method of teaching on Role play,project,fieldtrip ppt.pptx

Role-playing is the spontaneous acting out of a clearly-defined situation by two or more persons for subsequent discussion by the whole class.
Role-playing is a teaching method where a group of participants act out the assigned role to deliver the content of topic to be taught to the participants.
In a role playing group, the members play the assigned role the way they think the character would act in reality which helps in arousing feelings & elicit emotional responses in learners where cognitive & affective domain learning may be achieved.
Role-playing is an educational method in which people spontaneously act out problems of human relations & analyze the enactment with the help of other role players & observers.
1.PURPOSES OF ROLE-PLAY
2. PRINCIPLES OF ROLE-PLAY
3.STEPS IN ROLE PLAY
4.ADVANTAGES OF ROLE-PLAY
5.DISADVANTAGES OF ROLE-PLAY
DEFINITION field trip :
Field trip is an educational procedure by which the learners obtain first hand information by observing
places, objects, phenomena and processes in their natural setting.
PROJECT METHOD

BACKGROUND HISTORY JOHN
• John Dewey a father of Pragmatism School of Philosophy, Promoted this school of Method in
his BOOK, “My Pedagogical Creed”(1897)He projected Idea that, “Learning by doing” is a the
Best method of Learning and Teaching. Markham (2011) describes that, “Project based
Learning(PBL) integrate Knowing and Doing”
COGNITIVE LEARNING METHOD:
It is a part of two broad methods:
1. SOCIO DRAMA.
2. PSYCHO DRAMA
SOCIO DRAMA:

 It Deals with the interactions of people with other individuals or groups like mother, nurse
and leader.
 It always involves situations of more than one person and deals with problems related to
majority of the group.

PSYCHO DRAMA:
 Is practised in group setting, and is mainly concerned with unique needs and problems of a particular
individual.
 The audience identify with roles in a role playing or critical observations brings about learning.
PURPOSES:

 To present inter personal problems.
 To provide emotional and affective stimulus for solving problems.
 To provide awareness about social and psychological issues.
 To develop a situation for analysis.
 To prevent alternative courses of action.
 To prepare for meeting future situations.
 To develop an understanding of other points of view.
 To convey information to develop specific skills.

PRINCIPLES:

 Role play is based on the philosophy that meanings are in people and not in words or
symbols.
 If philosophy is accurate, one must in the first place share the meanings, then clarify our
understanding of each other's meanings & finally if necessary change our meanings.
 Role play has to do with the self concept.
 The self concept is best changed through direct involvement in a realistic and life related
problem situation rather than hearing about such situations from others.

 Creating a teaching situations that lead to change of self concept requires a distinct
organization pattern

1. COMMUNICATION AND EDUCATIONAL TECHNOLOGY UNIT –VI METHODS OF TEACHING (ROLE PLAY,PROJECT,FIELD TRIP) PRESENTED BY, MISS.C.KEERTHANA M.SC (N)., NURSING TUTOR SRMTCON,TRICHY

2. INTRODUCTION Role-playing is the spontaneous acting out of a clearly-defined situation by two or more persons for subsequent discussion by the whole class. Role-playing is a teaching method where a group of participants act out the assigned role to deliver the content of topic to be taught to the participants. In a role playing group, the members play the assigned role the way they think the character would act in reality which helps in arousing feelings & elicit emotional responses in learners where cognitive & affective domain learning may be achieved.

3. DEFINITION Role-playing is an educational method in which people spontaneously act out problems of human relations & analyze the enactment with the help of other role players & observers. Role-playing is a discussion technique that makes it possible to get maximum participation of a group through acting out an example of some problem or idea under discussion.

4. PURPOSES OF ROLE-PLAY To present interpersonal problems. To provide emotional & affective stimulus for solving problems. To provide awareness about social & psychological issues. To develop a situation for an analysis. To prevent alternative courses of action. To prepare for meeting future situations. To develop an understanding of others points of view. To convey information to develop specific skills.

