Seminar on problem solving, Workshop & Role play

Submitted to, Submitted by,

Mrs.Sampath R
Vice Principal SSNMM College of Nursing Varkala

Najma.M
III Batch M.Sc Nursing SSNMM College of Nursing Varkala

Submitted on

31/10/2011

INDEX
Serial No 1 2 Content Introduction Problem Solving Definitions Steps Techniques Difference between inductive & deductive techniques Selection of a problem Diagramatic representation of problem solving process Role of a teacher Advantages Disadvantages Workshop Definition Objectives Working method Roles in a workshop Advantages Limitations Scope of workshop technique Action checklist Role Play Definition Aims Principles Setting up of a role play Guidelines for an effective role play Advantages Disadvantages Role of a teacher Conclusion Bibliography Page No.

5 6

Introduction
Teaching is an art as well as a science. Education is not only concerned with importing knowledge but also preparing pupils to adjust with their environment. Various methodologies, techniques, strategies like lecture,discussion, problem solving, role playing etc can be used in teaching learning activities for easy facilitation of knowledge. All these methods helps to reduce the complexity of the subjects and help the learners to attain many skills and abilities. Among this a few methods like problem solving, role playing and work shop technique can be discussed in detail.

Problem Solving
Introduction
The problem solving method is one which involves the use of the process of problem solving or effective thinking or learning. It is a highest level of learning. But all problem solving does not include reflective thinking or learning. problems may be solved through trial and error or through analogy. All reasoning is problem solving, but all problem solving is not reasoning, because

Definition of a problem
According to Yoakam and Simpson, a problem occurs in a situation in which a felt difficulty to act is realized. It is a difficulty that is clearly present and recognized by the thinkers. It may be a purely mental difficulty or it may be physical and involve the manipulation of data. The distinguishing thing about a problem however, is that it impresses the individual who meets it as needing a solution. He recognizes it as a challenge.

Definition of problem solving

As a teaching procedure, problem solving is the process of presenting the difficulty to the students in such a way as to stimulate purposeful reflective thinking in the solution of a problem. In fact, no matter how it is used, the purpose of problem-solving is to stimulate reflective and creative thinking (Bhatia & Bhatia)

Steps in problem solving

Theoretically there are mainly four steps in problem solving. It includes i. The formulation and appreciation of the problem

ii.

The collection of all relevant data and information by observation, study and by experimental works.

iii.

The consideration of the evidence collected leading to the formulation of a conclusion the considerations include the use of logical processes of induction, deduction and judgment.

iv.

After having arrived at a solution or conclusion this has to be lasted and verified.

The steps for problem solving in practical are,

i.

The emergence of a problem and its solution: This arises out of a felt need and art of an existing student activities

and environmental situations. ii. The clear interpretation of the problem: In this stage, the problem has to be defined or delimited. Here the teachers assistance may be very much needed. iii. Gathering of data in a systematic manner: After defining the problem, the teachers should stimulate the students to gather data in a systematic manner. The teacher may provide ways and means of getting pupils to search for materials leading to the solution of the problem. They may have to read extra books, study charts, graphs etc. iv. Organization and evaluation of data: After completion of data collected, it has to be organized properly and the superficial materials should be eliminated. And include only the pertinent data. v. Formulation of tentative solutions: Tentative solutions are the various conclusions or inferences bearing on the data. Judgment is to be suspended until sufficient data are gathered,

evaluated and organized in the systematic manner to further the solution of the problem. The teacher has to be very careful in this phase of problem solving. He/ She has to suggest solutions and inferences in a judicious manner without injuring the feelings of those who jump carelessly at conclusions.
vi.

Emergence of true or correct solution: Out of various tentative solutions, the correct are will be emerging

finally. In arriving at the final conclusion or solution, the teacher should see that, as far as possible, the essential thinking involved in drawing of conclusions is done by pupils themselves. vii. Testing out the conclusions reached: In this final step, the results have to be verified and the hypotheses have to be tried out further. We have to prove the corrections of the solutions or the conclusions. This can be done in a variety of ways such as applying the hypothesis to a new situation.

