NURSING EDUCATION

SEMINAR ON: TEACHING METHODS: LECTURE METHOD

DISCUSSION, DEMONSTRATION, SIMULATION, LAB
METHOD, SEMINAR, PANNEL DISCUSSION

SUBMITTED BY
GOPIKA. S
KIMS COLLEGE OF NURSING

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DEFINITION

Teaching

Teaching is stimulating and challenging the student to learn, of enhancing has

realization of the values of a subject, helping her to bring to bear her own resources in
formulating and pursuing a method of attack of learning the subject and guiding her in the
process.

Teaching method

The method of teaching in which approaches most likely to the method of investigation

-burke

Teaching method is the simulation, guidance, direction and encouragement for learning

-burton

CLASSIFICATION OF METHODS OF TEACHING

1. Inspirational methods:
Based on high activity on the part of the teacher
e.g., Simulation and micro-teaching.
2. Expository methods:
Cognitive emphasis is high, while student activity and emphasis on experience is low,
e.g., Lecture method.
3. Natural learning method:
Learning takes place in a natural way
e.g., Field trips.
4. Individualized methods:
Main emphasis is for each learner to learn at his own pace,
e.g., Programmed instruction, self-study, case method and computer-oriented instruction.
5. Encounter methods:
Providing experience through confrontation or through encounter effective for change
in basic behavioral patterns and developing new ways of looking at things,
e.g., Role play, simulation.
6. Discovery methods;
These methods are high on all dimensions like learner activity, experience,
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 experimentation by the learner and cognitive understanding,
e.g., Problem- solving technique.
7. Group methods
A wide group of people arranged with common educational need
e.g., Project method, Socialized classroom method.

Teacher-Cantered Approach to Learning

Taken to its most extreme interpretation, teachers are the main authority figure in a
teacher-cantered instruction model. Students are viewed as “empty vessels” External link who
passively receive knowledge from their teachers through lectures and direct instruction, with
an end goal of positive results from testing and assessment.

Student-Cantered Approach to Learning

While teachers are still an authority figure in a student-centered teaching model, teachers
and students play an equally active role in the learning process.

The teacher’s primary role is to coach and facilitate student learning and overall
comprehension of material, and to measure student learning through both formal and informal
forms of assessment, like group projects, student portfolios, and class participation. In the
student-centered classroom, teaching and assessment are connected because student learning
is continuously measured during teacher instruction

CRITERIA TO FOLLOWED IN SELECTION OF METHOD OD TEACHING

The following should be kept in mind while selecting the methods of teaching:

• The educational and instructional objectives

• The content of the course

• The capacity and level of students

• In accordance with the psychological principles of learning

• In accordance with the teacher's capability and style

• The extent to which it can be used creatively

• The extent to which it stimulates creativity in the students

• Availability of resources.
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LECTURE METHOD- cognitive skills
The term lecture is applied to a particular type of educational encounter in which a teacher
transmits information to a number of students, with the teacher is doing most of the talking and
students mainly listening or writing.

The lecture is a teaching method consisting of clarification or the explanation of facts

principles or relationships with the teacher wishes the class to understand.

PURPOSES

• A good lecture stimulates thinking. It serves as an example of how to attack a

problem, develop it, evaluate the data and solve it through clear thinking.
• Lecture method is appropriate method, in sometimes, the instructional services of an
expert teacher and/or scholar.
• The right teacher in the right course can in a single semester be more instructional
than several years of independent reading and unlimited group discussion.
• The lecture method should not be a representation of exactly what is in the textbooks
nor in the assigned readings, nor should it be completely unrelated to the students'
readings.

• The lecture should illuminate, supplement and reinforce the topic being studied. She
may provide illustrative materials (from other sources or from her own experiences)
not found in the readings but nevertheless considered to be essential by the teacher to
understand what the student has to read.

• Concrete examples help to provide the student with a factual basis from which to
build concepts
FACTORS IN PLANNING THE LECTURE

If the lecture is an appropriate method for teaching a topic, then there are a number of
factors to be born in mind

Learner’s factor

The most obvious factor to be considered is the type of course, the class is pursuing, as
this will dictate to a large extend the level of objectives

Subject matter factor

The domain of the objective will exert profound influence in the planning of lecture. If
they are concern mainly with the learning of psychomotor skills or changing of attitude then
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the lecture is not good for teaching in those areas. However, it can be used to demonstrate
psychomotor skills to a group priory to their practicing it and also presentation of case studies
or issue prior to small discussion on attitude

Environmental factors

These exert a practical constrains over lecture planning in so far as the environment
may not contain such things as power point of visual aids chalkboard and other necessary aspect
such as dusters OHP slide projector etc.

