An Information Resource on Education Technology
for
Technical & Vocational
Education and Training (TVET) |
|
Part - II |
Prof S K Soni
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Trang 6=lfn=< =—l ZZ2Œ©"rr Am = AN INFORMATION RESOURCE ON Education Technology FOR TECHNICAL S VOCATIONAL EDUCATION AND TRAINING (TVET) PART «Ii Prof S.K Soni, Dean Academic Excellence,
Oriental Institute of Science and Technology, Bhopal Retired Professor of Multi-Media,
National Institute of Technical Teochers' Troining ond Research, Bhopal, MP, INDIA
April, 2004 Publisher,
SARUP AND SONS
Trang 7Sarup & Sons 44740723, Ansari Road Darya Gan), New Delhi-1 10002 Ph + 23281029, 25244668 Fax 23277098 email sarupandsonsin@hotmail.com ‘An Information Resource on Education Technology Technical and Vocational Education and Training (TVET) (2 vol, tet) for © SK Soni {Ist Edition 2008 ISBN : #1-7625-506-8 (se) Printed sn Indio
Trang 10CHAPTER - FIVE CONTENTS [so [mmE
5.0 _ | STRATEGIES, METHODS, TACTICS AND TECHNIQUES, 5.1 | Basic concepts allied to instruction Si Stategy 5.1.2 Teaching or instructional methods 5.13 Teaching techniques: Sa tacts
%2 | Classification of instructional ‘and methods 8.2.1_The classification 8.2.2 Classification of teaching or instructional methods of instructional strategies
5.2 | Reamer passive instructional B41 lêehuermelhad methods 5.2.2_Interactive ecture method $3.3 Demonstration method
S4 | eamer ‘methods
S.41_Seminar and Panel Discussions Matha 542 Group Discussion Method
8.43 Case Study Method ‘54.4 Bure Soosion Technique 8.45 Brain Storming 5.4.8 Nominal Group Technique 547 Games 5.48 Simulation $49 Role Pay 5.410 Tworial (individualized /Group)
55 | UaamerActive Methods 85.1 Action Learning
5.5.2 Visite & Tvaining in old & Industry
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OBJECTIVES
5.0 STRATEGIES, METHODS, TACTICS AND TECHNIQUES
5.1 BASIC CONCEPTS: STRATEGIES, METHODS, TECHNIQUES AND TACTICS
5.14 Differentiate the concepts of Inductive, Deduetive and Combination Sưaegies
8.12 Given situational details of strategies, dently the type of strategy for instruction used 5.2 CLASSIFICATIONS OF STRATEGIES AND METHODS
52.1 Explain with examples the concepts of Strategy, Methods, and Tactics And Techngues
8.2.2 Classify Instructional / raining methods for TVET oa the bass of given criteria such ‘+ Dogros of ative participation earner or instructor
+ Role of students /traine + Role of Teacher
54 LEARNER Passive MeTHODS
8.3.1 Appreciate the strength, limitations and uses of Learner Passive methods, for TVET rich as inleractive lecture mothed & demonstration methods, 59.2 Select amathod / technique / tactic fora given instructional situation,
5.4 LEARNER QUASY-ACTIVE METHODS
54.1 Appreciate the strengths, limitations and uses of earner quasi-active methods, ‘tactics and techniques or TVET for acquiring attudes and cognitive skills such group discussion, cage study and Tutorial method ete,
842 Selecta method / technique / tactic fora given instructional situation
S6 LEARNER ACTIVE METHODS: 55.1 Appreciate the aengths, limitations and uses of Learner active methods, tactics and, ‘echniques for TVET such as industry visit, laboratory and Project method ete 55.2 Selecta method / technique / tactic fora given instructional situation
5.6 SELECT CLUSTER OF METHODS FOR A.GIVEN Y-L PROBLEM
56.1 Appreciate potental/ exeaive approaches to select a cluster of methods for a given T- Lprobiem, 5.62 Use aMethod Selection table for a given instructional situation
KEY WORDS
INDUCTIVE STRATEGY, DEDUCTIVE STRATEGY, INSTRUCTIONAL METHODS, TRAINING METHODS, TACTICS, TECHNIQUES,
SMALL GROUP METHODS, MEDIUM GROUP METHODS & LARGE GROUP METHODS SELF-MANAGED LEARNING METHODS
LEARNER QUASI-ACTIVE METHODS LEARNER ACTIVE METHODS,
Trang 125.0 STRATEGIES, METHODS, TACTICS AND TECHNIQUES 5.1 BASIC CONCEPTS ALLIED TO INSTRUCTION: 5.1.1 STRATEGY:
‘Strategy is broader out line ofplan of arranging and communication media resources Barthiya (1898) defines "a strategy isthe scionce and art of for instruction using variety of mathods, techniques planning and directing use of teaching-learning events for achieving objectives using appropriate ‘methods & media Stones (1972) defines, strategy is a generalized plan for alesson which includes Structure, desired learner behaviour in terms of goals of instruction and an ouline of planned tactics ‘methods and techniques necessary to implement the strategy” In general the learning under @ strategy either proceeds from whale to paris or general to specifics or parts to whole ot specifics to {goneral Whon learning events occur from very general (rules or relations) 0 its ‘Components/examples it is termed ae deductive strategy or "Rale then examples” or Rule-og Strategy Whoa learning events proceed from specifics to general or component parts who Jmnown inductive ‘mixed strategy to make the point clear, let us take some example: or Eg-rue strategy When both the types of stratogies are used then tis known as
DEDUCTIVE OR RULE-EG STRATEGY
Aninstructor frst state "Ohms Law" and then explains by examples the concept of voltage, current tnd resistance and shall conduct an experiment in ron of the class to verily oh’ aw
INDUCTIVE OR EG-RULE STRATEGY
‘Aninstructor frst conducts an experiment involving concepts and variables such as resistance, ‘current and voltage infront of the student, By taking afew numbers of readings of voltage and current ‘graph willbe plotied and the linear relationship will be discovered by the students through
observations and intoraction wih the instructor Ultimately the chins law wil be rediscovered So first provide examples and relate concept through some rule, Such kind of approach results into what is termed as Discovery learning This strategy consumes more ime, instructional nergy and learning ‘energy and learning is retained for a longer period as compared to learning resulting from Deductive sale
5.1.2 TEACHING OR INSTRUCTIONAL METHODS
‘Banthiya (1999) defined "a texching method ie an arrangement of learning events adopted by the teacher to facitate learning to occur in the students or ainees,” A large numberof instructional ‘methods are available which can be classified onthe basis of erteria given, Some examples of Instructional methods are lecture, Demonstration, Case-method, games and simulation, laboratory based method ete
Trang 135-2: Education Technology for Technical & Vecational Education and Training 5.1.3 TEACHING TECHNIQUES:
‘Techniques are subset of methods and the samo technique can be used during implementation of @ ‘variety of methods Some ofthe examples of such techniques are question-answer technique, Introducing a lesson, summarizing a demonatvation, and presenting a ease while annotating on the cual of OHP ete,
5.1.4 TACTICS:
‘Tactics are the ways of implementing strategies (Sharma, 1982) Stones (1872) defined, “teaching of the teacher, the way he behaves in instructional situation in working towagds the development of te strategy; unite of teacher behaviour through which the teachorfulils his various instructional roles ‘with his lags trom moment to moment, the component of teacher bokavionr through which tho {eacher, te sidents and subject matter interact, A tactic may range from non-verbal behaviour to
‘more complex vorbal behaviour ofa teacher driven by goal or purpose of intrucion stategy ‘The pfectiveness of question -answer technique can grealy be enfance by a non-verbal tactic (onder inductive sategy) 1 Panning ihe eyes on laces ofall students, pausing fox some time and then pointing by hand a student who should answer the question asked few moments belore, Always reinforcing or rewarding a correct response or correct behaviour with a appreciative gaze \owards respondent anda sincere smile on face with sight nodding to agreeing with answer, can be second example ofa non-verbal tactic Anothor tactic can be verbal & non-verbal behaviour mix 0 iscourage response fom extrovert students and encourege responses from introvert students
5.2 CLASSIFICATION OF TEACHING/INSTRUCTIONAL STRATEGIES AND METHODS
5.2.1 THE CLASSIFICATION OF INSTRUCTIONAL STRATEGIES
‘A: USUAL CRITERIA OF CLASSIFICATION ARE THE LOGIC OF EXPOSING TO DISCOVERING A CONCEPT IN THIS CLASSIFICATION THE FOLLOWING (CATEGORIES CAN BE FORMED
Ai: EXPOSITIVE OR DEDUCTIVE STRATEGY:
Inthis situation the rales or concepts are stated lrt and then the rule/concept ig elaborcted or ‘explained or expored mth the help of mimber of examples, non-examples derivations and applications ete This is a normally used strategy because it takes less time and resources to cover" {do envelop or close ina containen) atopic ‘One way lecture’ i one ofthe method commensurate with expository stategy Teachers remain more active than learners in his care,
2: INQUISITIVE OR INDUCTIVE STRATEGY:
