innovation in educational methods

1. INNOVATION IN
TEACHING
SUBMITTED TO,
Ms.Manju
Lecturer,CON
SUBMITTED BY,
Jiya Maria Thomas
MSc .Nsg 1 st year

2. Introduction
• Teaching is not telling, memorizing is
not learning , and reproducing
something in the examination is not an
evidence of understanding.

3. Traditional teaching method –an evaluation

4. Limitation of traditional teaching method
Some limitations which may prevail in traditional teaching
method:
• one way flow of information.
Teacher student

5. Limitation of traditional method
• Handwriting of the lecture.
• Insufficient interaction with students.
• More emphasis on theory.
• Marks rather than result oriented.

6. Innovative teaching method
• Any kind of teaching which addresses creativity and applied
it to methods and contents can be seen as innovative teaching.
• “If We Teach Today As We Taught Yesterday ,We Robour
Children Of Tommorrow”
-- John Dewey

7. What Is Innovative Today??
New
Novel
Unusual
Unexpected
Creative
Technology based
Unique
Imaginative
Advanced
Inspired
Inventive
Fresh
Different
Resurceful
State of art
Unbeaten

8. Benefits Of Innovative Teaching Methods
• Develops globally competitive learners.
• Creates life long learners.
• Help to maintain the motivation to learn.
• Encourage deeper learning compared to surface learning.

9. Innovative Tools
MULTIMEDIA LEARNING PROCESS
• I hear and I forget.
• I see and I believe.
• I do and I understand.

10. Multimedia learning process
• Multimedia, is the combination of various digital media types (such as
text, images, audio and video) into an integrated multi-sensory
interactive application or presentation to convey information to an
audience.

11. Multimedia learning process cont….
• Traditional educational approaches have resulted in a mismatch
between what is taught to the students and what the industry needs.
• Many institutions are moving towards problem based learning as a
solution to producing graduates who are creative; think critically and
analytically, to solve problems.

12. Multimedia learning process cont….
• The teacher must use multimedia to modify the contents of the
material.
• It will help the teacher to represent in a more meaningful way, using
different media elements.

13. Multimedia learning process cont….
• By incorporating digital media elements into
the project, the students are able:-
to learn better since they use multiple sensory modalities, which would
make them more motivated to pay more attention to the information
presented and retain the information better.

14. Various Multimedia Tools
• Ms PowerPoint
• Graphics and Flash Slide
• Macromedia, FlashMs Powerpoint
• Windows Movie Maker
• Win amp
• Adobe Acrobat Reader
• elements like graphs
• sound and charts

15. Innovative Teaching Methods

16. Brainstorming
• Brainstorming is a group or individual creativity
technique by which efforts are made to find a conclusion for a
specific problem by gathering a list of ideas spontaneously
contributed by its members.

17. Brainstorming
• The teacher may begin with posing a question or problem or
by introducing a topic.
• Students then express possible answer relevant work and
idea.
• Contribution is accepted without criticism and judgment.
• At the end of the session the ideas are evaluated and put for
vote for accepting.

18. Advantages
• It promotes creative thinking
• It increases group involvement
• Maximum idea can be sought within a short time
• It motivate students since all ideas are accepted
• It provides a laughing and tension free environment

19. Disadvantages
• It is not acceptable for young children .
• Teacher or leader for brain storming need to have practice and ability
to control the group.
• Evaluation of the brain storming is lengthy and it is difficult.
• Some students will dominate the group ideas .

20. Problem Solving Method
• In this method students are provided with a real problem and
given the opportunity to resolve the problem. The major
purpose of this method is to afford training the students in
thinking and solving the problem mentally

21. Major Approaches In Problem Solving
Methods
Inductive approach
• In this students will formulate a law or generalization by
observing fact.
• For example in a grammar class teacher may give the
example of a noun and ask to make definition of noun from
that.

22. A child observes rising of sun and getting
darkness after setting of sun
•This he observes everyday……..

23. Conclusion…..
•The sun rises everyday and also
sets everyday

24. Major Approaches In Problem Solving
Methods
Deductive approach
• in this method learner proceeds from general to a particular
abstract.
• For example, a pre -constructed definition or formula is
given and student are asked to give the example or solve the
problem.

