Panel Discussion

"Small group discussion for the benefit

of a larger group".
The panel method, originated by Professor Harry A.
Overstreet is a discussion in which a few persons (the
panel) who are qualified to talk about the topic carry over
a conversation and discuss the given problem in front of
an audience. The purpose of the panel is to reproduce the
features of a small group discussion for the benefit of a
larger [Link] panel discussion does not try to solve a
problem. Solutions or conclusions are seldom reached. It
is asocialized group conversation in which difficult points
of view are produced.
When handled intelligently and creatively, the panel
stimulates thought and discussion and clarifies thinking.
Because several people engage in a free exchange of
opinions, the panel usually influences the audience to an
open minded attitude and respect for the opinion of others.
The quick exchange of facts, opinions, and plans develop
a more critical attitude and better judgment.

Technique
Apanel discussion is composed of three components:
1. The members of the panel
2. The chairman
3. The audience.
The panelconsists of four to eight members, all seated
in a semicircle facing the audience. The members of the
panel should be prepared by knowing the limits of the
topic to be discussed and the regulations which are to
guide the discussion.
The members should be quick thinkers and facile
talkers, and represent different points of view. The
chairman does not contribute any ideas or information,
but merely serves as a neutral referee and controls the
trend of the discussion. He should be selected carefully,
as the success of the panel will depend on his leadership.
He should be a person with wide mnental flexibility. The
chairman must keep the discussion to the subject and see
 that all menmbers of the panel get an equal opportunity to
express their view.
The chairman begins the discussion by exploring the
whole proceeding. First the members of the panel are
introduced by name and background ofdiscussion experience.
announced and the limitsof the are
The topic is
by makinga
stated. The chairman may startthe discussion particular
a question to a
comment or twoor by directingconversation
he keeps the to the topic.
person. After that
expression of the difference of opinion and
encourages occasional summaries.
organizes the discussion with
summary before discussion is opened to the
Ageneral
audience.

Uses ofa Panel

very effective group learning technique; students are
" A
directly and actively involved
Encourages social learning
Aids in attaining higher cognitive and affective
objectives
Develops ability of logical thinking and analyzing
" Helps to approacha problem in different points of view.
Limitations
The panelis limited in its usefulness as a teaching tool
because it makes no attempt to arrive at a solution.
Another drawback is that the panel may lead to a
certain tenseness of feeling if the topic is difficult to
control.
There are chances for deviation from the topic. Some
members may dominate the discussion reducing other's
opportunity.
Programmed Instruction
"Presentationof stimuli to elicit appropriate
Programmed instruction is a newand modern sk response
which employs a highly individualized instruch
methodology for the modification of behavior
promote learning. and
Itis defined as the kind offlearring experience in y
whid
a "program" takes the place of a tutor for the student an
leads himn through a set of frames of specified behavion
designed and sequenced to make more probable that he
willbehave in a desired way (Kochhar SK 1992).
According to Susan Markle, "It is amethod of designing
areproducible sequence of instructional events to produge
a measurable and consistent effect on behavior of each and
every acceptable student."
Programed instruction implies self-instructional and
self-controlled, carefully specified and skillfully arranged
learning experiences. Programed learning may be defined
as the arrangement of material to be learned into an
orderly series of learning experiences, in each of which
material is presented to the learner, a response is elicte0
and feedback isgiven.
Aim of programed learning:Usually the aim is to enaleof
the learner to progress through a prearranged sequence
finformation
experiences to the acquisition of some kind of
 orskill. Naturally the experiences are ordered in a manner " It permits individual student to progress at his own
tomaximize the efficiency of learning. need.
Elements in programed learning: There are thre The introduction of programed instruction is very
important elements in this controlled learning process. helpful in certain situations where human instructors
The learner is presented with a stimulus which gives are notavailable, e.g, small isolatedschools in the hilly
areas.
him information, demands on his response,or does both.
There is acontinual necessity for the learner to utilize The introduction of programed instruction is of great
his infornmation in making some response. significance for developing countries which are set on
After responding, he is presented with information the path of educating millions of masses and are short
Ioodback) which enables him to ascertain the appropri of teachers.
ateness of response. All these imply the following concepts of programed
instructions:
Characteristics of Programed Instruction It puts forth a controlled situation, in which various
" The rate and depth of learning are maximized, kinds of intellectual, emotional and verbal experiences
understanding is fostered and the motivation of the are provided to the learner
student is enhanced " Itattempts to provide effective instruction without
The objectives underlying the program are defined in requiring the physical presence of human teacher.
The learner can precede through the instructional
explicit and operational terms. This makes the terminal material in short steps at his own pace, receiving
behavior desired to be built up through the program immediate knowledge of correctness of his answers.
" The subject matter of the program is presented by
breaking into small steps in a logical sequences " The learner proceeds from known principle to
Programed learning emphasizes the interaction unknown, through self-instruction to learn new
between learner and the program complex principles.
The learner is made to respond actively
A programed instructional sequence takes into The Process of Programed Instructions
consideration, the initial behavior of the learner The "Program" is the important thing about programed
with which it starts and the terminal subject matter instruction. It is done in the following steps:
competernce which the learner is to achieve The subject matter to be programed is analyzed
" Aprogramed test provides for immediate feedback thoroughly and divided into meaningful segments of
information. This is based on the theory of reinforcement information. This segment or piece of information is called
as a "frame".
which emphasizes that the learner learns from the
sequence of responding Atone time, only one single frame is presented to the
" In a programed learning situation, the learner learner, for which he is asked to make a response. After
progresses at his own pace writing his response to the frame, he can compare his
Programed instruction takes care of the fact that there response with the correct response of the programer.
are even differences in the rate at which an individual The items are so skillfully written and the steps are so
learner learns various kinds of subject mater small that the student practices mostly correct response.
Programed learning provides for consistent evaluation The sequence of items is so skillfully arranged that the
through the record of learner's responses student is taken from known response to the unknown
Learning material in a programed instruction is response. The learner proceeds at his own pace. Thus,
presented in such a way that learning becomes an programing, by providing self-pacing, incorporates the
interesting game and the learner is motivated to meet principle of individual differences in the teaching learning
process.
the challenges set by his own capabilities
Programs are developedby experts. They are empirically Programed Instruction Material
tested and modified till they are standardized. A
number of students can use a single good program There are three basic types of programed instructional
and thus save texts material, viz.:
Since a program requires continuous response from 1. The teaching machine is a mechanical device that presents
the learner it overcomes the passivity and inertia on the student, asequential program of learning activities
the part of the learner comprising instructional items. It requires the student
In programed instruction, the learner is immediately to follow the instructions and make a response. It
reinforced to correct his response and this reinforcement immediately provides the student the knowledge of
sustains the motivation of the learner. the accuracy of his results.
 2. The programed texstbook: The whole book is dividedinto Principles of Programed Instructon
Agood programed
tour or five panels and the student responds to one by
principles of learning. The instruction is
One,