Psychological factors

The organization of the content must be logical and meaning full and the sequence
should progress from simple to complex, from concrete to abstract and from known too
unknown.

KINDS OF LECTURE
The Ideal lecture
The hallmark of the ideal lecture is its voluntary nature; participants attend the lecture
of their own volition and this implies commitment on their part.

Example: Political lecture.

The Classical lecture

In public educational systems, attendance at lectures is seen being largely compulsory
in contrast to ideal lecture. This element of coercion tends towards a performance centered focus
with students mainly concerned with getting good grades. This is more specific in its subject
matter.
The Experiential lecture
This form of lecture is used prior to experiential learning activities and is intended to
give participants basic concepts and explanations about the issue in question.
PRESENTING THE LECTURE
Rapport
Teacher should establish rapport with student to be done. Through an exchange with
students in a conversational tone about some event at school of their interest by beginning
lecture with review of previous lecture Through questions directed to students varying part of
the room
Voice

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 The lecture should be presented in a clear, audible, natural tone of voice in a particular
medium of instruction. It should be natural conversational voice. Where teacher should speak
to their students, clear tone, good discussion, help all students to hear and understand.
Explaining
Whichever design is chosen for the lecture, it is certain that the teacher will be involved
in giving explanation for a great deal of the time.
Brown and Armstrong (1984) explaining as an attempt to provide understanding of a
problem to others
1. interpretive i.e., answer the question what
2. descriptive I e how reason giving why
Gestures
Whatever gestures the lecturer uses should be in a natural part of the total expression
of what he/she is communicating
Eye sight
The teacher should address the students with his/ her eyes as well as with their voices.
The eyes have unique power to transmit the mood of the teacher to the student.

Teacher's manner
Teachers should try to convey the impression of warmth and acceptance towards the
group, this combined with a sense of humor will go a long way towards establishing the rapport.
Evidence suggests that interest and enthusiasm of the teacher are characteristics that are
particularly valued by the learners and this can be indicated by the use of emphasis and tone of
voice and also by the use of non- verbal signals.
OPENING AND CLOSING THE LECTURE
Teacher has to check whether everything is correct or not, and have confidence in
dealing the class and start the lecture with introducing the topic in a well-planned manner, and
try to maintain attention of the students throughout the lecture by maintaining discipline and
have control over the student. Closing the lecture by summarizing the topic and motivating the
students to continue studying the topic.
CLASSROOM QUESTIONING SKILL
Questioning is an integral part of lecture with some exceptions. A question is a request
for information or for an opinion. A question can be defined as 'any statement intended to evoke
a verbal response'. The skillful teacher uses questions for varied purposes among them, to
induce the process of integration, to increase the student participation to meet the individual
difference of the students, as well as to evaluate the learning that has occurred.

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INTERACTIVE LECTURE

Interactive lecture is a combination of lecture, discussion and questioning, it is the

modified version of the traditional lecture method and developed by retaining the merits and
deleting the demerits of the lecture, discussion and questioning. Sandra De Young has
beautifully explained the interactive lecture in the following way. "The techniques of lecture,
discussion and questioning can be effectively blended together into an interactive lecture,
utilizing the advantages of the methods and reducing their disadvantages. Class time can be
logically and efficiently divided into sections for lecture, informal discussion, questioning,
more lecture and so on. In this way, subject matter is presented for discussion, problem solving
can take place and questions can stimulate student thinking and clarify difficult points. Students
become periodically active in the class, which eliminates some of the objections to pure
lecturing. Changing tactics every 15 to 20 minutes may also help recapture students’ attention
at points when it naturally seems to wander. The class becomes more inversing and it is to be
hoped, more memorable.
ADVANTAGES

• Apparent saving of time and resources.

• Presence of the teacher.
• Covers a large group of students.
• Gives a feeling of security.
DISADVANTAGES
• Keeps the student in a passive situation.
• Does not facilitate learning how to solve problems.
• Offers hardly any possibility of checking learning progress.
• Does not allow for individual pace of learning.
• Low receptivity.

DISCUSSION- cognitive skills

The word ‘discuss’ has been derived from the Latin root ‘discutere’, which
means to shake or strike.

A discussion is an activity of sitting and talking about a specific subject. Discussion

method of teaching is a group activity involving the teacher and the student to define the
problem and seek its solution. Discussion method is also described as a constructive process
involving listening, thinking, as well as the speaking ability of the student.