In this stratogy a concept or rue is never slated in the beginning ofa session Dilferent related facts and concepts or lower order ae first discussed or demonstrated in a laboratory The examples and nn-examples explain thoes lover oder concepts Slowly and slowing using Question answer and ‘ther interactive sil «situation sarived where the relationship amongst kay concepts ie inferred ‘or concluded In hi process the learners almost discover the rule or relationship for thomeives, The ‘excitoment of slow “uncovering’ tothe subject matter makes learning more deeper which is also
retained for alonger period Thus the subject matto"gets-un covered” (opens ou), butt takes more {netrucional ime and resources Learners have fo be more active than teacher in His case
Trang 14Strategies, Methods, Tactics and Tochniques:8-3 A3: MIXED STRATEGY:
A: Combinations of both the strategies are used in order to get effective learning yet ‘expending less time and resources Methods using group interactions fall under these ‘sratogies, In this case both the teacher(s) and learners remain active
B: Other criteria of clasiication of strategies diferentate learners of diferent age-group ‘and matunty The type of teachers’ personality tats to suit the age group and maturity of earners wil atributo the name of the strategy Younger learners may be taught using autocratic, type of teacher, however wile teaching adult in-service tninees or students of 18+ years old stadents democratic type personality of teacher is going to be more
etlecuve whatever may be he strategy of delivering the instruchon The following Categories of strategies shall emerge on the basis of interaction style and type of personality of teacher
Bi: AUTOCRKTIC STRATEGY:
In this case tho toacher dominates in aking al decisions related to content, soquence, pace of instruction and assignments ete This strategies might work well with students of fist year of colleges and polytechnics
382: DEMOCRATIC STRATEGY:
‘While dealing wth student of final year democratic strategy provides for Nexiblity where students have enough sy in deciding about their elective subjects, topics of the major projoct work, places for fld and industrial taining, dates of tests and ‘every university examinations, and other co curicula activities ote Methods rich as panel
Jiscussions project brain storming, seminar etc provide lat of opportunities for implementing democratic strategies and tactics This strategy is for superir to tho studonts of tha levels of TVET system az compared to autocratic strategy in general gure 5-1 summarises classification ‘retract Democra suategy Inquisitive Inductee F3-
Pigure 8-1: Classtication of instructional strategies
5.2.2 CLASSIFICATION OF TEACHING OR INSTRUCTIONAL METHODS ‘The criteria of classification of s number of teaching or instrctional methods can be many However activoness of learner during learning experioncos can be good criteria Extent of acivenass of Tearmer during learning experience isso the measure of quality and quantity of learning by the Jeamer So the methods can be categorized in he lolowing eategories
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AI: LEARNER PASSIVE METHODS ring the learning experience the teacher isthe only source a information and in responsible for all Aactiveness and actions which might facilitate learning in students Mostly the teachers role is of speaker and leamers are bound to remain passive (almos) listeners and observers Since students are permitied to interfere the leat, the coverage ofthe subject matter ia quite fat The autonomy {eutocracy? ) of the teacher iin fll play and al the and “teaching-đeciiene" are takan by the
teacher Itis beeanee of such roasons such mothods are very poptlar in all sectors of education and training TVET system is no exception to this general rule The methods included in this class are shown in able 1 These are lecture, Interactive lecture and Demonstration
H2: _ LEARNER QUASI-ACTIVE METHODS Inleamer quas/-active methods the learners are party acve or apparently active The
‘complementary part of activenes is performed either by the teachers or netrctore, or by other ‘Partner learners in a small group, The implications of quas-aciveness get manifested in tho form of small group diacusions (6 to 10 students) or interaction or interpersonal communication between | ‘another quasi-active role player The names of tho methods are given in fablo 8-1 The inetractore™
sain role sto facilitate so that activities implied in the method can proceed smoothly in appropri sequence, observing resources and time constraint, All such methods need some prior prepara fon the part ofthe students oF elae they have ote their prior learning for ensuring best tae these
‘methods Al such mothods depend on the prior interactive skills ofleamners and hence promote Tearing f lls whethor intended or not
H3: LEARNER ACTIVE METHODS
“These methods require active to very active pasticipation and commitment onthe part of earners ‘Tho role of he teacher gets manifested through the rules ofa guide, a mentor anda counselor The ‘phrase "10% inspiration (f mentor and 90% perspiration (of student)" hold true in caso of his class
‘tinstructional methors The learners ‘act’ upon the assignments, challenging problems to solve and Counseling for what to lear ete, compasble thelz ables The students learn and sharpen theic ‘problem solving sills with more and more projects they handle In most cases, learning that occurs an be tormod as “experiential learning” These real if like experiences propare students face
ral ob situations more confidently and competently Sel/-earning modules and packages include a ‘variety oflearning resources like manuals, ideo programmes, audio cassettes computer asisted learning and on-line learning etc So, far teacher dependent stadents slowly got transformed into ‘efficient selF-learners This particular aspect prepares student for learning and ever changing technologies from a variety of sources like experts, internet based on-line on his own many emerging
Trang 16“Swategies, Methode,Taclics and Techniques:8.9 'Table 5-1 CHassifcatlon of Toachíng =insrucional Methods [Adopted, Banthiya (1999)) INSTRUCTOR-TEACHER LED METHODS CIAS | STUDENTROLE | _NAMEOFMETHOD | TEACHER ROLE information earner Passive Liston & Prowider —- observer — 3, Demonstration = 2 1 Seminar and panel discussion | Faciator S fy 4 Bure session echaie 1 {5 Brain Siormin =o
‘Quasi Ketive | Discussion And ee
Ca sen 6 Nominal 7 Game Group Technique 8 Simulation
8, Role Play Conch
|10-tatoria david Group)
m—_—¬¬ —
Action & Reflection LỰC Ea [Assignment Guide
awe 14 baboratory / work shop/iela
Trang 178-6 Education Technology for Tachnica & Vocational Education and Training 5.3 LEARNER PASSIVE INSTRUCTIONAL METHODS 5.3.1 LECTURE METHOD
A: RATIONALE
‘The dominant characteristic of ecrure mothed is a oral presentation by an instructor topic The protentation are more popularly designed using expository / autocratic strategies (or on a particular ‘younger students and expository /Getvocratc strategies for senior tudente and adult i-eervice amees is one-way communication and the monologue failtates teacher covering more subject matter in ess tim, 110 (1972) states,
“Formally «lange numbers of people are 1 he tained, using scares teaching resources, at afew ‘ours available Lecturing has boon used largely to build up basic theoretical knowledge which mst be gained before practice or participative training sessions wil be of any uso If there is a need for instruction, feeturing may be the only alternative - A certain amount of iormal lecturing ie ihezent inthe conduct of any coutse, fo set ou! the course objectives, motivate trainees, provide explanation and analysis retovant to study exercises Banthiya (1998) wifes purposes farther,” ro enable the learners to exploce thelr espablliy to understand, to ereote interest na subject to make learning an exciting and challenging experience
1B: TEACHER-STUDENTS ORGANISATION:
In cae ‘usually bse of one way lectare method teacher student ration may range from (1:50 to 1:100), The teachers a public Addceas systems to amplity his/her voice Chalk board i used as a banner to ‘write the ile ofthe alein large size lovers Basically only speech is used for communication by the teacher
LIMITATION:
© Teachor dominates and contro uly the contont, anguage, pace and sequence of pplesentaton and hardly any contol ofthe listeners © Passive listening resulta nto very litle retention
© Large group size and larger viewing distances makes conventional writing surfaces such se chalk bond oe OHD uealess © Learning and subsoquent retention is quite smal,
D: PREPARING FOR THE LECTURE,
© Consider the following questions? LO (1972) ‘+ who is your audience? + What is he purpose of your talk? ‘+ Whats the time avaiable? ‘+ What is he subject marer?