3. The scrambled textbook: In this, the student isgiven are:

fundament balsed on hu
a
the material to be learnt in small logical units and
is tested on each unit immediately. If the student
passed the test question, he is automatically given
the next unit of information and next question. Ifhe
" Principle of small steps: Thes
into a sequence of small
step at a time.
subject
matter is
steps. Astudent
" Principle of active responding: can take
princie
tails, the preceding unit of information is reviewed, he actively responds. Students
the nature of error is explained to him and he is Principles of immediate \earn be
retested.
confirmatfeioedbackn: Niter he
takes a particular step, he gets
confirmationimmediately and the
self-pacing: Studentsreinforcement can be
Styles of Programing done accordingly.
Generally two types of programing are used:
1.
Principle of can work a..
Linear or extrinsic programing or as quickly as per his capability.
2. Branching or intrinsic programing. Principle of student testing: A
record of his study because he has student
Linear or Extrinsic Programing for each step on a response sheet.
to write a leaves h
In this,
the frames prepared are
in small steps and he actively presented
to the student
Advantages of Programed Instruction
respose
responds to each step.
Immediate knowledge of the result is given to him. Self The following are the advantages of
pacing of student is possible in this. Such sequence
program is called linear because each learner takes ofthea
same path through the instruction. It does not provide for
instruction:
" Student is kept active and alert
Student is allowed to work at his own pace
programed
branching for able or slow learners. The whole program is It is helpfulfor teaching complex
designed by the programer extrinsically hence it is called subject
complexion of materialliis simplified by matter as the
extrinsic programing.
Branching or Intrinsic Programing
smaller segments
Student can work at his oWn pace
" Individual attention is given to
breakingitinh
In this, the frames are not kept before the
each student
students in a Student is provided with immediate
numerical sequence. The student's answer determines
which frame he has to see next. If he fails in a frame, he is
result
" It facilitates self-evaluation of the
knowledge d
student
taken back and explained why he is wrong. Workload of the teacher gets reduced, so that he can
on the answer he gives, the student may Depending
branch concentrate on other important works like guidancge.
may branch backward. Unless he gives the correctahead or counseling, and orgarnization activities
he cannot proceed to the next frame. answer,
It makes learning
It facilitates interestingof
Steps in Program Writing
self-evaluation the
" It helps the student to develop student
The following are the steps in program writing:
high efficiency.
Preparation:The teacher should analyze the suitability Disadvantages of Programed Instruction
" Preparation of the programed
of the topic for a program and prepare acontent outline. instruction material my
He should define objectives in be difficult and time
behavioral terms and
construct tests for entering terminal behavior expected " ltrequires special consumingfor the
competence
from the students. the material teacher to prepare
Program writing: The whole material is presented in Programed materials have been severely criticized t3
frames to the student and his response is a threat to replacing the
and corrected. confirmed " It is also teacher
argued that there is too much emphasisin
" Try out and revision: When the
first draft is ready, learning facts and very littleemphasis on the mastery
it should be tried out on of principles and
edited. Frames are
several persons and re
revised and final draft will be It is also concepts.
argued that the programed instruction
prepared. materials are very costly and only rich nations can
afford it.
 Itisstated that the development and use of
programed
instructional material require expert knowledge " Problems are a vehicle for the development of clinical
training. An average teacher and problem-solving skills
make use of this device.,
finds it very difficult to " New information is acquired through self-directed
learning
Problem-Based Learning Principles of PBL
"Learning by resolution of a problem". PBL revolves around the following principles:
Problem-Based Learning (PBL) is a teaching method in Understanding is built through what one experiences.
which complex real-world problems are used as Meaning is created from the efforts to answer one's own
a tool to questions and solve one's own problems.
promoteestudent's learning of
concepts and
different from direct presentation of conceptsprinciples as It appeals to students natural instincts to investigate
to course content. It is a learning
in addition and create.
method based on the " It is based on real life problems.
principle of using problems as a starting point for the The student is the focus of the educational program, not
acauisition and integration of new knowledge. PBL is an the teacher, the curriculum or the curriculum contents.
educational strategy which uses material that is as close The development of his/her learning capacities is
as possible to real life as a stimulus for learning.
emphasized.
Definition The problems presented in the curriculum trigger
the student's abilities to analyze, to understand and
Problem-based learning can be explained as "the to solve. The student will memorize knowledge
learning that results from the process of working obtained in this way much better than by content
toward the understanding or resolution of a problem". based learning.
-Barrows, 1980 " Cooperation with others and the importance of
Albanese and Mitchell (1993) defined PBL as an communication is emphasized.
Working on interdisciplinary problems or projects is
instructional method characterized by the use of patient part of any curriculum.
problems as content for students to learn problem-solving Much attention is paid to the development of practical
skills and acquire knowledge about the basic and clinical skills, the development of analytical and creative
sciences. thinking skills.
Student-centered strategies build critical thinking
History of Problem-based Learning and reasoning skills and further their creativity and
The Faculty of Medicine at McMaster University in independence.
Canada was the first educational institute to adopt this The development of self-directed learning ability and
model in [Link] Howard Barrows at McMaster is the first the integrated application of knowledge and skills
to apply PBL to medical education. Barrow's idea came within practice are encouraged.
from the concepts of adult learning (Knowles 1975). From
the late 1970s PBL methodology spread to several medical Principles by Wood (2003)
schools around the world and other professional courses " Based on real-life problems
adopted this method. Many have done so with several " Student-centered learning
modifications to suit local needs and understanding. Learning occurs in small teams of students
Hence, PBL method is quite heterogeneous and is Cooperative and collaborative learning
continuously evolving Inquiry-based learning
Self-directed learning
Problem-based learning is the basic human learning process that Self-access to learning is present
allowed primitive man to survive in his environment.
-Barrows and Tamblyn (1980) " Based on the adult learning principles
Independent responsibility for shared learning.
Characteristics of PBL
Goals of PBL
Learning is student centered The common goals of PBL are to:
" Learning occurs in small student groups Construct an extensive and flexible knowledge base
" Teachers serve as facilitators or guides " Foster increased retention of knowledge
P'roblems form the organizing focus and stimulus for Develop effective problem-solving skills
learning
 2. Developing a
Develop self-directed, lifelonglearningskills considered to PBL problem scenario:
be one of
" Become
effective collaborators
intrinsicmotivation to
learn
the three key
PBL. The other elements are Problems of
are