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PREPARATION AND CONDUCT OF DISCUSSION METHOD
STEPS ORIENTATION

ENGAGEMENT

DEBRIEF

ORIENTATION
o Provide the discussion topic.
o Clearly describe the question
o Explain how students have to prepare for discussion
o Explain how the discussion will be conducted
o Encouraged the students to think
ENGAGEMENT
o Develop an environment
o Present clear question to focus the discussion
o Start by asking students to define the terms
o If necessary, help the students.
o Wait for each student to answer the question
o Refocus discussion
o Keep a progressive record
o Close discussion by summarizing or evaluating
DEBRIEF
o Allow time for students to make their own notes.
o Facilitate student reflection on what they learnt.
PRINCIPLES
o The teacher should prepare carefully as a facilitator to guide

o Question outline should be prepared carefully

o The members of the group should come prepared; have a basic knowledge about
the topic to be discussed.
o Leader needs to guide and coordinate the proceedings so that the discussion should
be kept to the point.
o Record the main points of discussion
o Each one in the group should feel free to participate and a shy person should be
encouraged to contribute
o Discussion should be properly ended with a report.

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 o Emphasis on learning instead of teaching
CLASSROOM DISCUSSION TECHNIQUE
Techniques can be categorized under three heading namely proper planning, preparing
students for discussion, discussion guiding techniques
Propper planning
As all the topics cannot be dealt through discussion, planning is mainly concerned with
selection of apt topics, formulate of objectives and setting guidelines. Controversial issues,
ethical issues and legal issue like professional status of nursing, impact of consumer protection
act on nursing etc. are preferred by the teachers for conducting discussion
Preparing student for discussion
Unlike other methods discussion demands certain amount of preparation from the side of
students and preparation states one or two weeks before the date of discussion
Teacher can prepare the students though
• Providing some basic information related to the topic to be discussed by means of an
introductory lecture and helping students acquire knowledge through their own effort
by giving reference or introductory lecture and helping students acquire knowledge
through their own effort by giving reference or introducing to experts.
• Clearly stating the objective and guidelines
• Clarifying the role of the teacher students and student leaders
Discussion guiding technique
Teacher can open the discussion session with a keynote address. Keynote address ends with
an invitation for the students to express their ideas or view point. once the student actively
involved in the discussion teacher ha stop assume the role of a leader or facilitator one student
with good writing skills should be entrusted to record the proceedings.

FORMS
Role play
Educational technique in which people spontaneously act out problems of human
relations and analyses the enactment with help of other role players and observers.
Participatory learning method
Engages students as active participants in the full life cycle of homework, project, and
examinations
Formal group discussion
Formal group discussion is held by small group as well as the large group.
Panel discussion
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 It is the discussion in which 4-8 persons who are qualified to talk about the topic, sit
and discussing a given problem
Seminar
A seminar is a discussion based on information presented by experts under guidance of
an eminent resource person for the benefit of group members
Symposium
It is a technique serve as an excellent device for informing an audience discussion. The
procedure is like straight lecture form,
ADVANTAGES

• Assimilates and integrate information

• Connects new with old knowledge
• Stimulates thinking
• Develop rational thinking
• Reveals student’s attitude

DISADVANTAGES

• Deviation from topic

• Only few students participate

• Students become opponents

• Involves more criticism

• time consuming

DEMONSTARATION- psychomotor skill development

A method demonstration is a teaching method used to communicate an idea with the
aid of visuals such as flip charts, posters, power point, etc. A demonstration is the process of
teaching someone how to make or do something in a step-by-step process. As you show how,
you “tell” what you are doing.

PLANNING

For demonstration teacher need to prepare the articles and steps of procedure.

• Objectives based on the need of the students.

• Review of related knowledge and skill.
• Steps of demonstration in a logical way with the help of checklist.
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 • Rehearsing the steps of demonstration to gain proficiency.
• Student participation during demonstration.
• Conducive environment for the procedure.
• Assembling articles and checking condition of articles.
• Provision of opportunity for the students to practice the same after the demonstration.

PERFORMANCE

The explanation and performance may be done at the same time or the demonstration
given first followed by an explanation or vice versa. During performing or actually doing the
procedure, teacher should use positive approach and should exhibit the coordination of head,
heart and hand.