© Divide the time available sno have components af ect + IRNodsehon (10-18)
+ B@đy or majn presentaion (B05 =T01/ + Conclusion (10-180)
E: _ KEY CONTROLS AND SUGGESTIONS
Trang 18Strategies, Methods, Tactics ane Techniques: 8-7 © Employ a data projector/OHP and a big screen to write down key points white you speak 19 ensure effective communication and retention (© Always use PA System in a properly furnished and acoustically reated auditoriums © Sach lectures should be used only to tanater facts and routine contemporary information 5.3.2: INTERACTIVE LECTURE METHOD
A: RATIONALE
Inveractive lecture method ie an improvement over one way lecture method, It provides for both {interaction between the teacher andthe students but luo implies the se of communication’ media sesources and instructional techniques Such techniques are use of verbal and non-verbal signals for providing mouvational expressions fox right answers as wall as getting the feed back on affect of [resentation by interpreting the body language of students, and using question-ansir techniques 6 Increase interaction with sudente, Such lectures can be of shorter duration and incorporate other methods lire group discussione, demonstration, and assignment atthe end of possibly every 19 ‘minutes timo, interactive lectures can be used for achieving concept development and attainment, denvation and explanation of relations berwoen indapendent and dependent variables, introducing @ pew interactive, prychomotor skill or an emotional condition or a procedure or procestto bo ‘explored futher in laboratory, wotk shop er sop floor ofan industy
B: TEACHER STUDENTS ORGANISATION:
‘Teacher student ratios om to 1:48 to 1:80 axe recommended in Indian circumstances and resources constrains Ideal ration is 1:20 10 25 The seating arrangement should ideally resemble the U-shape, ‘with position of teacher near open mouth of U Figure 8.3 explains the layout Ustayout facilitates the teacher to go physically near to most ofthe atudents and interact more
"ntimately vi them,
LIMITATIONS:
‘© Th presentation i till teacher-centred but students are encouraged to ask questions However al problems of al students cannot bo solved by the teacher (© ‘Rasicaly students are sill bound fo listen and obeerve the prexentation, but the under standing level gets improved as compared to one-way lecture, © Itthe duration ofthis lecture i enhanced to beyond 20 minutes ata sueteh without using audio-visual aids and changes in actinties,itoan be become boring © Motor stl and attivides cannot he developed by this method,
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Trang 1918.8: Education Technology for Technical & Vocational Education and Training D: PREPARING FOR INTERACTIVE LECTURE
‘The points discussed for preparing lecure hold good for preparing interactive lecture However adatitional preparation would be required © Analysis of earner's characeritice and thelr job interests it an important factor which
helps in connecting the content ofthe lectura vnth the curren ob or fara job profile Thisis avery elfecive means of motivating learners lear subject matter with higher {nlerest and attention Ths el alae help i chooaing examples snd non-axamples for developing concepis and principles
© Advance preparation for presentation visual ids like transparencies or data entry in to powerpoint sides in computer would have to be planned and timed well in advance For Derpetual stimulus variation a leaeon plan wil be helpful in switching over from one fecknique to another mith the lcrure duration,
© Advance planning and formulation of probable questions to be asked, would be ‘ecassary 1oachiave desired ineraction with students, The purpose ol asking questions could be: (Davis, 1877) ‘+ te motivate students and attract thelr attention
+ to check on students comprehension
+ ovary the cognitive evel at which the subject matt + to recall necessary prerequisite knowledge,
+ totanslato a technical expression in layman's language for beter understanding, + torelato the subject matter with peresived use in fature/potental job situations
is presented
‘To delin the problem tobe solved during subsequent group discussion ‘Te summarize the key points ‘Toevaluate student learning Davis (1977) further explains the techniques of formulating questions
rk students n clear language and verify whether on not students have Understood the intent ofthe question,
+ Rak questions for which there are soveral answers excluding “Yes" or no! “+ Ask questions that require the students fo loo for relationships between events, ‘persons, objects, ideas, or other events, “+ Ask questions to encourage student lo express applications af concepts and [piinciples leamed so far, n diffrent contexts and solve problems witch they
have not yet solved
+ Aakquenions that require students to determine whether ideus, persone or things ‘ore simula, diferent unrelated or contradictory “+ Aakequestion that require stidents 1 inferences onthe basis of previously learned information RESPONDING TO QUESTIONS
‘To1use “interaction” asa means for learning teacher should also demonstrate and use “Question responding skill ina proper way Some suggestions are elaborated below (Davis 1277 ‘+ Repeat the question slowly and loudly so that every student listens tothe question
frst
Trang 20Suategies, Methods, Tecies and Techmiques 5-9 ‘+ -Anawos the question briefly and tothe point Ask the student more simpler probing question eo thatthe stadent ean assimilate fo the pout anwiver and rotons
{he answer fora longer peri,
+ Encourage students to interact amongsl them so that partly and briefly anmwered ‘question can be found through mutual interaction of students, Tame of interaction Should be limited omy
+ Use “silence” for providing opportunity to think, by self and by students Silence is the strongest component of interaction © The above mentioned detailed description of how to formulate questions? And how to respond te students questions? tein fact a briof account of ‘Question Answer tochuque!
‘which can be used in conjunction with ether methods
© Hanera (1997) suggoste tata lecture should be comprising of “Tecturetes” (16 0 20 rinates) along with assignments, demonstrations betwen two lecaretts Tis wil alsa salisty the requirements af shorter span of atenton rem 10-12 mutes,
‘ach interactive lecture should comprise ơ of three segments:
: â The body or major theme
© Conclusion INTRODUCTION:
Intreduetion is meant for gaining attontion and providing advance organizer (cbjoetves) [ti also used to ink with previous and subsequent learning in future It should consume 10-18% of session durations,
‘THE BODY OR MAJOR THEME
‘The body contains two to four steps Each step presenta concept or component concept ofa principle Each concept is explained by examples nen-examples and analogies The relauions between the number of concepts explained previously are related using demonstration ot question - answer echaique (Q/A) A bre! evaluation af students’ understanding 6 also Achieved through Q/A techniqte
Complicated concepts, process and procedures are futher elaborated by using audiovisual Aids (chalk board mcluded) and are further supplomorted by self learning resources available in laboratories ot libraries I should consume aboxt 70% of duration, CONcLUSIO!
‘There isa need to turnmarise distinctly with a provision ofa few questions from students for clarifying the doubts Sign-post (ellis advance) what you are going fa teach in nex! few Jectures/tessions Make a mention ef sesignments any, students should complete belore subsequent lectures, Also sugigeat urther seltatudy & references, should conshime about 10-15%> ef duration
E; _ KEY CONTROLS AND SUGGESTIONS
Dalivering a lecture isan integrated sil comprising of many sub-shlle auch ae sntroducing & lesson, ‘xplaining concepts and principies, communicating using audie-nisual sid, asking and handling {questions summarizing and ze on, Developing any shill requires supervised practio some of the simple ways of developing skill of delivering a lecture are seggested below:
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logy for Technical & Vocational Education and Training
© Request a colleague to observe your own lecture end seek his tienaly feedback or further improvements © Arrange tor vdeo recoding of your lecture and analyse your own performance after ‘iewing your videocassetta ‘© Take one or two sincere students in confidence and you can take feed back from them from ime to tine ‘Wis sen for every teacher tobe a proficient lecturer using audio-visual aids, because it hall til >be used/by most ofthe instructors for engaging mest ofthe sossiens tis preferable therefore o do shal ever is possible in one's mn situation: the best thing would eto attend a dedicated teacher- ‘aining shor prograrame
"© ‘You should iy to prepare a lesson plan, particulary in cases of dificult subject matter and monitor your se whether ar nat you can implement the plan seecossflly you fi, ‘Munk over why you have filed and ty to improve by removing those reasons which faled you earlier,
© When you use overhead projector or a PC or data projector with PC for first time, always lenguze that you rehearse betore taking real session This will avoid fallures die t0| technical deficiencies and lack of pracuice in aperation of equipment
POST LECTURE OR ACTIVITIES:
‘The locturote or shor interactive lecture should be followed by some actnties like group discussion, demonstation, Laboratory stozk, ubrary assignment ele where students ean become sore active learners
5.3.3 DEMONSTRATION METHOD A: RATIONALE