Strengthen student's
relevanthealthproblems,
students elementS
Problemns are to be presented in and instructors.
Developan ability to identify
individualized nature of the
format either in text or visuals orthe best available
an appreciation for
the
behavioral mechanism
cases. Problems should describereal or simulated
the situation or
physical, biological and necessary to define the
mhenomenon set in real life contexts which reauire
Acquire the knowledge base students to explain or resolve the issue. PBLis
of the patients effective clinical only if the scenario is of standard quality. Theeffective
five
health problemsdevelopment of
Reinforce the dimensions of the problem scenario are
reasoning process
difficulty,
solution multiplicity, intrinsic interest, cooperation.
personal
Recognize, develop and maintain the and familiarity.
characteristics and attitude.
Criteriafor PBL scenario
Savin-Baden (1996) listed three key reasons for PBL: Thetitle to be of a brief content and not a hint
1. First reason was developing "skills" and more Should specify core issues in clear terms
specifically clinical reasoning skills Confined to limited topics
2. Second reason was that learning should take place in Should have neutral description
In understandable language could contain medical
"context" for students
3. Final reason was the promotion of
self-directed
terms
learning. Should have a balance between available time and
study load.
Steps of Problem-based Learning (Flowchart 2.1)
1. Presentation of the problem/case: The teacher as Seven principles of problem design by Dolmans et al.
i. Should simulate real life
the facilitator should present the problem scenario. ii. Lead to elaboration
The problem for PBL can be sourced from variety of
resources, viz. paper-based clinical scenarios, a real iii. Encourage integration of knowledge
or simulated patient, experimental/laboratory data, iv. Encourage self-directed learning
photos, newspaper clippings, magazines, journals, v. Fit in with student's prior knowledge
textbooks, and other multimedia sources. It requires vi. Inspiring and interesting to the students
careful preparation and is time consuming. In general, [Link] the faculty's objectives.
the problem statement should: Problem-based learning is characterized by
Be developmentally appropriate students' working in small groups to increase
Be grounded in studene's experience knowledge by identifying learning objectives,
Be curriculum based engaging in self-directed work and participating
Should accommodate a variety of teaching and in discussions. Problem-based learning environ
learning strategies and styles and well structured. ment provide students with greater access to in
Flowchart 2.1: Steps of PBL.
formation, support, resources, flexible approaches
to learning, collaborative learning activities and
Presentation of the problem/case opportunities for self-development and greater
access to these conditions in the learning envi
Developing a PBL problem scenario ronment results in higher levels of structural
environment.
ldentifying key information Characteristics of PBL scenario
Learning objectives likely to be defined by the
Development of objectives students after studying the scenario should be
consistent with the faculty learning objectives
Go and learn Problems should be appropriate to the stage of
the curriculum and the level of the
students'
6bisi Reporting back understanding
Scenarios should have sufficient intrinsic interest for
the students or relevance to
o Presentation future
Basic science should be presentedpractice
in the context
of aclinical scenario to encourage
Actionlintegrating new knowledge
knowledge integration
 Scenariosshouldlcontain cues to stimulate discussion
encourage students to seek explanations for the
Development of objectives: Once the problem is
and presented
issues
identified, the next step is the development of objectives
problem should be sufficiently open so that
for the learning. The group has to formulate the learring
The objectives in order to solve the problem. The teacher
discussionis not curtailedi too early in the process
facilitates the understanding of the problem and helps
Scenarios should promote participation by the in formulation of objectives and resources. Each group
studentsin seeking information from various member identifies his role in finding the solution for the
learningresources
[Link] may lead back to a previous step as well problem. The identification of gapsin knowledge helps
students to define their learning objectives and these