Following points should be followed by teacher during demonstration:

• The teacher should keep in mind the maxims of teaching. Proceed from whole to parts
by briefly explaining the whole procedure, then to individual steps.
• Explain about the name and use of each article kept for procedure.
• Each step should follow the other in a logical way with scientific explanation.
• During the demonstration, ask questions and encourage students to ask queries to
sustain their interest in the procedure.
• After the demonstration, summarize the steps and then replace articles.
• Essential Characteristics of Good Demonstration
• Every step of well conducted demonstration should be understandable.
• It should allow sufficient time for reflective and critical thought as the demonstration
proceeds.
• Applied principles in demonstration method performed by both the teacher and the
student.

USES OF DEMONSTARATION
o To demonstrate experiments or procedure and the use of experimental equipment in the
laboratory classroom and the ward
o To teach the procedure to the patient or family which he must carry out in the home
o Demonstration of a procedure in its natural setting has more meaning than when carried
out in an artificial environment
o To demonstrate different approaches in establishing rapport with patient so that the
most effective nurse patient relationship maintained

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STEPS OF DEMONSTARATION

planning

performance

evaluation

Planning
Proper planning of the topic is necessary for a demonstration. Proper arrangements of article needed for
the demonstration is also come under the planning step Another set of topics include recent challenges
to nursing, recent trends and developments in nursing, commonly occurring problems in the clinical area,
curriculum related issues and malpractice from the side of students like plagiarism.

In order to arouse students’ interest, preference should be given to topics related to their
experiences. Planning is also concerned with arranging the demonstration in a conducive
environment at a convenient time.

Performance

While planning demonstration pertaining to clinical problems, it is well and good to

invite the concerned nursing staff to guide the method in addition to the nurse educator. A well-
ventilated spacious room with chairs arranged in a way to limit the barriers not only promotes
communication but also allows the teacher to oversee the course of discussion, especially when
the whole class is divided into subgroups. By all means, environment should be nonthreatening
to students.

Evaluation
The evaluation is a portion of the demonstration method where student get an
opportunity to prove that they can practice and redemonstrate this is to ensure that whether they
have learned the skill appropriately or not.
ADVANTAGES
o Involves various senses that make learning permanent
o Teacher invites cooperation of pupils
o Develop interest and motivation for active participation
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 o Helps achieve psychomotor objectives
o Increases leadership and self-confidence among demonstrators
DISADVANTAGES
o Can only be used in skills subject
o Only the attention of the learners is invited towards the activity demonstrated.
o Due to poor economic condition of the government schools, there is scarcity of
audio-visual aids and equipment
ADDITIONAL TIPS
o An effective demonstration should be given in a minimum of time--no longer
than about 15 minutes
o The presenter should be aware of the activities of each member of the
workshop/class
o As the learners work individually, the presenter should move quickly from one
learner to another
o If a number of learners are having difficulty in learning a skill, the
demonstration should be repeated
o The learners who have mastered the skill
SIMULATION- psycho motor skill development

Simulation is basis of sensitive training, socio drama, role playing and psychodrama. It
is not actual training. It helps the student to practice and gain experience as in real life situation.
Meaning
“Reproduction of real life” Simulation is the reproduction of the essential features of a real-life
situation.
DEFINITION
According to “Barton” 1970- Simulation has been defined “as an attempt to give
appearance and or to give the effect of something else”.
According to B.T Basavanthappa 2003- Simulation has been defined as an operating
representation of central features of reality.
PURPOSE
• To help students practice decision making and problem-solving skills.
• To develop human interaction abilities in a controlled and safes setting.
• Through an active involvement in a simulation exercise a game or a role-playing situation,
the student achieves cognitive, affective and psychomotor outcomes.
• It provides a chance to apply principles and theories student have learned and to see how and