‘CPSC (1981, unt 7, Module 3) states, “Demonstration can be defined asa combination of verbal ‘explanation coupled with a ive dispiay using apparatus for presenting umpartan| faci, ideas, oF ‘process I'can be considered tobe an audio-visual explanation Thee are two main t7Pe of ‘lemonstration, those for demonstrating skills and those demonstrating concepts and principles, Damonstation may be given oa whole class a small group orto an individual student” what ever it ‘tho purpose of demonstration one thing is common that some equipment, device a working or static model la involved along with other relevant audio-visual aide “Demonatraion isa teaching method ‘that normally combines oral explanation vath the handling or operation (aids) tn is method, you will be showing tothe students what to do and how todo by actually of equipment or materials ‘performing an operation o doing ajo Iisa methed having wemendous potential train students Inmanipulatve sills (Barthiya 1998) Thus demonstration i ase method (a a fire step for <eveloping sls both psychornotor as well as cogniiv
B: ORGANISATION OF DEMONSTRATION METHOD,
‘Since a mode! or areal equipment/machines is involved, thorofore usually demonstration should be ferganised ina laboratory or workshop or a shop-Zear The avengih at group of obuerver students should ideally be 6 to 12 stents, However ifthe model (OHP - model) and its moving parts are ‘Hasble rom a distance of 10 meters aze so (han demonstration can also be organised sh normal clese- zoom having students upto 40080 Visibility and audibily should be the enter for deciding the place and group size of students One factor also influences group sie isthe mimber of work stations ‘here amdents are expected todo practice of sil alter demonstration Because ithe gap between {demonstration and practice ie more than 2/3 hours the forgetting val reduce the effectiveness of demonstration
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Statogies, Methods, Tacs and Techniques 6-11 Cl: PREPARING FOR DEMONSTRATION OF A MOTOR SKILL,
‘The instructor should keep the following key points into consideration © Poxiorm task analysis ofa ylated task and rete the ski be learned with a broader task or duty or responsibilty And industrial situation
© Divide the tak into taskcelements and decide the sequence and clustering of task clements (© ‘dentty satety precautions and other necessary charts lo explain the tools, instruments and equipment/machine © Prepare a “demonstration plan” including question / answers, quizzes and tests to be attempted by students to monitor thelr learning Number of aaistant artisans and heir
roles during demonstration with total time and resources avalabe
‘© ‘Ifthe operations performed before facing the val student of demonstration are complex, mak it sure that at east one rehearsal is Seymour (1968) suggests following key steps for performing sill damonstration
Establish rapport with students ina choorful mood and introduce the skill with correct technical name, its context (ask or duly) and ober general information
°
© Students should understand the context and importance of he skill
© Demonstrate the complete sail an is elements silently in the beginning #9 thal students °
Explain the hand movements, along with position of the limbs and body a the start ane fend ofeach tak-element or cluster of elements, Thess start and end positions will help ‘udonts while practicing individuals elements and combining various elements in Aesirable clusters and sequences,
© Explain the senses (igi, listening touch) involved at various stages of skill and how and ‘when the sense of sight can bo substitute by sense of hearing or touch For example, ater ficient practice of driving a tcooter “felt” by power and speed of vehicle oF ear, the change of gear can be “heard” and ‘© Ask the trainees to explain the steps, precautions and context ofthe sli Clriy if ‘required so that students do not commit fatal mistakes while practicing on real
‘equipment
@ Insecond eycle, demonstrate the skill for achieving qualily and tine o rae constrain
2: PREPARING FOR DEMONSTRATING A CONCEPT OR PRINCIPLE
{Gunter (1880) described steps in tho concept attainment model of teaching which are quite useful for preparing for interactive lecture and particularly demonstration of concepts Concept allainment is the process of defining concepts by stending to thore stiributes that aro absolutely essential lo the meaning and disregarding hoce thet are not it also invelves learning to discriminate between whats land isnot the example of the concept
STEPS IN CONCEPT ATTAINMENT MODEL © Select «concept and write deliition
Select stributes
Develop positive and negative examples Introduce the process the students
Present the exampies so that students can identify tho essential atmibutes Have the stadents write their own concept dofiitons
Give additional examples
Discuss the process withthe class and summarize the concept and its attributes,
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(OVER COMING DIFFICULTIES OF VIEWING OF MEDIUM SIZE OBJECTS TO A LARGE NUMBER OF STUDENTS
© Easy Viewing by magnification: May demonstrations can be wiade easy to view smaller demonstration devices, ile proper magnification syatem can be employed A few practical magniication ideas are clabarated belev: 1, Using transparent acrylic OP model
2 Using normal lens video camera with multimedia projector 8, Using macro-Iens video camora and a 28" TV receiver
1: OHP ACRYLIC MODEL:
Mechanisms made of acrylic (coloured) sheets, within the maximum dimension of 20 zm, are suitable for projection using overhead projector Working modols ofa number of mechanisms ean be demonstrated using this technique The advantage ofthis technique is smaller aize of aerylie model which gels magniied othe extent af 92 7 times
2: VIDEO CAMERK AND MULTIMEDIA PROJECTOR:
‘Normal lens setting of video camera can easly cover an operational area of a machine along with ts operator The whole interactive and manipulative sas ean very legibly be Semongtated using both audio and visual magniiction Soa set of man-machine action can easily be projected by this technique, This technique is also weful for demonstrating synchronous (on-line) or asynchronous (recorded) epitedes or encounters of either Fle
play or real interactive sil
3: MACRO LENS SETTING WITH TV RECEIVERS:
A proper demonstration room can be developed using this dea panticalaty for
Semonstrating PCBs and small electronic components and maintenance of miniaturized ovices such as mobile phones Figur 5-4 illustrates the layout ofthe equipment along ‘th demonstration table (DT) and 24 studants in the class TV-I and TV-2 television receivers are meant stadants and TV-3 is moan forthe eacher ADT a video camera it ‘Gned on a pipper stand in vertical position and the micro-objects Kept on the surface of
‘the table the macro-setting or lors farther magnifios the size of PCB by additional X tines Assembling a chip or soldering a small component on PCB can easly be demonstrated using this technique The biggest advantage is turning the horizontal plane of action into a ‘vertical plane display along wath magnification
EASY VIEWING BY SLOWING DOWN PACE OF MOTION:
Infew instances viewing be comes diieut because of high speed of movement, Such phenomena can be video recorded ata higher oF normal speed and then played esther at ame by frame mode oF ata lower speed The perception of phenomerion at slowar speed then helps in interpreting and ‘viewing the change atts onginal speed also,
KEY CONTROLS AND SUGGESTIONS
Demonstrations are basically more visually rie interactions vith students and this interaction should lead 19 beter learning and retention These ellecs should be monitored caret
Trang 24Strategies, Mothode, Tactics and Techniques: 5:18 you the foed back on etfctiveness of your demonstration which must be improved next time
5.4 LEARNER QUASI-ACTIVE METHODS 5.4.1 SEMINAR AND PANEL DISCUSSIONS
A: RATIONALE:
Lynton (1990) vites that seminars and gencrat
discussion method provide participants with ‘opportunities to exchange information, views, yo Tye {dees and recollection of experiences Through this exchange thy stimulate oach other's
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both the methods different presenters, prosert
and elaborate different aspects of a common, theme of topic or isue Both the methods Pie ag tz wineo based demoestrat es seacaarie: snduces in participating students interactive sub-skils (wrltng-veading, speaking and Hetoning ol) critical thinking and analytical skills inthe roles of speakers, listeners and managers of discussions ‘These sls are quite uselal inthe lives of most of the professional accupations,
B: ORGANISATION:
‘The igure 6-5 communicates the seating layout, proportions of speakers and listoners or audience, land requirement ofa clare room of iz suitable fora clase strength of 40 students The theme ot topic or istue should be holiday displayed on a char fied on a chat stand, Preferably OP should bbe ured so that prepared transparencies can be used for efficient prerentations in seminar or ‘elaborating key aspects tobe discussed by the panelists, The numberof participating audience {senior students and faculty members) and students can be varied as per needs 20-25 participant lan ideal group tive for sominar andl panel discussion
: PREPARING FOR SEMINAR AND PANEL DISCUSSION
Both the methods are elfecive for achieving higher-level ebjectives in cognitive, affective, and interactive domain Selection of opie need to done carefully, Topic shonld be such that the students ‘can get informed fom technical journals, hand books, advance hibrary zelererces,imernet resources land soon Topic should have some controversial aspects on which professionals are sul arguing and Speakers may fallin lie with one or ier protessichals and ulumately indulge in understanding ‘aight inte the controversy by thinking and roasoning, The teacher should announce sch theres
Trang 25
5-14 Education Technology for Techaical& Vecalienal Edueaden and Training
and divide sradents to perform varying tole, All he student participants should be appealed to come
prepared ifthey want loa wel © men eS& ~ OOOO,|) OOO: ©@@@ © reser OOOO ©: a Seminar Method Panel Discussion Method
‘ig 5-5: Sealing layout of seminar & Pane! discussion Methods
Provide necessary guProvided necessary guildancein identifying key points, writing down the paper or mind-map, idea-char forthe speakors/pancists before they present or lead discussions
Introduce the seminar / panel discussion and handover the session to various functionaries selocted ftom students FRoview the sossion atthe end and provide loedback to all studem's participants,