next step. become the focus of self-directed study in the interval
as leading to the Mr. Kannan, 56 years old, abus
Example of a problem: the clinic. In the last
between tutorials. Learning objectives should be clear
and specific and of appropriate scope to be addressed
come to
driver who has month,
r
hadl his blood pressure checkedInearby, and in the time available between tutorials (typically 2-3
Mr Kannan
wasfoundto be high. You are the nurse interviewing days). At each tutorial, the group might identify three
Mr Kannan
at the clinic. He denies on any medication to five major learning objectives and perhaps an equal
forhigh blood pressure. He is obese. He also had the number of lesser objectives.
complaintsof headache inthe last week. Mr Kannan's Although the PBL tutorial is student-centered, major
vital signs, on assessment, are as
follows: learning objectives are identified in advance by the
T-36.8°C, BP: 170/95 mm Hg pulse rate: 92 bpm and case writers as part of the overall curriculum design.
respiratory rate: 20 bpm. Tutors may need to provide prompts to ensure that
Asanurse, how can you help him to solve the problem? major objectives are identified and pursued. In PBL,
2 Jdentifying key information: In this step, students as knowledge is acquired in the context of a specific
as a group understand what the problem is all
about. clinical problem (the problem is encountered before
Thev iderntify: What are the issues? What are known? the student has the knowledge to understand it), it is
Whát is the situation?. This involvesdiscussing about likely to be better focused and retairned.
the issues and clarifying the learning needs. The group Go and learn: This step is to go and learn. Everybody
learning
should analyze the problem arnd sort out what is known in thegroup goes away to research all of the
and what is unknown with regard to the problem. objectives by using all the resources. If all of them have
understand understood their role in solving a problem, they will
Some guiding questions will help them to be focused in searching and learning the solution for
the key information. Brainstornming is of great help in the problem. A time limit is set by the group under the
this stage. For example, in the previous problem, his guidance of the facilitator and the time for feedback is
tentative diagnosis is high blood pressure. The guiding fixed.
questions can be formulated as follows: Reporting back: n this step, all teanm members come
- What is the meaning of high blood pressure? and present what they have searched and learned with
What body system is involved?
What will be the possible physiological changes? regard to the problem. All learning needs identified
tutorial,
are clarified by the members. In the follow-up
- What is the meaning of obesity? students reconvene to report on their self-directed
to
What kind of information do we seek for in order
understand his present situation? study and share and integrate new knowledge. All
skills students should contribute to the report-back and their
What are the appropriate health assessment process
unique perspectives are incorporated into thedebate
for this client? of
of knowledge building. The exchange and
- What are the possible nursing diagnosis, goals and ideas promote the consolidation and
elaboration of
specific intervention for the patient? new knowledge and understanding. After
each one
What skills should one master in order to provide presents about the learning they had, they which
have to
care to him? facilitator
stress? write a report for presentation to the
Wnat are the common patterns of reaction to who records all the
is done by amember in the group document
Some areas of discussion: for future
points discussed. It isalso used as a
- Health history taking reference.
Physical examination facilitator
Presentation: The group presents to the
- Physiological changes the objectives
the content they have learned as perproblems.
Body and nutritional assessment formulated and the solution to the The
makes
Reactions to stress and coping facilitator carefully listens to them and final
Ireatment and nursing care for client with hign suggestions/corrections if required. The
blood pressure and headache.
 94 Nursing Ed
Willingness to make
everyone to recall, and
synthesize group and tutor Constructive
presentation makes
what they have learned. knowledge: This is the last
Actionfintegrating new expected
the studentsare to the
Recognizethe needto
tion and integrate the
on sound justifications
coontinue eintvoaluaton
informationsearching for:
of

