.
4. Follow up with suitable activity

80. Advantages
 Prevents classes from centering around teacher or small
dominant group.
 Helps launch large group discussion
 Draws out quiet pupils.
 Helps formulate questions and problems for investigation
or discussion.

81. Disadvantages
 Leader domination is a possibility.
 Poor physical environment
 Unsuccessful group preparation causes failure.
 Lack of participation by all group members.
 Immature group members hinder discussion.

82. Adults:
 Decide meeting time
 Decide program topics
 Reach decisions
 Planning
Hight school students:
 Save class time when discussion is
needed.
 Begins teaching students at their
subject level enabling
them to mature.
 Discuss several areas of a project at
one time
 Determine what course of action to
follow.