25. •A child is told the sun rises everyday and
also sets everyday.
•This fact ,child verifies by daily observation

26. Major Approaches In Problem Solving Methods
Analytical approach
• Analytic means breaking up of problem so that it ultimately
get connected with something obvious or already known to
us.

27. Major Approaches In Problem Solving
Methods
Synthetic approach
• in this we proceed from known to unknown it begins from
something already known and connects it with unknown

28. Advantages
• Improves problem solving ability.
• It is student centered rather than teacher centered.
• Students divide their task and collaborate with each other this
improves their communication, leader ship, responsibility and
compromising skills.

29. Advantages…
• This allow the students to see the problems through different
lenses.
• Students gets a deeper understanding about the subject .

30. Disadvantages
• Problem solving involve mental activity only, there is less of
bodily activity.
• There is lack of suitable reference and source book for
students.
• It involves a lot of time and the teacher and it is difficult to
cover the prescribed syllabus.

31. Research Output
• Teaching baccalaureate nursing students to prevent medication errors using a problem-
based learning approach.
• Papastrat K1, Wallace S.
• Abstract
• An objective of the baccalaureate nursing curriculum at Thomas Jefferson University,
Jefferson College of Health Professions is to facilitate nursing students' transfer of
medication error knowledge into preventive action in the clinical unit. Using a problem-
based learning approach, first-semesterstudents are exposed to situations that reflect
the real-world scope and complexity of medication administration and errors. Using the
frameworks of Failure Mode Analysis and Human Error Mode and Effects Analysis,
student groups identify hypotheses, devise solutions, and develop continuous quality
improvement processes to prevent errors and facilitate error reporting. Problem-
based learning is used in subsequent clinical experiences throughout the curriculum. This
reinforcement, combined with a focus on increasingly complex pharmacological agents
and medication calculations, enables students to employ critical thinking skills and
develop the confidence necessary for safe, professional practice.

32. Mind Map
• A mind map is a diagram used to visually organize information.
• It is often created around a single concept, drawn as an image in the
center of a blank landscape page, to which associated representations
of ideas such as images, words and parts of words are added.
• Major ideas are connected directly to the central concept, and other
ideas branch out from those.

33. Mindmap

34. HUMOUR AN EFFECTIVE
MEDIUM OF TEACHING”
TEACHING WITH SENSE OF HUMOUR
• Everyone loves a teacher with an infectious sense of humour. Looking
at the lighter side of life not only fosters cordial relations between
professors and students, but also provides welcome relief while trying
to follow a difficult lecture on a complicated subject.

35. HUMOUR AN EFFECTIVE
MEDIUM OF TEACHING
• Being humorous is a challenge. However, laughing is easy.
• We are convinced both by experience and research that using humour
in teaching is avery effective tool for both the teacher and student.

36. HUMOUR AN EFFECTIVE
MEDIUM OF TEACHING
• Humour strengthens the relationship
between student and teacher, reduces
stress, makes a course more
interesting and if relevant to the
subject, may even enhance recall of
the material.

37. HUMOUR AN EFFECTIVE
MEDIUM OF TEACHING
• Humour has the ability to relax people, reduce tension, and
thereby create an atmosphere conducive for learning and
communication.
• Numerous studies in the field of advertising have noted that
humour is the most effective tool for enhancing recall of
advertisements.

38. Z TO A APPROACH
• This approach attempts to explain the application part of a
particular concept first. The teacher should explain the
application of a particular concept first and explain the effects
of such applications.

39. Z TO A APPROACH
• For example in management subject -motivation is explained in
a manner that the organization get extensive benefits out of
using some techniques like promotions and awards. So here the
use of promotion is explained first and later students would get
interest in knowing what are promotions and awards.

42. Z TO A APPROACH
Strengths
 Makes a particular concept clear.
 Students develop interest to know exactly the concept.
 Creates long lasting memory/correlation of a concept.