step in the
to apply
PBLprocess
whatever they
where
have learned in
situation.
relation
Work independently andi
in the process of data collection interdependent
and ly-
practice b
problem in real life
[Link] the
Role of Facilitator in PBL Role of Group Members
success of a PBL program is the role of the
Integral to the considered (along with Moderates team discussion.
performance is
tutor. The tutor
student's prior knowledge and the quality of the cases
Facilitator
on task, and distributes work. ,keeps sthe group
the of how the tutorial
discussed) to be a primedeterminant Recorder Takes notes, summarizing team
group functions.
Understand the PBL process
and decisions, and keeps
records.
all discussiaornys
neces
present
Together with the team members identify and Serves as group spokesperson to the
Reporter
instructor, summarizingthe cllaass or
asuitable problem
" Be familiar with the problem
" Be realistic about what the PBL
team can achieve ina
and/or conclusions.
Keeps the group aware of time
group'sactivities
given time period
Timekeeper
and deadlines and makes sure constraints
meetings
" Understand the big picture behind the problem other start on time.
Attend the opening meeting (and as many Devil's advocate Raises counter arguments and (constructiyel
meetings as ispossible) their
objections, introduces alternative explana
Be enthusiastic and interested in students and tions and solutions.
learning
" Motivate the students Harmonizer Strives to create a harmonious and positive
team atmosphere and reach consensus
" Provide positive and constructive feedback (while allowing a full expression of ideas).
Ask questions and encourage reflection Makes sure group focuses on most important
" Assist in the creation of a positive atmosphere Prioritizer
issues and does not get caught up in details.
" Be aware of group dynamics and strong and shy
personalities and where there may be conflict Explorer Seeks tO uncover new potential in situations
and people (fellow team members but also
Have an open door policy
Promote an environment conducive to learning clients) and explore new areas of inquiry.
" Guide group by asking questions, when necessary Innovator Encourages imagination and contributes
Ensure that the group achieves appropriate learning new and alternative perspectives and ideas.
objectives Checker Checks to make sure all group members
" Allow group adequate time to think understand the concepts and the group's
Help students marnage group function conclusions.
Ensure end-of-session reviews of group performance. Runner Gets needed materials and is the liaison
Help students for their self-assessment between groups and between their group
" Give constructive feedback to students and the instructor.
Acept feedback from group nondefensively Wildcard Assumes the role of anymissing member and
Help students to prioritize their learning issues fills in wherever needed.
Assist group in identifying misconceptions or learning
deficiencies.
Advantages of PBL
Role of Students The PBL method fosters active and cooperative
Prompt and present for all sessions learning, the ability to think critically, and clinical
" Has knowledge of the process of PBL reasoning.
It stimulates the students to use skills of inquiry and
" Commitment to self-/student-directed learning
Active participation in discussion and critical thinking critical thinking, peer teaching and peer evaluation.
while contributing to afriendly, nonintimidating . It increases ability to apply knowledge in clinical
environment situations.
 Professional
Respect " " Common
" " "
unication
skills.
f-evaluation
Responsibility Notproblem " " Disadvantages "PBL of .
TheUnprepared
The contributing
tfhoer athetoMeasurement PBL and PBL Staff
A Resource-expensive Evaluation
technique,
subjective is learner
Students
It method the The advantage.
Increased . . .
group is facilitated.
Developmentskillsretention
efficient
[Link] easily.
more
It PBL and thanMany
thereby
. Ttincreases .
group
dominating
member
groupgivern It
learning
method
learning
skills. This
applied It
learning.
they
because and very problem PBL promotes encourages helps
Difficulties and experiences
helps from
member studernts in people
Behaviors that enough do difficult require
PBL method clinical facilitating to in
when motivationincreased themabstract
of they
not differernt
developingstudent
keeps quite setting situation the findstudents responsibility
learning really of to
time group's who in are may torientation
he and involves development
reasoning learn helps it
in tutorial PBL difficult,class effective mucheasier
theory. group
storming. contexts.
PBL by is understand used be expensive student-faculty students
nuch outcomes and for and tohelps flexible
other in initially size
learning Group to faculty Building
comprehend [Link]
subject-based and is to in learning
self-directedprocess
members quiet to in
knowledge
uncomfortable with large perform
to learning of recall in
developing
lifelong for
sometimes time learn
is how use an up tearms self-directed
isand difficult.
considered to as in is
interaction and information,theirfrom
effective
not the new
proceed a developing to the increased or that
learning, teaching role learning own
examples
actively may use added material groups,
links can
of the and peer
as in be a is so be