D: LIMITATIONS AND STRENGTHS) OF THE METHOD (5) ‘© Seminar and panel discussion should be organised on topics of current and futuristic importance 20 ts implied that he instructors have to kaep abreast with atest
Gevelopreonis and controversies i their areas of specialization This demands investment bot academie efforts and lime on the part of both teacher (firs) these are time and resources consuming methods which compensate with meaningful and and students (eecond), So
valeable learning outcomes
© These methods are-no! suitable fr introducing complataly new concepts, however advanced topice or trends can very hoe! be taugM after teaching students basic .Seneepte and principles using other methods
‘These methods are suitable in teaching problems solving using problems as themes whieh have potential maliple olutons or interpretations '® Smdents can be encouraged to present their views in seminar or panel discussion on lames such as issues and reforms related to teaching of engineering nt laas-T00m38,
Isboratory and examination relorme, how to enhance personality and increase employabsty ofpase-out ete KEY CONTROLS AND SUGGESTIONS
Trang 26Strategies, Methods, Tactics and Techniques : 8-18 stutude for planning and implementation of action with time frame and sill maintaining {he academic procedures and formats of interaction
® One possible format Banthiya 1886) for seminar paper is given below ‘+ Synopsis or abstract (brie atthe bogizaing)
4+ Inteoduction (what and why the topic) ‘+ Body ofthe paper (under proper headings) ‘+ Conclusion/suramary (brief sum sp) + Reference (tobe complete int el
“© The format for references/ibliography is suggested helow, commensurate with standard practice ‘+ Bock: Author(), edition year, ile of book, place of Publication, Publishers, Page No in ease of reference), + Technical paper: Author(s), year of publication, tide of paper, namo of journal, volume # Number #, pages (from-to) ‘© Every student and external participant should be briefed about their roles so thatthe ‘effective learning can be ensured, © Ifpossible, instructors shonld play a fer roles careflly in front ofthe cass inorder to ‘create models of behavicura which sudenis are expected to tate and practice during seminar and panel discussion 5.4.2: GROUPDISCUSSIONMETHOD
‘A: RATIONALE: Bloom (1959) writs, “the discussion method is conducive to eliciting higher levels of reflective thinking or creative problem solving (evaluation, synthesis and application) than ithe lecture ‘method Thompeon reported, (1257), when measured by objective teste administrated upto six ‘months after course completion, information learned through discussion is retained beter than that learned through lecture Thus discussion method not only laciitates higher order cognitive ails But ‘the learning is likely to be retained for longer period Bamhiya (1890) defined, "Croup discussion = an activity in which interaction among group members causes and facilitates learning ‘Learning ually ie enhanced when group size leaf $107 portant So the class of 401 80 as tobe divided int 8 groups (syndicates) with one person nominated asthe leader ofthe syndicate 110 (4872) mention, “essence of syndicate methods that men should loarn from each other and should
‘contribute their own experience tothe fallest visitors should algo participate in discussions ‘isitors might include men of practical experience either from industry er Kom public le or subject specialist”
‘There can be three types of group discussions (Davis, 1977 Guide 6) 1) Ieeve-centered discussions 1a) Experience sharing discussion, Ai) Problem solving dieeussion
© Iesue-centored discussions focus on a matter over which there are diferences of opinion Disagreement arises because there sno obvious ight oF trong anmer foam eee, ant ‘hore the issue becomes a matter of controversy and debate The purpose of such sliscussion so clanfy the issue and the values ef the individuals participating inthe ‘discussion
© Experience arising out of conducting similar experimantations in laboratories, visiting ‘similar industries and interactions with experis belonging to diferont schools of thought, need to share through expenience-sharing discussions
Trang 276-16 Education Techology for Technical & Vocational Education and Training
A ho ond of syndicato discussions, leaders ofall the syndicate present to the whole class (plenary) conclusions of their group discussions,
‘The teacher who was facilitating the group discussion then summarises the whole session ORGANISATION OF GROUP DISCUSSION —— | G18-| [ | os
inieaice Tộc — TP a _——o| Gennes [seas eee
Figure : 5.6 : Planery and syndicate work in group discussion (36-42 students)
‘Anormal clas group of size 40 should be divided in 4to 8 groups so that each group consists of odd rumbers, 81 or students 50 that oqual numberof even numberof student can be distribute on bot Sides ofthe leadar af the group For example, (1422) or (1+ 2x3) or 142x4), The groupe ehould bs alloted smal torial rooms er spzead ina big classroom as shown Teacher i ta continuously ‘anitor and remotely contol 30 that discussions flows smoothly from one participant to another The chalk board ahould be used to write dawn the theme of discussion
LIMITATIONS AND STRENGTHS OF DISCUSSION METHOD
© Allthe student centred and high participation metheds result into move effective learning and hence consumes more imo and rerources
4 Planning and conducting requices more thinking organizational and regulatory ellors on the part of teacher Discussions may drift m undesirable dizections and then bringing back diseussions ino desirable fratne of reference has implications of emotional ht to some sensitive students
@ Discussion mothod is very strong in developing interaction skills and proper atitudes of ceartmodating others views and geting along with other eam members, lending skills nd art of persuasive communication
© ‘Bamhiya (1986) states," Trough group discussion, students develop abilities and dosirable behaviours that contibate to thelr over ail personality development These social sils are developed because of group dynamics’, Group dynamics involve forces, processes and relationships that exist within a group
Trang 28Strategies, Methods, Tactics and Techniques ‘5-17
PLANNING FOR DISCUSSIONS METHOD
‘© ko9p on collecting controversial issues, events of experiences worth sharing and open ‘ended problems involve some sample students in testing hese topics whether or not the topics are suting he levels of students
Pian for introducing the theme by defining the boundaries ofthe issue or problem High ight some aspects to be emphasized during discussion
Pan for salient or key points to be remembered by the students at the end of the session, Plan for handling situations when 2 few students get away with strong emotions for of against the home,
Plan for process of proceedings section of group loader and reporter (secretary for recording
KEY CONTROLS AND SUGGESTIONS
© Group work can become elective only when al the members omm the group, feel equally concerned about the objectives tobe achieved, maintain cordial relauonships among themselves and contribute freely and frankly, while functioning within accepted norms of Dehaviow
Davies (1977, Guide 6) suggests some techniques for handling emotion laden situation ‘which may arise during discussions, (See table 32)
‘Table 5-2 Techniques for handling emotion-Iaden situations
SITUATIONS T TECHNIQUES
“Rak a question / pote a problem to the ‘group, bul students remain silent, where
fs they normally respond, Silence mil force some one to speak, ~ Become silent, use non-verbal moana 1o Indicate you would like some one o speak
‘Altera change in class-room or laboralory ‘procedure is announced, one student say ‘oh, no!" and looks at ceiling
Inquire (politely) into the feelings behind the
| guarded expression
| Because of differences in basic vaine | several members ofthe group activity | display their displeasure with your
"Contrary" views by talking rapicy | loualy or emouonaly
Hear out their views by saying nothing and using non-verbal cues to indicate that you are Iistening This wal convey your acceptance”
and alm down them s008,
‘for you have heard thom out, the emotional studants begin to slow down, again take risk of driving in your point of ‘iow waith all acknowledgement ofthese feelings
Tite farther expression of emtion and thus drain out ll their emotion and anger
= Reflector foed back, in your own words, ‘what you think or fel tho emotional students are saying and then ask for verification of accuracy of your statement
“The student attacks the instructor or Jeader violating a ground rut Every one wants to express his opirlon on a controversial issue
‘Turn atiackinto a problem for the group to solve,
Record all the ideas and opinions on chalk
board ana verily the associated feelings
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5-18: Education Technology for Techical & Vocational Education and Training
© Gibb (1951) and Hotiomas see to be beveon five and eight students, The laxger the group the greater the danger (1871) optimum i fers hat number ofthe gro that it wil revert toa traditional clas-room situation in which a few people monopolize '® Wallace (1966) concludes that when students azque fora point of view diffrent from thest cow and ara rewarded fort, thoi attudes are apt to change Role playing generally has
‘similar effect on attitudes,
© Banthiya (1998) suggests the following criteria for selecting themes for group discussions, ‘+ The theme/iasue/prablem should be open, Ended, challenging and maltiple ‘+ The theme should be relovant to interet ofthe group ‘educational or induatrial problems and/or spaciic events of educational value and individuals, current + TRetheme should be : igniicant, thought provoking, worthwule, mesningfal and matching with studenis abies 5.4.3 CASE STUDY METHOD A: RATIONALE:
‘Silberman (1800) states that a case study can be likened toa written demonswation You are providing an account of real or fictitious stvtion, inluding stficient detail to make it possible to fnalyse the problems involved You ean also embed in a case atudy information thai is ngrmnaly, [Presontod in octure format, byaton (1880) emphasizes, afew feature for caso method: () possibly ates should not be presented inthe form audio or video programmes except in printed textual frm, because more realiy hinders the learners to identify themselves with the external situation described, in the cate, because in learning, no! the reality outside bu the reality tothe participants isthe key actor.) nearious experience provided by “casos” exposea sudan the feel of environment of ‘world Sevelop the habit of taking more factors nto account than usally done, to analyze them caroflly, of work, and feel of environment of world of wok, and (i) ease method helps students to fan te pat thom together in an integrated picture for uiding widerstanding and action” 110 (1872) ‘Visualizes, "the prime purpose isto help students develop their skilsin discovering and defining the ‘nal questions that need to be answered and then to learn how to soe abou finding anawers, The ‘Agourous analysis required, especialy inthe longer eases, is sid to devolop habits of ogical thinking and searching for aa comple information aa possible before reaching conclusion Experience in azguing view point before one's peers also develops ability to communicate cleat
the urn throughout io tain te student in analysis and deciion making Cae material dravm from actual business situation and presented with only » neccasary minimum of disguise, eeems to have a strong appeal to managers (and professionals) and the realism of cage material makes many
managers relate what ney are leazting to their own situations
‘Thus cate method is very usofl in developing higher cognitive, ineractive and managerial sil
B; LIMITATIONS AND STRENGTHS
© 110 (1972): The caso method i me consuming The task of gathering al the pertinent data, facts arranging them and then puting them in writing isa Zong and often a tedious process
© Mani (1999) : “Another paramount characteristic isthe scope provided by the caso ‘method for application oflearning ina wide varoty of disciplines since ean offer more Jeamning than lnowledge transfer and uvvolves some investnent of offer from an
instruct, its preference for use gets restricted due to inertia of structors or lack of time © Case method require a case study asa prerequisite Most instructors preter to write thoir ‘vn case studios ad some drave case studies from collections These requizements some
Trang 30Strategies, Methods, Tactics and Techniques : 5-19 © Case method initiates or introduces a decision-making or problem saving sls However ater gating ef an overview af the skill, other methods axe employed to render
practice inthe ntrodvcod skal,
ORGANISING A CASE METHOD
‘© Various stages in case mothod are : 1) Introduce the case tothe whol clas (similar to ‘group discussion) and divide the class into groups of strength 8 10 7 (2) Individual ‘eading (wiewing) ofthe cate (3) leader/secretary ofthe group conduct the disevssione and collectively tackle the assignment given in the brit (@) Group leaders roport back to plenary, nd (6) the instructor summarise the events and supplements learning
© Floase refer to fig 8-6 for seeing the layout of plenary and syndicate group work © ‘Mani (1999) : Case studies require the use of both creativity and analysis, wo ‘uncompromusing opposites PREPARING A CASE - STUDY
© A.case study consists ofa stom or body and ariel, (Mani, 1995)
© A caso ix sory dravmn from historical events It should read lke a story A slow, gradual ‘unfolding of events, the links between events and characters are necessary ingredients, ‘On the contary, a blunt fealing less presentation would reduce “likeness” 0 @ sry {© Mari (1983); tho story of a case is normally writin in third person It should include ‘Vanoly like conversations, quate, description of physical settings, facts and igures,
tables and chars, tend graphe, structural diagrams atc, The graphics should be integrated withthe ‘story’ ~ narrative
© Some ime a short videoclip can also be incorporated, iftime and resources permit, and ‘provided the video adds n explaining the complerity ofthe event, © Longer is the oase-story, and more sills can be introduced witha longer ease, The ibue then i of extent of the more i the time consumed by the method However bettor
earning versus the ime avalable for learing
© Case story writing is again a skill which needs practice Until you write a case you can wate better eate {In contemporary times, aching a "brio" is absolutly necessary for “focused-learing’ ‘yom the case The instructional objectives and their intents should be manifested inthe rel ‘The brief may be in the form of, Asetof questions Points for discussions Ieeues fo discussions Daman for conclusions
Moze than one brief can be used for targtloarners a neo diffrent levels using @ common stom, e eoeee
KEY CONTROLS AND SUGGESTIONS:
© Tolaclitate report back group leaders should be given OHP transparencies and markers, ‘till save aot of time and findings are presented point by point © The total time and individual atinty time should be scheduled and controled There is = tendency to cut short the discussion Discussion is vita for learning and should net
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s44
a
© Inatractors should clay the doubts inthe writen cage and should continuously monitor the prograss of dflerent stages of case method, In ease groups ara working in diferent rooms more than one supervisors should be requived
© Allthe case-instuctors should have read the case thoroughly an know all the fact and evens Difference of opinions and discussions for soring oat dilerences © ‘The instructors shonld realize that tha caso should narrate a real fe situation ina realistic manner with minimm details so tha learners can relate thor selvee with the Rory as
fetors, So do not over narrate the details which ean hinder in the Telating process © Instructors have to prepare duration, pointed and specific, and should relate to the case and instructional objectives in advance forthe summarization Irhas to be biel in
le emphasis is informing the learner that he has positively lear from the cate experience and staggle (Mami, 1983)
BUZZ-SESSION TECHNIQUE
RATIONALE:
‘Stimulus variation isthe bras tax of sustaining intarest; Buzz-session strong technique to activate students during a lecture session, which is of slighty longer or buzz session isa duration Bantiya (1999); the term “buza" got its name rom the sound, orhich emanates luring the session whichis silar tothe "bus:" sound heard around a beehivo Buzz-session {sa yetut of interactions between 2 ¢ students siting in @ normal classroom, and talking 0 neighboring classmates, fo exchanging ideas and mutually reviewing ox claniying daubts
$Buzz-session should be used as a boredom breaking and stimulus variaion technique for improving ffectivoness of lecture mothod, Bsz-discussions lata only for a duration of 30 8 LIMITATIONS AND STRENGTHS OF THE TECHNIQUE
© When the buzz noise loval is increased beyond hearing the voice of the instructor by rear seated students, contrl on class may bo lost, Honce students should be asked to lit voice level o lower level
© Since the duration of uzz-session is limited from cc not be taught, however i can successfully he used to review the leazning,elaiying 9 to 5 minutes, a major concept oridea Goubts by mutual consultation, preparing fo answer atypical open ended quostion and reducing the boro boredom of listening to one way presentation for more than 121 15, frinttes ata sttetch, drawing conclusion ef along argument or complex iheortical daliberatins,
ORGANISING A BUZZ-SESSION:
Instructors who are sensitive towards non-verbal cues communicated by body language of students feclng disntercated should arganise using the following stops ‘Step I: inform student that they remain seated in their original places and form groups of
size 2to4 by joining ther neighbors You should also giva th assignment for buzz- ‘discussion and time daration, You should ao inform them that a question shal be lashed by every group or a lew sclected students,
Trang 32Sưatogtos, Methods, Tacucs ad Techaiques 8.01
‘SUGGESTIONS FOR EFFECTIVE USE OF BUZZ-SESSION
© Plan deliberately for buzz-session in along lecture session (more than 30 minntos — © Donot se buzz-session every now and then otherwise it can also lead to boredom Always remember that conscious changes in stimulus creates interest in students © Wrime is available, busr-sesion should be used to initate logical thinking, decision raking and interactive skills, {© Buzz-session aso provides opportunity to instructor 19 check his communication abilities and monitor progrese of tearting by students 5.4.5 BRAINSTORMING
i RATIONALE:
Hansra (1997) ; Tis is quite popular technique to inspe creative ideas, TTT (1999): Brainstorming is 2 group work, which generates a large number creative ideas quickly in anon-threatening
‘environment involving all nombors ofthe grovp, for subsequent evaluation Brain storming is
Ibasially a creativity method which promotes generation of ideas in a group, in a mind of person, de to inspiration dram from the ideas expressed by another group member, Creativity is diagonally ‘opposite pole ofthe concopt of systomatic oF logical Creative ideas are generated in ave, non-
treetening, and conductive and non evaluative climate fee trom rules to express one's feelings ‘More tree isthe climate ideas vil lve irom deeper layers of memory of mind n brainstorming there isa restriction on response lime ané one gots a fever opportunities to speak one ata time, the
ideas Now tom tho allower layers of memory, but they are ereaive enough for the purpose of ‘exploring allernative aspects ofan issue or a problom in consideration There are certain social code ‘fconduct within which one has to express, Mow so ever Wild may be idea So brainstorming method
{aciitates in generation of creative das within fairly open, flexible and ree atmosphere, inthe ‘context of problem or an issue o analysed and solved, a ast step This provides enough