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when the principles work.
VALUES OF SIMULATION
1. Simulation ensures safe nursing practice by nursing students through the gap between theory
and practice.
2. In the simulated environment of the fundamental lab student learn safe practice of nursing
through the perfect application of learned theory under the guidance of teacher.
3. Thus, simulation bridges the gap between theory and practice.
4. Simulation is an effective technique to learn psychomotor skills- for e.g., student learns in
fundamental lab by the use of equipment and uses this skill for giving nursing care in clinical
situation.
5. It helps the students to develop critical abilities and problem solving.
CHARACTERISTICS OF SIMULATION
1. Provide a mix of experiences that can be replicated for successive learners.
2. Provide a safe environment in which learning has priority over patient care or system
demands.
3.Focus on application rather than uncertain recall of knowledge.
4. Provide immediate feedback on performance.
TYPES OF SIMULATION
➢ Written simulation
➢ Audio visual simulation
➢ Live simulated simulation
1. Written simulation: Individual uses either paper and pencil latent image format.
Purpose-
• problem solving
• to evaluate students’ ability to apply the skill.
• decision making
2. Audiovisual simulations: An entire simulation can be placed on video tape management
vignette can be dramatized and filmed.
3. Live simulated simulation: The patient were healthy people, usually students, who were
trained in the role play.
Other type of classifications
▪ Simulation exercise
▪ Simulation game
▪ Role playing
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APPLICATION OF SIMULATION IN TEACHER TRAINING
Cruikshank (1968) has developed a teacher training system which includes:
• The participant is introduced into the situation i.e., if he is a new teacher in a school.
• The participant is provided with information and opportunities to solve the problems
(for the beginning teacher).
• The participant is exposed to a variety of potential solutions to a particular problem.
• The participant is given the opportunity of observing the results of his chosen of action.
• The participant is introduced to the situation by film strips.
• The participants are also given the material, e.g., the rules, regulations, curriculum
handbook and records, to familiarize to the topic.
• The participant is presented with role-playing situations written and responds to
incident as a response sheet.
• The participant then identifies the factors influencing the problem, locates the relevant
information, suggests appropriate alternative course of action communicates and
implements a decision.

SIMULATIONS ACTIVITIES
1. Role playing
2. Socio- drama
3. Gaming
1. Role- playing- He will gain some perceptions of the actions, attitudes and persons of
simulations.
2. Socio- drama- The problem may be false or based on real life situation, and the actor is
required to find out an acceptable solution.
3. Gaming- It is designed in a manner which enables chance to affect the outcomes.
PROCEDURE OF SIMULATION
1. Selecting the Role Playing
2. Selecting and Discussing skills
3. Planning
4. Deciding the Procedure of Evaluation
5. Provided Practical Lesson
ADVANTAGES OF SIMULATION
1. It is useful in promoting transfer of learning from classroom to the clinical setting.
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 2. Simulation techniques are fun and interesting; they can motivate people to learn.
3. It is appearing to both slow and fast learners and is effective for all types of students.
4. Students also learn from the faculty member who is guiding the simulation and
leading discussion.
5. It encourages creative and divergent thinking.
6. Some can be made with local material.
7. Students can learn without harming the patient.
DISADVANTAGES OF SIMULATION
1. It is costly in terms of both time and money.
2. Techniques also consume a lot of classroom time.
3. These techniques can be overused.
4. It is possible that emotion may be aroused to an undesirable degree, especially with
role playing.
5. The process and outcomes of simulation methods are not always predictable.
6. Models often easily damaged.
7. Never same as performing techniques on a patient, beware of faulty learning.

8. Need for many stimulators.

LABORATORY METHOD- psycho motor skills development
Laboratory method is a procedure involving first hand experiences with materials or
facts derived from investigations or experimentation.
The laboratory method is used to designate a teaching procedure in the physical
sciences that uses experimentation with apparatus.
MEANING
• A building or room equipped for conducting scientific research or for teaching practical
science.
• A laboratory is a facility that provide controlled conditions in which scientific research,
experiments, and measurement are performed.
DEFINITION
• The laboratory method is a planned learning activity dealing with original or raw data in the
solution of problem.
• The term ‘original data’ include material obtain experimentally.
AIMS OF LABORATORY.

• Allows the participants to participate and select the objective to be achieved

• It provides active role to each participant so that teaching learning experience is most
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 effective
• It meets the need of the participants
• It provides opportunity for the participants to see progress on regular basis
• It helps to acquire new and broad knowledge by improving the self-activity to learn
from practical experiences

PURPOSES OF LABORATORY

To teach psychomotor skills.

To orient a new equipment/procedure.

To educate the student or learner.

To promote learning by doing/imitation.

To utilize the sense of sight and touch.

To prove and discover new facts.

To supplement the classroom work.

OBJECTIVES OF LABORATORY METHOD

Verify facts taught in theory classes.

Develop the habit of doing independent work among students.

Create interest in science.

Prepare students for higher studies and science careers.

Develop skills in handling specific apparatus and equipment’s.

Improve observation and critical thinking.

Develop the habit of reasoning.

Avoid memorizing the subject.

PRINCIPLES

There are some general principles which apply to the laboratory procedures.

➢ Inductive activities

Questions ae posed to students and they are guided to discover a relationship or a concept
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on their own. Students are required to recognize facts through inductive activities and derive
meaning full generalizations and principles

➢ Deductive activities

These activities are based on the maxim from the general to specific. Student are
encouraging to apply the previously learned principle in explaining, predicting or describing
an event. These activities contribute to reinforce major concepts.