have Characteristics
lf-contained: Concept.
Self-explanatory: is
It SIM of self-contained
Self-instructional
self-learning.
students
by
relevant for Self-instructional
for Module Disadvantages givesAdvantages "
It" enrichment content,
It of Information
offDefinition
Individualized
Learning
Packet
ew Self-directed " Approaching "
" lecture Learning
flexible is
It occur
will It can solutions
Facilitate
Follow-upgroup
underlying
causes
Seek
Clarify
Listen
providing self-learning "Self-contained Students
Printing Students
manner It
timely It It limited student a
to is has is is section
specific
costly good good be
hunt usedtypically carefully
knowledge andbeen traditional
students
control study
times
of learning issues
used costs may for can for or objectives if on Group
for in discussionfound the
remedial for Learning/Self-learning on
proper written accordingoCcur
teaching adult decisions. with
additional and may time
to includes one
procrastinate throughout a student to
The
modulewritten
in-class to single concept everyone
the
Teaching-Learning
Problems Process 95
elf-sufficient, enhancing
to be and without learners
quality material
the enhance learning. in
content high
mnoney psychomotor
methods. skills to self-checks
class group
The (SIM) the has a
format
sources. students material learning presented
material. the where
whenand who previously
the in
purposewhich the learning learner period, PBL
is to and presence packet.
is knowledge. an prepare have self-contained (pretests, that
the self from for may not needs
canaccepted
self-learning". busy
an accordingallows Packets/
student of be complete over entire mastered
and multiple SIM be of
used abandoned. and the
is combined learring lives and post-tests)skipping
is It update teacher course,
does clear strategy
refers
angles to by the to
feed in a
not the
in to a
 Givesindividuals opportunity to
Self-directional: It is presented in a
form of easy other participants and resource people receive
activities. It guides, Provides learning situations based on
cxplanation, illustration and learningprocess and performs
instructs and regulates the learning
the role of the teacher.
curiosity, raises
Self-motivating: The material arouses situation and
needs of participants
" Gives individuals in the group a chance
their own specific programs
Provides group learning situations for
\nter s
problems and relates knowledge to
familiar the
makes learming meaningful.
Self-evaluating: It provides questions,
exercise and other Attendants of the Workshop
for whom the
parCipar
activities for self-evaluation and
checking ones learning " Participants are those
progress.
Self-learning: It gives directions, hints and
motivates a person for self-learning.
references and
planned
" Coordinator or director
offers
l
throughout and plans and conductseadershi p woorrkshop:
presentintormation:sessions guidang
" Resource persorns
or and:
self-learning materials involves dauthoritatiN
The construction of opinionsin general sessions and
three important phases that
include:
refers to input, " Staff may act alternatively as subgroups
instructors,
[Link] phase: This ofphase
concerned with collection data regarding target
groups, their characteristics, job
responsibilities and
leaders and or resource persons.
discusik
baseline Organizationof aWorkshop
learning needs. This information serves as a
learning materials. Awell-planned and organized
information for construction of
2. Implementation phase: This phase refers to the process be a success.
workshop wil prove
comprising the program definition, preparation, The topic for the workshop should be
production,dissemination, assessment, monitoring of deciwillded at
assessment of needs and interests of those who
activity and utilization of instructional material. Designing the workshop comprises the aten
3. Evaluation phase: This phase is aprocess of arriving at
judgment and decisions based on a careful appraisal of
Establishing objectives
Participants must be ableto "learn" or "do
fol owing sty
all aspects of the trained performarnce. This information
provides concrete and precise idea of developing an SIM.
- Relate content of workshop closely to what
toccutg
something
on the job-keep it practical
Consider what information should be learned hef.
Workshop during and after the workshop
"Series of individual sessions which render first hand Determine whether practice is necessary during h
knowledge and practice". workshop.
Develop the basic plan:
Workshop, in general, is aplace where group of people Determine:
work together to produce a new item or try to solve a [Link] will be presented?
problem in an old item. Same way, educational workshop ii. What will be discussed?
is a type of meeting of different people to find out a iii. What will be practiced?
solution for a problem. The regular classroom is the Consider subgroup activity and size.
nucleus of allacademic activities. Academic activities Consider materials to be prepared for participat
are carried out right from the most formal atmosphere [Link]
of a lecture hall to the most informal, work-oriented and
ii. Discussion guides
practical atmosphere of aworkshop. [Link] instructions
The success of aworkshop will depend largely on the
way it is planned and on the arrangements made before Determine what equipment will be needed:
the opening session. [Link]
Aworkshop is atype of meeting that lets persons with [Link] visuals
a common interest or [Link] devices
problem meet with specialists to
receive first-hand knowledge and practice. It is a series [Link]
of individual sessions.
[Link] room arrangements.
Select the best method.
Purposes of Workshop Select techniques with schedule and budget ntu
" Allowsa group of Determine who should do what.
period of time, in individuals
to meet over an
avariety of sessions extended Expand outline.
Meet with resource person as needed.
 Review withnorganizing c committee and tasks delegated
tothem.
" Evaluation: Planning for methods of assessment of the
workshop and its outcome.