Techniques of problem solving

There are mainly two approaches for problem solving,
1) 2)

Inductive Deductive In inductive method, from particular examples, general rule, definitions or

Inductive Method formulas can be established. For example, in a class, the children are shown a picture in which there are many objects. They are told to pick out the nouns and to describe it as they seen in picture. Then asked about the functions of these words. Thus they frame an adjective themselves. Deductive Method

In deductive method, from particular rules or formulas we will find out what we need. For example, in mathematics lessons, in algebra we until start with a formula such as (a+b)2=a2+2ab+b2 and then we may apply it and proceed through various steps to reach up to the solution.

Differentiation of inductive and deductive method

Deductive Getting and keeping the problem Inductive Getting and keeping the problem

(i)

(i)

and conditions clearly in mind (ii) The search for tentative hypothesis for the solution of the problem, that is recalling known facts which may serve as hypothesis.

and conditions clearly in mind (ii) The search for data: recalling, locating and examining instances or cases.
(iii)

Careful shiftning, comparing and of the significant data Tentative formulation of

(iii)

Tentative formulation of possible

abstracting collected.

inference. (iv) Critical evaluation of tentative

possible generalisations. (iv) Critical evaluation of tentative generalizations (v) Formulation generalizations (vi) Verification of of the final

hypothesis or inferences (v)

(vi)

Formulation of inferences Verification of the conclusion or

conclusions by

the inference by checking it against known facts or accepted standards of procedure or by taking resource to documentary sources.

application to further specific instances.

Selection of a problem:
Problem to be selected for solving should have definite educational value. They should be related to the students needs and should be adapted to this social and intellectual background. They should constitute a real challenge. It is

necessary to choose those problems for the students for that the materials are easily accessible. The problems should not be much time consuming. The problems should be fitted to the curriculum also. The problem chosen must not be too difficult or too easy, but it must challenge the students ability. Problems can be given as group work as it will help for greater reflective thinking. If the problem solving necessitates changes in usual continues and schedules of the institution, then administrative difficulties may arise. The problems can be in the form of questions, propositions, purposes or topical outlines.

Diagrammatic representation of problem solving process

Ideas, Prior knowledge and learning issues Identity Problem Group discussion Self directed learning No Group discussion No
Yes

Problem solving/Decision
Yes

Presentation Assessment Debriefing the problem

Final Solution

Role of a teacher in problem solving

Teacher listens actively Teacher ensures equal participation of all students

Teacher remains as guide to resources Teacher will not teach, act as an expert, and determine learning objectives.

He/she will guide by the side; and act as a provider of learning opportunities and not a dispenses of factual knowledge. Teacher should set up atmosphere of freedom in the class for proper

problem solving. Teacher has to create a problem situation and assist the student in accepting,

defining and solving the problem.

He/she has to help the students to reject the irrelavant data, relate problem

with experiences, locating adequate sources and to collect data in systematic manner.

Teacher should help the students to develop an attitude of respecting others

views, open mindedness and critical inquiry. So we need a teacher who has the ability to see the problems clearly, the power to analyze with a keen discernment, and the facility to synthesize and draw conclusions with an uncanny accuracy.

Advantages of problem solving

Fosters active and co-operative learning, the ability to think critically based

on clinical reasoning. Student utilizes skills of inquiry, critical thinking, peer teaching and peer

evaluation.

The problem can be developed in paper & pencil formats, video tapes,

interactive compact disks, computes assisted learning.

It can be used in interdisciplinary learning environments to develop roles

and competencies of easy discipline.

Contextual learning motivates students and increases ability to apply

knowledge in clinical situation.

Increases responsibilities of students for at self directed and peer learning. Students often work in group or teams.

Disadvantages of problem solving:

Requires shift of roles of faculty and students.

Extensive time is required This strategy requires more preparation and abilities on the part of teachers.

In this strategy, the students are more often tempted to pick up wrong

hypothesis and are thus formed to waste threir time in useless and irrelevant activities. So problem solving strategy as a teaching strategy can be very much useful. It periods an opportunity to the students for analyzing and solving a problem on the basis of previous stock of their knowledge. Whatever difficulties or demerits are there, problem solving can be considered as one of the major technique of education.

WORK SHOP
Introduction Workshop is defined as a assembled group of 10-25 persons who share a common interest of a problem. They meet together to improve their individual skills of a subject through intensive study, research, practice and dissension. The word workshop has been borrowed from engineering. Definition

Workshop is defined a s a meeting of a group of individuals during which various experts and consultants find solutions to problem that have cropped up in the course of their work during the specific period of time. (Pramila..)

