UNIT VI : Methods of

Teaching
Introduction
 INTRODUCTION
• Education must begin with the child,
adapted to the needs and
requirements of the child as he grows.

• Effective transfer of knowledge can be

achieved by employing various student
friendly teaching - learning methods.
 INTRODUCTION
• Progressive methods of teaching
provide suitable opportunities for
effective teaching -learning process.
• A method of teaching must link up the
teacher and her pupils into a
relationship with constant mutual
interaction.
 INTRODUCTION
• Teaching in nursing encompasses both
cognitive and artistic aspects.
• Teaching skill will effect on student’s
learning.
• It is the stimulation, guidance,
direction and encouragement for
learning.
 INTRODUCTION
• Every teacher should devise his own
method - good and effective method
following the broad principles like
arrangement of subject matter,
arranging of procedures in teaching.
 DEFINITION
• “Teaching is an interactive process,
primarily involving classroom talk,
which takes place between teacher
and pupils and occurs during certain
definable activities”.

Edmund Amidon 1967

DEFINITION - TEACHING

• “Teaching is a form of interpersonal

influence aimed at changing the
behaviour potential of another
person” - NL Gage 1962
DEFINITION - LEARNING
• Learning is an act of acquiring new
knowledge, or modifying and
reinforcing, existing knowledge,
skills, values or preferences and may
involve synthesizing different types.
DEFINITION - LEARNING

• The acquisition of knowledge or skills

through study or experience or being
taught.
 Classification of
Teaching Methods
1 2 3
A. Class Room A. Large
Teaching A. Teacher
Group Method
Methods Centered
B. Small
B. Clinical Group Method
Teaching B. Learner
C. Individual
Centered
Methods Method
 CLASSIFICATION OF
TEACHING METHODS
A.Class room teaching methods
B.Clinical teaching methods
 A. CLASS ROOM
TEACHING METHODS
• Lecture,
• Demonstration,
• Group discussion,
• Seminar
• Symposium
• Panel discussion
 A. CLASS ROOM
TEACHING METHODS
• Role play,
• Project,
• Field trip,
• Workshop
• Exhibition,
• Programmed instruction
B. CLINICAL TEACHING
METHODS
• Case Method,
• Nursing Round & Reports,
• Beside Clinic,
• Conference (Individual & Group)
• Process Recording
 CLASSIFICATION OF TEACHING
METHODS
A. TEACHER CENTERED B. LEARNER CENTERED
Based on degree of dominance enjoyed by the
teacher or learner in the teaching-learning process.

Teacher plays an active Learner actively

role and student’s role is participate in the
minimised teaching-learning
process
 CLASSIFICATION OF TEACHING
METHODS
A. TEACHER B. LEARNER
CENTERED CENTERED
Lecture, Free group
demonstration, discussions, care plan,
bedside clinic, etc. care study, role play,
project work
 CLASSIFICATION OF TEACHING
METHODS
Based on the utility of teaching methods in meeting the learning
needs of a particular number of student

A. Large group B. Small group C. Individual

methods methods methods
Group comprising Meant for a group Assignments,
more than 20 comprising less than computer
students and 20 students and assisted learning,
above include group project method
Lecture, panel discussion, seminars,
discussion bedside clinics
 LECTURE METHOD

• The lecture method consisting of the

clarification or the explanation of facts,
principles or relationships, which the
teacher wishes the class to understand.
 LECTURE METHOD
• The class listens, takes down of the facts
and the ideas worth remembering and
thinks them over later.

• The students do not converse with the

teacher.
 LECTURE METHOD

• At the most, they might ask a few

questions, but these are for the sake of
clarification and not for the sake of
discussions.
 DEFINITION
•“Lecture is a teaching activity whereby
the teacher presents the content in a
comprehensible manner by explaining the
facts, principles and relationships, during
which the teacher is expected to elicit
student participation by employing
appropriate techniques”.
 1. To provide
relevant
knowledge

2. To
5. To promote motivate the
critical student to
thinking gain
PURPOSES
OF
knowledge
LECTURES

3. To arouse
4. To clarify
student
difficult
interest in a
concepts
subject
1. To Provide Relevant Knowledge
• Sufficient knowledge by integrating and
synthesising knowledge from different
sources - primary function of the lecture.
• It is easy for the teacher to provide
structured knowledge by selecting and
organising the content in a learner
centered way.
2. To Motivate The Student To Gain
Knowledge
• As teacher alone cannot satisfy the
knowledge needs of students, he or she
has to explain the various sources of
knowledge.
• An efficient teacher can motivate the
student to collect more information and
guide them properly.
• Teacher has to give main reference as well
as general references.
3. To Arouse Student Interest In
A Subject
• Through lecture method, teacher can
orient the students to a subject by
explaining the need for studying it, way
of learning etc.