Advantages
. Workshops are participative
Participants identify their interests and needs and the
learning situations are also based on them
Skillsets are developed in the participants
Workshops are flexible
. Emphasis is placed on improving individual under
standing and proficiency
Theory and practice may be combined
. Individuals are encouraged to formulate their ideas
and tasks, and assistance is available.

Disadvantages
Individuals may not perceive their OWn needs to be
identified, either initially or in the following workshop
sessions
" Much planning and organization is needed because it
has limited time
" Some participants may find it more difficult to follow
with this format
" Workshops may be overused
" Selection of resource person may be difficult
Last minute changes and emergencies may affect the
Jearners
Sessions may not be productive or effectively inter
related.
FieldTrip
MAvisit for an educational purpose".
..tn theclassroom can cover only a small part of our
total learning, and if learning has to be complete, it has
expand beyondthe walls of the school. To attain this,
to
schoolauthorized, teacher planned, curriculum-integrated
most concrete and most real of visual
fieldtrips are the
techniques.
Afield trip is especially planned for its possible
contribution to the objectives of the curriculum, COurse,
project, lesson or other unit of instructions. It is one of
the most realistic educational procedures and the oldest
method of teaching.

Definition
Afieldtrip, also called as an observational visit, is defined
educational procedure, by which the students
obtain first-hand information by observing places, objects,
phenomena or activities and processes in their natural
setting to further learning.

Organization of a Field Trip

Organization of a field trip includes the following phases:
Preplanning
Actual conduct of the trip
Evaluation phase.

Preplanning
Any project may fail badly if proper preplanning is not
done. The teacher has to plan the following along with
the students' participation:
Decide on the trip
Know the resources
" Obtain administrative sanction of the school/college
 that is to be
Obtain permission from the organization
Visited and fix the date and time of visit
them to
Formulate objectives for the visit and inform
the students
" List down specific information to be obtained
Arrangetransport questions to be
P'repare a guide sheet and formulate
asked to the guide
" Divide and allot the students into groups
" Brief students the following instructions--equipment
of
and accessories needed, date and exact time
transport, actual location and setup of place being
visited, conduct and behavior expected during the visit
and safety precautions to be observed.
Actual Conduct of the Trip
" Follow the schedule exactly, avoiding alterations
Strictly folow safety precautions
Observe and collect information needed based upon
the educational objectives
Collect source/study materials as per availability
call
" Teacher has to be agood supervisor and should
the attention of the students toward pertinent points
Observe formalities and extend courtesies.