43. Z TO A APPROACH
Weaknesses
Take quite long time for a teacher to introduce a concept.
Initial difficulty in understanding a particular concept will be
encountered.

44. MNEMONICS WORDS- WORDS –WORDS APPROACH
• Here the teacher is not supposed to talk on a particular concept for a quite
long time. But to make it clear to the students he can just go on saying
mnemonics or its associated meaning in words.
• Here he goes on saying only words instead of sentence, and once they
come to a basic understanding of the meaning of a particular concept then
the teacher will explain in sentences

45. Mnemonics

46. INTERACTIVE DEMONSTRATIONS
• Although students love lecture demonstrations, often they don’t
actually learn from them. They may be made more effective by
asking the students to predict the result before doing the
demonstration

47. One-Minute Preceptor
• The model demonstrates how to teach effectively in short
periods of time. By utilizing the One-Minute Preceptor, the
preceptor will be able to quickly evaluate the case then take
the most appropriate course of action for the learner.

48. One-Minute Preceptor
• Five micro skills form the basis of the One-Minute Preceptor.
These skills enable the preceptor to analyze the case and the
learner then take appropriate action to teach the learner. The
micro skills are:
• Get a commitment.
• Probe for supporting evidence.
• Teach general rules.
• Reinforce what was done.
• Correct mistakes.

50. Advantages
• Assessing the knowledge before the implementation.
• Appropriate for the clinical teaching.
• Learner has the major role.
• Need very little time.
Disadvantages
• Teacher should be skilled should possess adequate knowledge.
• It cannot be suitable for children.

51. • It is a process of arranging material to be learned in a series of
small steps designed to lead a learner through self instruction
from what he knows to the unknown of new & more complex
knowledge. & principles.
PROGRAMMED INSTRUCTION

52. Programmed instruction has the following core elements:
Contents are broken down into pieces of instructions called frames.
• A frame contains statements and questions.
• Learners then read the frame and immediately answer a question
about the frame .
• There is an immediate feedback about the correctness of the frame
(usually in a different place) .
• Instruction is self-paced and learners are active .

53. Characteristics
1. Assumptions stated clearly in writing…
2. Explicitly stated objectives…..
3. Logical sequence of small steps….
4. Active responding
5. Immediate feedback of information…
6. Individual rate…
7. Constant evaluation

54. COMPARISON BETWEEN PROGRAMMED
INSRUCTION AND TRADITIONAL METHOD

55. Types
• Adjunct programming
1. It was enveloped by Sidney. L. Pessy Of Ohio University.
2. It is a large step text item followed by test item ,the information may
run to pages. After reading the information, the learner answer a
series of questions.

56. Types…
• Each answer is checked with correct answer given at the end
if the answer is wrong then he is told which page he should
read to get the correct answer.

57. Types…
Computer assisted program
• Computer aided instruction facilitate instant access to information with
infinite patience, accuracy and it provides opportunity to systematically
organized maximum learning for all learners. It provide complete
individualized instruction.

58. Types of computer aided instructions
Logo
It is a simple programming language which can be taught to
children.

59. Simulation
• By this method, the computer helps the students to mount
experiment in a symbolic form.

60. Controlled learning
• It indicates both drill and practice program. These are
supplementary to the class room teaching. The class room
may also introduce the basic concepts to the students. The
students later on review and practice fundamental skills on an
individualized basis at instruction terminals. The computer
provide immediate feedback to the individualized learner.

61. Linear program
• It was developed by prof B F Skinner. Learner starts from
initial behaviour and terminates behaviour following a
straight line.
• The student proceeds from one frame to next until he
completes the program.