➢ psychomotor skill development activities

students are provided opportunity to practice psychomotor skills. The acquisition of these
skills is required to conduct experimental work

➢ problem solving activities

students are required to solve scientific problem and formulate answers. Assistance must
be provided to the designed problematic students with the aim to impart training in scientific
process or problem-solving skills.

TECHNIQUES
The technique for Functions of Laboratory Method may be considered in 3 phases

Introductory phase

The introductory phase involves the establishment of objectives and as plan of work; it
calls for the preparation of the teacher and the student. The teacher preparation calls for the
selection of the purpose and the objectives for the laboratory period to solve a problem, to
understand a process to develop a skill etc.

The work periods

It is the period during which the individual student or group, do their particular work
under the supervision of the teacher. The length of the laboratory period should be determined
by the nature of the problem and objective

Culminating activities

When the laboratory work has been completed the class should meet together for
common problem for the organization of findings of the laboratory procedure

AIMS OF LABORATORY METHOD

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  To give first-hand experience to students.
 To provide student participation in original research.
 To develop skill in the use of laboratory equipment and instruments.
 To make use of the power of observation and reasoning.
 To make use of reality to make learning easier and permanent.
 To build scientific attitude in the students.
TWO MAJOR TYPES
1) Situation where students work in the laboratory:
In this situation student’s work informally in pairs or groups where equipment cannot
go around all students individually.
2) Demonstration:
It is a process of presenting or establishing facts or principles. It is a procedure doing
or performing something in the presence of others or either as a means of showing them how
to do it or illustrating principle.
STEPS IN THE LABORATORY METHOD PREPARATION
1) PREPARATION
• Review of past lesson relevant to the present for apperception and motivation. •
Raising and defining the work to be done.
• Expected learning outcomes.
2) ACTUAL WORK PERIOD:
• Students work under the supervision of the teacher. (Supervised study)
• Students may work: -individually attacking the same problem or different problems.
-in groups attacking the same problem or different problems. -in groups with each group
working on a portion, phase or stage of the problem.
• The work may last for a single study period or for days.
• All works must be recorded for continuity of the task.
• Those who work fast may be given additional assignment for additional credits.
• If work is experimental, no-experimental variables must be constant.
3) CULMINATING ACTIVITIES:
• Reporting what is worked on by individuals or groups in plenary session of the class.
• After each report, there is an open forum.
• Questions, discussions, generalizations, conclusions are made.
•Different reports may be consolidated into then photocopies will be given to each
member of the class to review and get ready for test for evaluation.

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CORRECT METHODS OF TEACHING IN LABORATORY:
 Self-preparation
 Right explanation
 Starting experiments
 Handling instruments
 Explaining observations
ADVANTAGES
 Learning By doing
 Develop Practical skills
 Contact With reality
 Retention of learned material
 Build scientific attitude
DISADVANTAGES
 Shortage of resources
 All knowledge cannot be verified through experiments
 Lack of funds
 Students may feel heavy burden
 Need experienced and well qualified teachers only.
 Teacher finds it difficult to attend to the individual needs of the students.
SEMINAR- high level cognitive function
Seminar is a type of group discussion where it focuses on problem-solving approach.
The seminar consists of a scientific approach to the study of a selected problem. It involves a
discussion of the problem using a small group of students and a teacher who is an expert in the
field of study. A seminar is an instructional technique which 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.
MEANING
• An occasion when a teacher or expert and a group of people meet to study and discuss
something.
• The word seminar is derived from the Latin word seminarian, meaning ‘seed plot’.
DEFINITION
• Seminar is an instructional technique of higher learning, which involves paper reading a
theme and followed by the group discussion to clarify the complex aspects of the theme.

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OBJECTIVE
• Objective of seminar is to give students opportunity to participate in methods scientific
analysis and research procedures.
• Objectives are mainly divided into two types:
-cognitive objective
-affective objectives
Cognitive objective
• To develop the higher cognitive abilities such as analysis, synthesis and evaluation.
• To develop the ability of responding, which involves higher cognitive actions such as:
valuing organizing and characterization of quick understanding of situation and reaction
and problem-solving approach
•To develop the ability of keen observation expenses to present theme effectively.
•To develop the ability to give clarification and defend the ideas of others effectively.
Affective objectives
• To develop the feeling of tolerance on the opposite idea of others.
• To develop the feelings of cooperation with other colleagues and respect ideas, and
feelings of others.
• To develop emotional stability among the participants of the seminar.
• To acquire the good manners of putting questions and answering the questions of
effectively.
CHARACTERISTICS
1. Teacher will be the leader (some situation student is selected as leader).
2. Group consists of 10-15 participants.
3. Ideal seminar lasts for 1-2 hours.
4. Leader should keep discussion within limits.
5. In student seminar, teacher should monitor discussion.
6. All members take part in discussion.
7. Chairman should be skilled in encouraging timely participants.
8. Student’s secretary may record discussion.
TYPES OF SEMINARS
o Mini seminar
o Main seminar
o National seminar
o International seminar