‘opportunity for “stoaming out” of energetic brains of young ~ adults and they fel to have done sore tng grea! after brain storing session They also get charged du fo fast pace of interaction and respect given fo oven a wild or insignificant expression in normal course 89 brain storming mathod {is good to activate students and fo raso their energy levels from time to time, Their minds also got ‘exposed to fe a highly fd aittation dooded with many interesting ideas and comments,
Instago two rlevant ideas aro separated out, graced and sequenced inorder to find out the Bost “answers tothe problem of asue posed,
B: LIMITATIONS OF BRAINSTORMING METHOD % Only 10%e 12 students can participate at atime,
& Brain storming method can not be usod te teach directly subject matter, however it can dlp in elaborating the interpretations or potential applications in unaniielpated Ways Brain storming generates 310 times more than required ideas which have to evaluated as worththile or focused statements, sing a evaluation process Thusitis atime
‘Consuming method
© The instructor leader and ‘ones in order te avoid session difng fo uncontrolled and indisespline behaviour During a student rapporteur have tobe causations and experienced 3 energy charged climate one has tobe tactful in ogulating undesirable be behaviour, No adverse remarks on statements should be pasted “by he leader as well as other members,
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.® ‘The content of problem brain storming Fiteen minutes brain storming can or iste should not he expected to take more than 16 minutes be quite ring as consumes alot of santa energy
© Class-00m should bo organized witha 4 oF 5 bullet n soft ards and one ip chart stand vith thick paper markers for writing in big eters, on hens paper size blank sheets ans ‘hase sheets need to be Pinned upon bulletin soft boards for displaying recorded
tfaterenta/dess, One over head projector with screen and seroll would be zequired for ‘evaluating and synthesizing the statements in elfctive way with afaiity to move backe land forth using scroll However chalk board can also be used without keeping recerd of ‘valuation of statements
© Tho ables should teaching wll and projection/ displaying aids, as strated in figure 6-7 iis also be rearranged in U-layout format, where at open mouth of U- faces the possible to arrange brain storming in nermal cass-room seating arrangements
D: CONDUCTING BRAIN STORMING SESSION BANTHIYE (1999) DESCRIBES THE FOLLOWING STEPS: ‘Step I: Stating the Problems oF issue,
‘Step 2: Call for Ideas ‘Stop 3: Focus statomonts
‘Step 4: Evaluate focus statements ‘Step Select bestideas
‘Step 3: and step ¢ shall need some explanation (he remaining steps are qute obvious ‘The focus statements are those
‘which have relevance 10
problem and thame, Focus from the let by applying sore Entoments canbe sored out lien Boned
‘denied entero relevance and appropritenest, (0103, SOSoe
Trang 34‘Strategies, Methods, Tactics and Techniques : 6.28 E: KEY CONTOLS AND SUGGESTIONS
© Once the idoas start flownng you have fo actly regulate the energy level by soothing and assuring statements, that every body is going to get an opportunity to express, © Youmay appreciate an idea but never undervalve or underest any idea, by even indirectly suggesting that the idea is ely or Useless No body should be allowed to
J0đge the value idea during the idea generation stage,
© Never mind the larger number ideas, encourage participation and ensure that every body (gots opportunities othe extent possible © Any body can pickup any bedy eige' idea, restate are the comuncn property of he group Never ty to associate any idea with an individual and modify it Treat all ideas as ifthey member, Proton of © Strictly control that onty creating
fone parson speaks ata time Ifyou loose this control the brain storming session may sild enough beyond ‘your control and may ven fal ofall planned
objectives
© ‘The repporteur should
are = llllicsesiiiliL |
legible hand wating
ventings in capite eters Should be prefered Analyzing © Always be tolerant and ‘with excited participants respectful while dealing
To avoid emotional hurt, Creating to students ta fo Fonneling-ovt limination of IDEAS ⁄ Cycle -1 ⁄N
5.4.6 NGMINAL GROUP TA 1 Grtesta | 1 |
TecuNiaue (NGT) Man (199): “nominal Group Techauques"pouedogroup’ decision Asiying \ A ove
“making procest™-(NGD).NGT is đeo song mettod ofsohing problems in small roup (5:8 Personas) as well ar developing Cognitive strategies for problem Stiving and wert in eome, Tis a one of ine move efletive but ese
Jxown creative ideas generation and problem solving methods 8s BEiieee Compared to brain-sorming mottod
‘Pas creativiy mothod sits to peychology or adult toarning, This
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decision-making abilities particalary in very Dui situations, and there fore have great potentials for ‘Techaucat and Management education
B; LIMITATIONS OF THE METHOD
© ‘Sinco this sa creativity method, therofere itis atime consuming methodL
© Tho satructor-leader who conducts the methed has lo be a matured, experienced and tacttl person both sn the subject matter aswell ae process of NGTT, for inducing high order decision making/problom solving sills in students Th instructor should possible by himself be a creative probier solver, la simple words, the instructor should receive a shorter waining or practice the mothod an mock students, belore using with eal students
¢: PREPARATION FOR NGT-
the nominal group technique consist of the phases as usted in figure ¢-2
Stage-I: The problem or ave i written on the chalk board after judging it auitably to NGT ‘method, The ideas are generated by one small group funneling out secand gieup eliminates certain idaae on the baie {certain selected enteia (funneling in)
Another group again generates gome more ideas (hinneling out I) on sub ezues which were not treated earlier ‘Yet another group filters out certain irrolovant ideas (funneling out ~ In the last stage the relevant ideas are clasilied and linked and a fv smpaztant ideas ~ clusters are le-out ‘Those erystalized ideas aro further analysed to paint a possible solution based upon creative aswell ae systematic olforts of a fee groups af persons (atuden's)
© ‘The NGT process resembles with production planning where certain inpuls are planned tobe translormed into desivable outputs or objectives Between input an oat pat there ean be numerous process paths Similarly NGT process using both eeatiity and systematie analysis ereates opportunities to numerous optional paths and ultimately a ‘Particular path gets ryetalized which fulfils the specifically rented enter, inthe pinions of the groups involved in the process, Since enteria are used to choose “A path”, thre fore the criteria should also he identified and stsed by the same/tmilar groups of people lof the NGT process features would help in proparing or conduction of NGT session
Alter such conceplual preparation, one should prepare the class-room with one 0 Wo (HPs wah separate screens and a reporer
© ‘The seating arrangement sila le 'U'leter with OHPs Placed near open month as shown Jafigure 51 Thare are txo'U'Tayoute as shown in igure 6-10 inner U is meant fo the ‘Group involved (5.9 members) in NCT process and the ovler-e meant for ther
potential members for subsequent cycles of NOT
Url be a good idea 10 provide AS-siza (105 x 148 mm) places of paper (6 picees each student) for wring thei individual ideas and handling overt oacher during th session
D: CONDUCTION OF NGT SESSION
Step-I: Delivering opening statement: Opening statement should weleome students and land observers, NGT requiros thata very cordil an matual reøpeeMl ‘orient thers with NGT process, rolex or \eachef, rapporieur active students’ group ‘onvironment is ereated belore proceeding further Teacher and students
Trang 36Strategies, Methods, Tactics and Techniques 3.08 ø 3 © @ feu Ó Tem = restate Tay, © e®@
Step-2! Dunham (2000) slon! Generation of ideas Invite a group of students (6,7 or 9) to participate inthe fst cycle of NGP's funneling out phase Maintain silence so that {Creative thinking is not disturbed, Provide adequate time for thing and avoid Interruptions, announcements and suggestions I the problem or issue
provided in vniten form tail be helps saving time Studea's should work indapendenty
Step-3: Recording of ideas go from one active student to anather possibility in sequence fine collect writen ideas One idea on one chit Some ofthe strengths of thie procedure are:
© Doporsonatization of doa
© Aninereased concentration on problem-solving © Equal opportunities 1 every one in each round,
© Written statements avoid misunderstanding ‘The teacher (leader) speaks out the idea with slight modifications or with ‘moditted sentence and the rapporteur writes the teacher's statement on OMP- ferall sheet and every ane see what it boing writen, on the scroen The tact leader would modity,d necessary the statement in such a way that the idea contnibute shall accept it Step-4: Generating Criteria for editing irolevant ideas ‘Rak another group of peteons to be on active seats while the fst group oins the
‘observers Following the similar procedure described in step 2 3, genorate fete triteia fo funnel ott oF reject some irelevant and via ideas, Step-S: Funnoling -ou he ideas
Get another group of persons to apply ritori to tune ott leas no falling the identified erderie You il see only about 80% ideas shall sustain the editing
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15.26 : Education Tachnology for Technical & Vocational Education and Training STEP6: ENRICHING THE LIsT OF IDEAS
‘The leader or teacher will ava another phase of dea generation wsing another group of persons, for filing some distinet gap in ho list of ieas Step7: Synthosizing tho Soltion,
{Got yet another group {persons to cluster the ideas in some kind of categorias ‘with the help of individuals in the active group andl ultimately prepare a sequence ofthe clusters / ideas which would be indicative of mulestones process pall at Solution of groat potest,