Objectives of workshop
(i) Cognitive objectives: The workshop are organized achieve the following cognitive objectives. To solve the problems of teaching profession To provide the philosophical and sociological ground for instructional and teaching situation. To identify the educational objectives in a present context

To develop an understanding regarding the use of a theme and problem.

(ii) Psychomotor objectives: To develop the proficiency for planning and organizing teaching and instructional activities To develop the skills to perform a task independently. For the determination and use of teaching strategies effectively. Preliminary claifying Personal reading session To Objectives train the persons for using different approaches of teaching. assignments Working methods of workshop:

Practical exercises Preview of next day Group presentations

Individual consultations

Evaluation

(i)

Free chances of personal objectives: In this step, make since that the workshop entirely meets the educational needs, objectives should be stated accordingly. The program of work will be organized on the basis of the chances of objectives stated.

(ii)

Preliminary reading assignments To provide the theoretical knowledge in the field of educational planning

that may need to find solutions to practical problems and to attain the objectives.
(iii)

Clarifying session: It held as the first working session of each day. The aim of this step

is to ensure that participants must have a clear idea of what they are to do in the hours that follow. (iv) Practical exercises: It is charted according to a objectives and these are done individually first. Then discussion starts. This exchange of views must take place in pairs before extending to the entire small group, if the exercise implies that each are within the group has a scientific task related to a common goal, it is upto the group to get organized. (v) Group presentations

Plenary sessions will be held as often as necessary, depends on the programme of work based on personal objectives chosen by the participants. Their aim is to allow group solutions to be present for the purpose of comparing ideas of various ones. (vi) Preview of next day: Before closing every days activities, a short period will be reserved for a preview of following days activities. (vii) Individual consultants: Individual differences are present among the group, so organizers make themselves available on request for individual consultation on subjects of special interest. (viii) Evaluation: Evaluation can be done by
a)

Pre test: The objectives of the pretest is to register the existing knowledge

of the people.
b)

Daily personal evaluation: It is done to measure the progress of each day.

It helps to modify the objectives on the first day itself.

c)

Daily group evaluation: Time will be set aside for joint assessment of the

extent to which working methods used have helped towards reaching. The selected objectives and for proposing any change in the functioning of the workshop.
d)

Evaluation questionnaire: Before the end of meeting, participants will be

given a questionnaire to express the opinions regarding the organization of the workshop and the results will be analyzed during last sessions.

e)

Long term evaluation: It is recommended that all participants must meet

12 months after workshop to assess what they have achieved during the period of workshop.

Roles in a workshop:
1) 2) 3) 4) Organizer of the workshop Convener of Chairman Experts and resource persons Participants or trainees

Advantages of workshop
It is used to realize the higher cognitive and psychomotor objectives.

It is a technique which can be effectively used for developing understanding

and proficiency for the approaches and practices in education. It is used for developing and improving professional efficiency. The teaching proficiencies can be developed by using the workshop technique for in service teachers It provides the opportunities and situations to develops the individual capacities of a teacher It provides the situation to study the vocational problems. The new practices and innovations are introduced to in service teachers. It develops the feelings of co-operation and group work.

Limitations of workshop

The workshops in education are always a seminar cum workshop.

The in service teachers do not take interest to understand and use the new

practices in their classrooms The workshops cannot be organized for a large group

The teachers do not take interest in practical work or to do something in

productive form.

The effectiveness of a workshop technique depends on the follow up

programme. Generally follow up programmes are not organized properly.

Scope of workshop technique:

The workshop technique is used mainly in the following areas of education.

New format of lesson planning Writing objectives in behavioral terms

Preparation of objective type tests Active research projects for classroom problems

Preparation of instructional materials or teaching aids Workshops can be conducted for micro teaching, task construction, preparing research proposals, non-formal education, interactional analysis technique.