• So that students will be motivated

naturally.
 4. To Clarify Difficult Concepts
• Lecture method is highly suitable for
clarifying concepts.

• Teacher should use enough examples and

illustrations to clarify the concepts.
 5. To Promote Critical Thinking
•A thoughtfully designed and delivered
lecture - challenge students - to think
critically and analytically by modelling the
thinking process.

• Critical thinking encouraged - challenging

questions throughout the lecture.
 5. To promote critical thinking

• Critical thinking is essential for finding

solutions to problems which is present in
the field of nursing.
 TEACHING OF THE LECTURE
• In lecture –
• The teacher establishes contact with
students quickly
• Placesher delivery to the capacity of the
student to follow,
• Making allowances for note taking and
• She anticipates the sections in her lecture
that students find difficult to
comprehend.
 TEACHING OF THE LECTURE

• The lecture should provide internals for

clarifications of thought, assimilation
(integration) of ideas.
 TEACHING OF THE LECTURE
1 Rapport

2 Voice gradation and voice quality

3 Proper body language

4 Control annoying mannerisms

5 Elicit feedback from students

6 Time management
 1. Rapport
• Teacher must establish rapport with her
students
• General conversation - foster a sense of
ease (comfort), elicit interest
• Review of previous lectures
• Questions will be directed to the
students in various part of the room
2. Voice Gradation And Voice Quality
• Present in a clear, natural tone of voice.
• The teacher should speak to her students,
not above or below them.
• Voice
for emphasis - by pausing, voice
modulation.
• Keep the students alert and get across
her ideas; talk twice, fast, repeat often,
even speak in distinctly.
 3. Proper Body Language
• Proper body language by practicing
principles of effective communication.
• Maintainingeye contact, avoid looking
out of the window, at the wall -
impersonal behaviour.
• Move towards the student.
• Avoid keeping the arms crossed or
clasped behind.
 4. Control Annoying Mannerisms

• Annoying mannerisms - distract the

students.

• Common annoying mannerisms: Crushing

or tossing chalk, breaking the knuckles,
pinching the nose, and repeatedly saying
‘so’, ‘right’, ‘okay’, and ‘ub’, ‘umm’.
 4. Control Annoying Mannerisms

• Usually learner teachers are unaware

about these mannerisms - feedback by
the superiors or colleagues during an
evaluation session.
 5. Elicit Feedback From Students
• Feedback - to assess the amount of
knowledge received by the students.
• An intelligent teacher always critically
analyse the feedback from the students –
effectiveness, diagnosis of any defect.
• After assessing the defects she can take
appropriate remedial measures.
 6. Time Management
• Very important in lecturing.
• When time exceeds than expected -
Tension slowly invades the teacher.

• Managing time is essential for conducting

lecture in smooth way.
 ADVANTAGES OF THE LECTURE
METHOD
• The most Economical method of teaching.
-For Teacher: Teacher student ratio of
1:200.
-For student - Getting more information
than reading books.
-Reading book - unfriendly than lecture
method.
 ADVANTAGES OF THE LECTURE
METHOD
• Well designed and thoughtful lecture -
stimulate and promote thinking process
• Enhances the listening capacity of students.
• It meets the learning needs of any group of
students.
• Students usually prefer lecture method.
 DISADVANTAGE OF THE LECTURE
METHOD
• Can be practiced without adequate
preparation.

• In formal lectures - less attention is given

to problem solving, critical thinking and
decision making.
 DISADVANTAGE OF THE LECTURE
METHOD
• Students becomes passive and decrease
their participation in the teaching-learning
process.

• Not conducive for meeting the students

individual learning needs.

• No chance for feedback.

 STRATEGIES TO OVERCOME THE
DISADVANTAGES
1.Emphasize higher-level intellectual skills

2.Indicating for clear direction

3.Make lecture more interactive

4.Less memorizing of facts and more

construction of meaning
 THE INTERACTIVE LECTURE
• Is a combination of lecture, discussion and
questioning.
• Modifiedversion of the traditional lecture -
retain the merits and deleting the
demerits.
• Sandra De Young said - blend together -
lecture, discussion and questioning.
 THE INTERACTIVE LECTURE
• Divide class time for lecture, informal
discussion, and questioning.
• In this way,
• Subject matter is presented for discussion,
• Problem solving can take place and
• Questions can stimulate student thinking &
• Clarify difficult points. contd…
 THE INTERACTIVE LECTURE
• Students become periodically active in the
class.
• Changing tactics every 15 to 20 minutes
may also help to recapture student’s
attention at points when it naturally seems
to wander.
• The class becomes more interesting and it
is to be hoped, more memorable”.