This procedure of NGT is suitable to Indian class-rooms with students present are more than thirty and ensures that opportunities are given to ange mimbor students and imbibe i then both ereative and systematic thinking and problem solving sll,
E: SOME VARIATIONS AND SUGGESTIONS
© You can adopt an statistical method for prioritization of five or seven most immpartant ideas ‘rom along lit ef ideas and rank order by totaling out rauing number given by each inaividval member to his five chosen ideas in descending ar secending order,
© Observing the problem salving and proceedings of NGT by observer groups help in twaining students in NOT process intricacies This will help teacher to take lesser time and effort in conducting NGT sessions in fture
© ‘Toscher may Nelp and prepare leaders for conducting NGT session from among students language, and persuasive communication ski, along with problem solving and decision to inculcate leadership abilities, and sEil for intoraction and interpretation of body rmalangin smaller group
5.4.7 GAMES:
A: RATIONALE: Romiszolosi (1981) wmitas, Games have been used for educational purposes since time immemorial Rocenily there has been an unprecedented growth in design of games specially for tstrueenal ppurpotes An essential feature in games isthe competion factor This may be a competition benveen Students, against a standard, or simply against he forces of chance,
Basically the content of the game are drawn from “reality” worth studying and competition it osigned and bull in by providing rules for being rewarded or correct response by way of
acquiring and loosing points for wrong responses The increasing difiultylevet and time constraints Transform game lo normal to advanced games
‘TIT! (Banuhiya 1988) defied, an educational game as a competition rules, played by shidents within an educauonal environment witha view to entanced leaming The or exexciso with pre-specified objective ofthe studente isto win the game
ole man (1874) desentbes, game is away of portioning olf «portion of action from the complex Sream-of-life acuvites I paruitons offset of players a set of allowable actions a segment of tine, ‘ne establishes a frame work vathin which the action takes, Itestablishes whal one might describe as ‘minute eocial system
Games combined with simulations and roleplay il be help fallin developing affective and interactive skills in addition withthe subject mates,
Trang 38Sưategiee, Methods, TacMes au4 Technigues› 8⁄27 B: LIMITATIONS AND STRENGTHS OF GAMES:
© Game interes ‘tie quite effective when you consider total amount ofteanning in affective, and interactive of coverage of content or subject matter (cognitive) may be ineticient but ‘domain,
© ‘The exctement and competition game creates, becomes associated with long term memory and retention is increased largely for years, ® ‘The games may not be available n the branch of your specialization, You can design your ‘ov gamies based upon popular outdoor and indoor games However you sould try @
nowly developed game using a sample group of students before itis applied tothe whale class
Patki and Tokhi (1986) described the usos of games Games are usful fo juige how well ho students have assimilated the fais and ‘concepts and are able te apply them,
‘+ Thoy involve students in te learning task beth intellectually and emotionally more than any other method + ‘Games’ is an excellny effective and efficient mothod for reviewing a content portion trom time to ue + The pleasant relaxed atmosphere fostered by games bring the teacher and students lose to oach other Thus reducing malseipline by developiag positive
attitudes towards teacher and the subject,
© Pate and Toki (1096) nites abou! types of games to suit objectives students and resources these are; pure games, simulated games, treme games, Individual games, ‘group games card games, and board games, The other formats that can be wsed are trike, croas word, runaiy, name brothers and cousine rable, word completion, fanaksha, makes and ladder, and word find ©: DEVELOPING GAMES: © ‘TTT (1998) described the twee types of instructional games 3) VOUEYBAL b) THROWBAL, ©) COMPUTER GAMES
‘The Volley bal instructional game is played by tre teams (half of class) by through ball of short, answer questions Tho teacher ecores on the chal board n throw ballgame the leacher divides again students into two playing loams and throats balls of question 1 rst and second team A foparate scorer can score the achievements of the teams on the bass ofthis responses and rules of the game You can try poplar games hike hockey, cricket and Kno-Kha for designing of ules of Instricuonal versions af these games, Patl (1896) defines games as any contos (play) among ‘adversaries (players) operation under constrain rales) fer an abjecive(wanning) Thus game isan Activity in which participant follow certain rules 1 attain a challenging goal The Tales of the game ould be made simpler or comple 30 a8 10 vary the degree ol challenge to set the Level al student fd the ume available
Trang 395.28 Education Technology for Technical & Vocational Education and Training WORD COMPLETION
‘This is played with lexican cards Te first player places an alphabet card on table The other player and the eards one o* mote time to compote the word The last player to complete camplete the ‘wore gets the cards,
‘Tho frst player both of thom and gives lotr" thinking (water) content, Now iis tum of the fia sident again who has a word ‘cohesion’ in his mind and starts with letter’, th third student out wits ‘gives 'T thinking "whater content”, re unable to recall a suilable term and second student completes the word as contact (pressure) and the sezond one gives letter ‘A’ this confuses th other wo Who ANTAKSHARI
‘This needs no explanation, One example wil clarity it, The example could be run as Soil, LiquiD, DenstY, ielD, Deviator stesS SIOW Tos? , Tension, NewtoN, Normal, LoaD
CROSS-WORD
Ideally a cross-word should be symmetrical as we olten see in news papers But for instructional ‘purposes this ule can be violated because the catchment of technical terme related to gao-technical Engg is limited,
(cross word Puzzle Cross work solution (Cues: Horizontal (Cues: Vertical D: HOWTO CONDUCT A GAME?
Games ea interesting mothod It pleates wile teacher the subject matter The creator of interests the competion and ulumate purpose isto motwate and facilitate to learn The following steps shall be helpful in conducting games of ciferent kinds to motivate, to improve approach mtitude to wards a subject or topic, o test understanding and te develop higher order skis ‘© ‘Thoroughly understand the information input, rules and interpretations of vues ofa
selected game
© Meticalously plan, how to divide the clas in to playing teams, size ofteam, need of ‘captain of team if necessary Role of teacher for instruction, clanication and seting down, the dispute as roferve ote
© Use chalkboard or OHP sero fer scoring Pla for taking assistance from students in scoring tura by turnif desirable © tet the students thorovah understand the rules contents and desirable outcomes of the ome Establish the rater ai~ ck he game withthe subject, of study, play one cyete justo
Trang 40Strategies, Molhodk, Tactet ad Techniquee + 8.20 © Whoa the prerequisite knowledge, skis, actiles and environment i ensured, sar the fiat cycle and analyse Row students liked and enjoyed the game Itnecessary vary the
degree of challenge and rules commensurate with capabilities and game's ability to sustamnspint ef healthy compotion and exeitemont of winning
© Encourage the siudents to play the game whenever they can, outside the teaching hours land yeques thamto give feed back to yau (instructor) © Maintain the discipline and mutual respect in cage a dispute ances between two playing
CRITICAL CONTROLS AND SUGGESTIONS
© Koop on reminding the students thatthe game is for facitting learning subject, mater with longor retention and developing an insight int Entertaiment and xeitemtent should be the byproduet of gaming process
'® Sudent should come propared to play the game and therefore you can divide class in to playing teams and provide teams some reading and cognitive advance ferganizer material for honve say
© Youcan provide reward to winning by recognizing their victory by publishing on departmental notice beard © Riways change the group/ieam members to avald ereation of unhealthy rivalries and competition © Always diseuse the possible learning out comes with the shidents during last to Tinutos before closure ofthe session © Some additional computer games can be recommended for els in computer laboratory
© Please refer to section 4.2- alco 5.4.8 SIMULATIONS
‘A: Gerlach (1971) quotes tat Robert Travers had pointad out that “information isnot satisfactorily stored RATIONALE: ‘hon a passive learner is passively exposed lo inputs though some learning may occur Heimich (1980) defines: A simulation isan abstraction or simplicaion, or sroms real Ife situation or process tn
simulations participants urually play azole that mvolves them in interactions wih other people or with elements ofthe simulated environment Simulation demands active participation oftudents sing all kind of domsine of tearning outcomes, and zoznls ino effective learning “Sinsation game
(Combines the atibutes ofa simulation fole-playing, a medel efreality) with atributes ofa game (Gtriving toward a goal specitc rules) Gerlack (1871) give example of simulation fer teaching psychomotor shila) Driver “Trainer simulators: It places a learner in a simulated automobiles Srivers seat where itis possible fo actually manipulate the steering whee! and uso te pedals daring {he viewing of motion picture resembling the road and real talc conditions The slallim his ease to move the stacring wheel ard pedals when stimulus conditions indicate that catain movos must be rade, ines than 0 eoconds”
B _ PILOT-TRAINER SIMULATO!
His mach more complex and computer controlled hydro-mechanical-electrcal system The cock-pits are as complete as hose in actual airplane The landing stripe ave presented by means of projected pienzes ether sil or motion