62. Linear Program

63. Advantages
• Students are kept active and alert. He gets new exercise in
using new words concepts and relationships. Lack of
attention is detected at once.
• Teacher gets relieved from doing the ordinary job. She can
act as councilor guide motivator and organizer social and
emotional problems can be eliminated

64. • Problems of discipline is automatically resolved because of
the use of self instructional material.
• A well programmed instructional material can cater the needs
of individual students in the class .
• Programmed instruction makes the learning more interesting
• Every students can work at his own places
• It can be used in places where human instruction are not
available

65. Disadvantages of programmed instruction
• The learner can guess the answer without understanding the matter
• It cannot cater to all the need of all the individual because it is very
difficult to find out total number of branches for all the individuals
• It is expensive when audio visual aids are used

66. E- Learning
• It implies using the Internet and multi-media means in the
process of teaching.
• It comprises all the components of the teaching process
(aims, content, methods, means, etc.); the realization of these
components takes place through specific means.

67. E- Learning…
There are three types of e-learning:
• Full-time tuition; when the teaching process takes place during teachers’
and students’ contact hours, and conveying the teaching material occurs
through an e-course;
• Distant learning implies conducting the teaching process in the absence of
a professor. The teaching course is conducted distantly; in the e-format.
• Hybrid (full-time/distant) – teaching is mainly conducted distantly but a
certain part of it is conducted during contact hours.

68. • Systematic review of effectiveness of situated e-learning on medical
and nursing education.
• Feng JY1, Chang YT, Chang HY, Erdley WS, Lin CH, Chang YJ.
• RESULTS:
• Fourteen articles were included for meta-analysis. Situated e-learning could
effectively enhance learners' knowledge and performance when the control
group received no training. Compared to traditional learning, the effectiveness of
situated e-learning on performance diminished but still remained significant
whereas the effect become insignificant on knowledge. The subgroup analyses
indicate the situated e-learning program significantly improved students' clinical
performance but not for clinicians.
• CONCLUSIONS:
• Situated e-learning is an effective method to improve novice learners'
performance. The effect of situated e-learning on the improvement of cognitive
ability is limited when compared to traditional learning. Situated e-learning is a
useful adjunct to traditional learning for medical and nursing students.

69. Web Based Instructions(WBI)
• It is defined broadly as any form of innovative approach for
delivering instruction to remote audience in which the Web is
included as a tool (Relan & Gillani, 1997).
• Several Web sites have been developed to provide learners
with access to instructional resources from a distance.

70. Web Based Instructions(WBI)…
• The Web as Source of Information: This is the simplest use of
the Web. It is used as a convenient place to store supporting
information for traditionally offered courses.
• The Web as Teacher: Some Web-based courses include some
form of personal communication between students and other
students via the use of email and perhaps chat rooms.

71. • The Web as Electronic Book:
Many institutions have moved to use the Web to present
information in a more structured way for teaching process.
Students use the screen to read materials, activate multimedia
demonstrations, and take self-correcting quizzes or other
activities

72. Advantages
• Access to multiple prospective about a particular situation or
concept
• Access to applications or instructional material about a
particular disease situation or concept
• Study is interactive ( simulations, soft ware trials, assessment
or concept)
• Access to a lot of information

73. Disadvantages
• Information is not necessary valid or correct
• Can be distractive because computer can be more inviting
than the teacher
• Copy right issue may affect the student learning
• Could be misused and not applied in a meaning full way

74. Teleconferencing
• It is a new mixed model approach for DE combining satellite
teleconferencing with hands-on activity session.
• It was developed to adjust for many of the disadvantages
associated with DE and traditional in person training.
• The mixed model used live teleconference speakers, video
clips, interactive call-in sessions and local sessions.

75. Telematic Education
• Enables students to access
teaching programmes and
learning materials at a more
flexible time, place and pace, and
results in many flexible learning
opportunities

76. Summary
• Introduction
• Traditional methods
• Limitation of tradition methods
• Innovative tools
• Programmed instructions
• Mind mapping
• Brainstroming
• E Learning
• Teleconferencing

77. References
• Niraja.K.P Text book of nursing: Jaypee Brothers
• Heidgerken.L. E Teaching and Learning In School Of Nursing: J B Lippincott Company
• Devi E. S.Manipal Manual of Nursing Education CBS Publishers and Distributers
• http://www.wikipedia.com/group
• http://www.ncbi.nlm.nih.gov/pubmed

78. •THANK U……