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 • MINI SEMINAR
A seminar organized to discuss a topic in class is known as mini seminar.
• Purpose:
-to train the students for organizing the seminar and lay different roles
-it is stimulated situation for the students
-it can be organized before the main-seminar.
• MAIN SEMINAR
A seminar organized at departmental level or institutional level on major theme. All the
students and staff take part in the seminar. These seminars are organized weekly or monthly in
departments. Generally specific theme is selected for seminar.

• NATIONAL SEMINAR
A seminar, which is organized by the association or organization at national level. The experts
are invited on the theme of the seminar. The examples of theme at national level are educational
technology, trends in education, non- formal education.
• INTERNATIONAL SEMINAR
Generally, such seminars are organized by United Nations Educational, Scientific and Cultural
Organization (UNESCO) and other international organization.
• The theme of seminar will be very broad.
• For example, like innovations in teacher education, examination reforms.
STEPS OF SEMINAR PRESENTATION
o Preparation of content
o Preparation of the presenter
o Preparation of environment
o Presentation of seminar
o Evaluation & grading of seminar
PREPARATION OF CONTENT
• Develop objectives
• Gather latest information
• Prepare adequate AV aids
• Collect information from various sources & analyzed critically and evaluated and
make conclusions under the direction of teachers.
PREPARATION OF THE PRESENTER
• Should have background of knowledge & problem-solving skill.
• Through with content as per objective.

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 • Should have qualities like confidence, approachability, good command over language,
clarity in speech and simple.
• Handouts should be kept ready.
PRESENTATION OF SEMINAR
o Starts with introduction
o Discussion of content
o Actively participate in discussion
o Summarizing at the end of presentation
o Conclude the topic
EVALUATION & GRADING OF SEMINAR
o Evaluation based on discussion.
o Take feedback from participants.
o Feedback from organizer.

PROCEDURE OF SEMINAR
o Organizer select the theme and organize the seminar.
o Chairman conduct the activities of seminar and direct the seminar on theme.
o Speaker speaks about the theme.
o Group discussion.
o Participants seeks clarification and put questions.
o Observers observe the activity of seminar.
SEMINAR COMMITTEE
Seminar is conducted or organized by the committee. This committee constitutes a:
 Chairperson
 Organizing secretary
 Chairperson of the technical session of seminar
 Speaker of seminar
 Participants
Chairperson or president
• Also known as convenor of seminar.
• Naturally, she/he may be the apex person of the institution/ department/ government/ policy
maker of the concerned body or agency.
Organizing secretary of seminar
• Usually, he is nominated by the chairperson or president of the seminar committee.
• She/he must be a good administrator and subject expert in the field proposed theme of the
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seminar.
• They must be the person of tolerance and capable of doing things in right time with right
persons.
Speaker of seminar
• She/ he is the active participant of seminar presenting his/her paper among the other
participants in the presence of Chairperson of technical session of seminar.
Participants
• Also known as paper presenters of seminar.
• The people who are presenting papers and observing the paper presentation by participating
in the seminar are termed as presenters or participants of seminar.
ADVANTAGES
1. Stimulation of thinking.
2. Tolerance of other views develops.
3. Cooperation with others develops.
4. Openness of ideas occurs.
5. Represents the norms of behaviors.
6. It has great instructional values.
7. Natural way of learning.
8. Used in upper division courses than with beginning student.
LIMITATION OF SEMINAR
• Seminar cannot be organized on all the content of subject matter.
• Technique cannot be used in all levels of education.
• One person can dominate with own ideas
• The criticize situations of such discussion is not conductive for learning
• Suitable resource person sometimes difficult to get
PANEL DISCUSSION- high level cognitive function
DEFINITION
A Panel discussion is a method of teaching in which four to eight persons or students discuss
the assigned topic/ problem/ issues creatively among themselves in front of an audience. Panel
discussion is a discussion in which a few persons carry out a conversation in front of an
audience.
• The technique was first used by Harry. A. Ober Street in 1929
PURPOSE
• To provide information and new facts.