Action checklist for planning a workshop

Actions to be taken B E Decision to organize a workshop Open a file Planned date Actual date

F O R E

Define the general objectives of the workshop Source of fund Set the date for workshop Venue for workshop Finalize the topics Schedule the program Request the speakers to submit the summary Define the criterias for selecting the participants Form the organizing committee Announcement to other institutes with aims and objectives Prepare the checklist of equipments

D U R I N G

Inform press Prepare Booklets Prepare certificates Background organization of the workshop Time table for the work Functioning of the workshop Organizing the breaks Photography Programme evaluations Distribute certificates to participants

A F T E R

Send thanks letters to speakers Prepare reports of the workshop with Minutes of the workshop and responses of programme evaluation.

Role Play
Introduction: Role play method was first used systematically by Morena (1946) as a clinical technique in the form of psychodrama. Role play is normally used to teach

interpersonal and practical skills by asking learners to act roles to which they are unaccustomed. This requires learners to identify themselves with the behavior of another, by changing the participants perception. In this method the learners participate in an unrehearsed dramatization. They are asked to play assigned parts of character as they think the character would act in reality. Definition: A dramatic approach in which individuals assume the roles of others, usually, unscripted, spontaneous interactions that are observed by others for analysis and interpretation. Aims of role play: The major aims of role play are Illustrating interpersonal problems Adopting simulation techniques to solve problems Understanding adequate awareness about social and psychological services. Understanding feelings and opinions of other Developing interpersonal communication skills Enabling introverts to express their views. Principles of role play Role playing is flexible Role play should be a stimulant to think and not an escape from the discipline of learning.

There in no singe best method of selecting the characters, the group may do the assigning

 Role play should never to rehearsed

Analysis and evaluation is essential to attain the maximum learning benefits

Role playing should always be brief enough to create a specific teaching strategy. Setting up of role playing
1)

Defining the problem to be considered and the nursing situation in a

meaningful manner to all students in the class.

2)

Identify the characters in the situations and ask for volunteers to play these

roles. 3) Ask the participants to try to place themselves in the position of the

characters. 4) Contain the participants against the desires to express their own ideas and

opinions.
5)

Each class member selects one role and identifies herself with it, listens and

tries to anticipate what the persons in the situation might say or do. 6)
7)

Never rehearse for role playing. At any point during a dramatization participants may hold a short

conference to clarify the problem under study.

8)

The length of the role play will depends upon how long it takes to make the

nursing situation clear and the students became aware of feelings and thoughts of these in the actual situations.
9)

At the end of the activity time should be given for a discussion session also. These all are the major techniques that we should consider while setting a

role play for a teaching learning technique in nursing education.

Guidelines for an effective role play

Faculty should plan metinlously for the role play. They also are required to

be prepared to monitor and modify student actions and reactions if needed.

Good scenario can be created by incorporating situations that involve

conflicting emotions.

Three stages are there for an effective role play. They are,

Briefing: It mainly includes settings up of the stage and explain the objectives which is usually the shortest stage. Running: Acting out of the play takes place in this stage. It lasts only upto 5-20 minutes. Debriefing: Here discussion, analysis and evaluation of role playing experience takes place which may last 30-40 minutes or more. Debriefing stage is more important where students are provided the platform to clarify the doubts, takes the decisions and alternative decisions can be understood. It enhances interpersonal relations and observational skills. stage.

Video or audio taping of the role play may be supplementary in debriefing

This method works best with a small group where all students involved in

the role play can become active observes.

Students should be encouraged to respond naturally to the role play and

avoid phoney acting

Criticism should be focused on the behavior exhibited in role play and not

directed towards specific students.

Advantages of role play

1) Develop skill in leadership, interviewing and social interaction
2)

Develop sensitivity to others feelings

3) Develop skill in group problem solving 4) Develop ability to observe and analyze situations 5) Practice selected behaviors in a real life situation without the stress of making a mistake. Disadvantage of role play 1. It places under emphasis on the dramatic expects
2.

It cant be used successfully till the group understands and accepts it as a method of learning.

Role of a teacher in role playing This provides the teacher with an opportunity to identify the individual student needs. Encourage independent thinking and actions

The teacher can correct the errors and use the role play for specific teaching

on the subject

Assist the students in meeting their needs by giving spot suggestions.

Conclusion
There are various kinds of teaching strategies and methods are present in the field of education. These methods are much more helpful for the students as well as the teachers. Various means and methodologies of teaching is devised and

employed for the reduction of difficulties in understanding the particular topics. Almost all of these measures helps the learner to improve their skills and abilities. So these are essential in every teaching-learning process.

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