Evaluation Phase
A well-planned follow-up session after the field trip
increases its educational value. It should include a group
extent
discussion about the effectiveness of the trip and
obtained. Any
to which the educational objectives are
learning material collected during the field trip should
be displayed for others.
Teacher's role
" Watches students closely
when needed
" Gives specific help as and
Avoids frequent interruption
" Avoids loud voiced comments
person or consultant
Acts as a guide, resource
Supplements learning by timely explanation
Gives relevant follow-up activities. h

Advantages of Field Trips

enrich curriculum experiences
" Field trips supplement andexperiences
" They provide first hand
They break the monotony of classroom lectures, and
subjects
add spice to the teaching of various
the students
" They offer varied types of experiences toabout objects,
" They provide accurate information
processes and systems in their real settings
They involve all senses while learning
" They develop social skills among the students transfer
" They are more meaningful and permit easier
of learning
 be better fixed in mind Types of Project
" Ideals learnt in classroom can
in actual situations Project may generally belong to two forme
with large size 1. Individual
" Outdoors, students are able to work drill.
materials. It can be used for review and 2. Group.
The group projects are comparatively m
and usually called as the
Limitations of Field Trip "socialized more
field trip can provide learning to only one part of the
A
curriculum rather than the whole syllabus. They are
expensive and require proper planning to make them
are the group enterprises
cooperation. providing rich
Another classification of projects is
acivehxepserien
effective and meaningful. purposesand objectives by which the
are unified and shaped. This provides the
le acrmorindigngatvi
Project Method
"Modern method of teaching based on the philosophy of
types:
1. Projects calling for the production of:
material object (making a model).
folowingh
sOrne physical,
pragmatism". 2. Learning projects, where the chief concerm :
acquisition of some ablity.
Project method is one of the modern methods of teaching 3. Intellectual or problem projects.
in which the students' point of view is given importance
in designing the curricula and content of studies. It is one
of those methods which illustrate the use of problem Stages of aProject Method
typical project method comprises the
solving attitude.
Project method is the direct outcome of the philosophy
A
fol owing stasg
of pragmatism. As both teaching and learning are Providing a Situation
experimental in character, this method is the most suitable The teacher has to be alert to recognize or create situao
one to test or assess the outcome of each and every that are suitable for aproject and should help the studen
educational activity, as it is more scientific and practical. to select their own project. Much opportunity should
It can be defined as "a whole hearted purposeful acivity, given for the students to express their own ideas and n
proceeding in a social environment" (Kilpatrick). have discussions among themselves as well as with the
According to Ballard, "A project is a bit of real life that teacher, in the initial step.
has been imported into the school".
Choosing and Purposing
Qualities of aGood Project The aim of the project method is to teach students to think
"Learning by Living" is a better description of project for themselves and to have the ability to select,choose and
method, according to Ballard. The peculiar qualities of tocarryout the project. The more the children feel that the
this method are:
subject and choice is their own, the better will they be able
Spontaneity: It is the necessary quality of the project to plan and carry out their own chosen
because the project grows out of the students' own project.
purposes. They are not forced to do anything. Planning of the Project
" Aimed at a definite attainable goal.
The students themselves should plan the
the guidance of the teachers. Success ofout
" Purposeful: A purpose on the part of the learner is of project under
absolute necessity, while doing aproject. The student's on the care with which the details of the
project depends
whole mind is set toward the achievement of that the procedures have
particular goal. been worked out. Agood plan is to have
" Significance and interest: When there is a strong draw up a detailed written outline of howthe student to
proceed and she intends
purpose, then activity takes on great significance and to critically and
creates intense interest to the student. The strong desire deliberatelyof theexamine every
proposed step for the accomplishment
to achieve a certain end provides intense stimulus and project.
increases the interest of the student in what he is doing. Executing the Project
Learning activity of the project should be problematic Execution is the most
the project. The teacherinteresting and vital
in nature.
should phase of
opportunity for creative expressionprovide
" Whole project is directed and
" Practical in nature with planned by the student. andi the students,
achievemnent.
emphasis on a
unit of purposeful activity, resultingsingle complete
in aconcrete
must be taken that the student's attention
centered on educationall value. The self-actienergy
project:and
[Link]
are
lead to completion. should always
Evaluating the Project
The student should be given the necessary standard
for evaluation of the project work. The students reviewr
their work, and try to see what mistakes they have
made in planning or in carrying out their purpose.
Theylearn to criticize their own work, which is very
valuable.
Aproject may be said to be a success if judged by the
following criteria:
The quality of the experience: It gives the students a
socially valuable experience.
The activities of the students: The project is successful
in which the students have the maximum responsibility
left in their own hands.

Useful andpracticable aim: A successful project is one

in which the aim is useful and practicable.
Experience must be fruitful: The experience obtained
from the project must actually bear fruit, i.e. the activities
must becompleted, knowledge must be gained and lead
tofurther acquisition of knowledge.
Economy: We want the best results with the least waste.
The students exert many efforts and do a great many
things, but at the same time they should get the best
results.