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 • To identify the values.
• To analyses the current problem from different angle.
• To organize for mental recreation.
TYPES
• Public panel discussion.
• Educational panel discussion
Public panel discussion
• Public Panel Discussion is organized for the common man's problems.
• The public panel discussion is organized through television programmers.
• The objectives achieved by public panel discussion are:
1. To provide factual information regarding current problems.
2. To determine social values.
3. To recreate the common man.
Educational panel discussion
• Is used in educational institutions to provide factual and conceptual knowledge and
clarification of theories and principles.
• The objectives achieved through educational panel discussions are as follows:
1. To provide factual and conceptual knowledge.
2. To raise awareness of theories and principles.
3. To provide solutions for certain problems.
GUIDELINES
Identify / help participants to identify an issue or topic that involves an important
conflict in values and interest. The topic may be a topical question, a hypothetical incident, a
student experience or an actual case. Select panelist who are well informed and have specific
points of view regarding the chosen topic. Usually, a panel discussion includes 3-5 panelist.
Select a leader or chairperson / moderator for the panel discussion. Decide on the format of the
panel discussion. The panel discussion must be rehearsed before the actual panel discussion.
ORGANIZING A PANEL DISCUSSION
▪ Select a chairperson / moderator, the panelists and the audience.
▪ The panel discussion consists of 4-8 panelist along with the chairperson or moderate
seated in a semicircle facing the audience.
▪ The chairperson or the moderator should be selected with care because the success of
the panel discussion depends on the leadership of the moderator.
▪ The moderator must keep the discussion to the subject and ensure that all members of

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 the panel get an equal opportunity to express their views.
▪ The chairperson should be a neutral referee and begin the panel discussion by exploring
the whole proceedings.
▪ The members of the panel are first introduced by name and background of experience.
The topic is announced and the limit of discussion is stated.

▪ The moderator may start the procedure rolling by making a comment or by directing a
question to a particular person.
▪ The panel discussion should provide a natural setting in which the audience will have
the opportunity to ask questions, evaluate replies and make constructive contributions.
▪ The moderator coordinates the discussion and makes sure the discussion is carried on
in a conversational way.
▪ The moderator clarifies an issue or mis conception and may also introduce another
thought so that the subject is fully covered. Then the moderator summarizes the main
points presented by the speakers and invites the audience to contribute and ask
questions.
▪ Finally, the moderator sums up the discussion.
PARTICIPENTS OF PANEL DISCUSSION
➢ There are three set of participants in a panel discussion
➢ The panel member who consists of experts in the field concerned
➢ The audience of selected students/trainees/ participants and teachers who ask questions
of the panelist
➢ The moderator who initiates the discussion question synthesizes and summarizes the
key point
METHOD
The moderator begins the panel discussion by exploring the whole proceeding. The member of
the panel is introduced by name and background experience. The topic Is announced moderator
sits down after which all remain seated and converse amongst themselves moderator facilitates
this by asking questions to panel members.
After conversation moderator organizes discussion with occasional summaries. This is
usually general summary before discussion is open to audience
• The effectiveness of the method depends on:
1. The competency and preparation of the panel members.
2. The competency and leading abilities of the chairperson or the moderator.
PANEL SETUP

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 ▪ Experts in the field are invited as panelist
▪ There Is an invited audience of trainers and trainees or teacher or students
▪ Questions on the proposed topic are collected in advance from the audience and handed
over to the panelist

▪ Questions are generally classified according to the sub topic aspect dimension of the
proposed theme the panelist come prepared to the panel discussion
ADVANTAGES
• Different points of views are expressed by the speakers.
• The quick exchange of facts, ideas and opinions help students to sharpen their critical
thinking and better judgement.
• Students learn to discuss topics of in conversational forms in a small group in front of
large group.
DISADVANTAGES
• Panel discussion requires more time for planning, organizing and presentation.
• The discussion may be vague and superficial if the panel members lack mastery.
• Information may not be presented in a logical manner
• It is limited in its usefulness as a teaching tool, because it makes no attempt to
arrive at a solution
• It may lead to certain tenseness of feeling if the topic is difficult to control
• Members of panel need guidance and help

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ONLINE REFERENCE

❖ Laboratory method of teaching available on:

https://www.slideshare.net/MandeepGill1/laboratory-method-43869766
❖ Method of teaching available on:
https://www.egyankosh.ac.in/bitstream/123456789/31612/1/Unit-3.pdf

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