5. PRINCIPLES OF ROLE-PLAY As a teaching technique, role-play is based on the philosophy that meanings are in people & not in words or symbols. If the philosophy is accurate, we must first of all share the meanings, then clarify our understanding of each other’s meanings, & finally, if necessary, change our meanings. In the language of phenomenological psychology, this has to do with changing the self-concept. Creating teaching situations that can lead to change of self-concept requires a distinct organizational pattern.

6. Cont … Role-play should be flexible. It should be a stimulant to think & should not be an escape from the discipline of learning. There is no single best method of selecting the characters; the group may do the assigning. It requires rehearsal as an important feature to produce effective outcome & for audience to help players interpret their roles. Role-play should be done for a brief period so that the attention of audience may be captured effectively. Enough time should be allowed for discussion & analysis of the situation. It evaluate the teacher & participants through discussion or follow-up as to specific individual behavior or sequence of group actions.

7. STEPS IN ROLE PLAY I. Planning phase During this phase, the following components must be ensured: Select a problem for role-play The group leader recognizes a problem that can be used effectively & suggests it to the group. The group can list problems on the blackboard & decide which problem they want to work out. Set up the role-play scene The group should come to a clear agreement on the chief objectives to be realized in role planning.

8. Count… The group working with the leader must determine: What characters are to be involved. The attitudes & personality of the characters. The setting of the story. The point at which the story should begin. The leader may brief the players on the situation they have decided they want to portray. The leader may arbitrarily assign individuals to take the various roles or members may volunteer to play the different roles.

9. Count… Getting underway in role-play The role takers usually go out of the room & are given a few minutes to warm up or to get a feeling of the roles they are about to play. Specific names, other than their own name, should be used to help them get into their roles. The role-players should attempt to express the attitudes the group has assigned to the various characters as well as achieve the goals decided upon. The story grows out of natural reactions of the characters enacted in role playing. Those members not involved in the actual role playing act as observe.

10. Count… Cutting the content & making role-play comprehensive The leader may act at a point where enough action has already occurred to provide a basis for discussion. The leader may get immediate reaction of role players. How they felt in their roles & how they responded to other responses in the scene. The leader may use the role name of each person in the discussion so that the player does not feel he is being evaluated. When role players succeed in really projecting themselves into the roles assigned to them, they usually give valuable insight into the problem & provide additional material for discussion.

11. Count… II. Implementation & evaluation phase The role-play is carried out to convey particular content to the audience & discussion is stimulated. The audience observers The comments of the audience observes constitute the heart of role playing as a discussion technique. It may consider: How did the group think the role was handled? What were the good points of the action? What were the poor points or omissions?

12. Count… Role playing observers This might be played by different people so that there might be a comparison of the behavior of different people. Summarize phase The leader sums up to the group chief points or principles which have come out in role playing & the comments of the observers that follow. The comments on specific problems should be taken under consideration.

13. Count… Cautions in use of role-playing Use role-play only when it will be useful & not just for the sake of doing it. Be careful about interpersonal relationships within the group. If there is a popular role, give it to a person with enough status in the group to carry it successfully. Avoid uncovering deep seated personal problems that require professional help.

14. ADVANTAGES OF ROLE-PLAY Develop real communication skills in leadership, interviewing & social interaction & obtain constructive feedback from peers. Develop sensitivity to another’s feelings by having the opportunity to put oneself in another’s place, by noting there is a difference between what a person says & what a person says & what a person does & develop empathy & understanding. Develop skills in group problem solving . Develop an ability to observe & analyze situation . Practice selected behaviors in a real-life situation without the stress of making a mistake.

15. Count… In a teaching-learning situation, role-play provides the opportunity to: Note individual student needs by observing & analyzing student needs in a simulated real life situation. Assist the students in meeting their own needs by either giving them or encouraging group members to give them on the spot suggestions. Encourage independent thinking & action by stepping aside or giving indirect guidance as emphasis is on the students helping themselves.

16. DISADVANTAGES OF ROLE-PLAY

17. INTRODUCTION The project method has been recognized as a teaching technique since many year; it has its primary inception in the field of agriculture sciences where students carried out some planned creative activities in a natural environment or planned work field to produce certain products. This method is a teaching method where students learn to work individually or in a group to achieve preplanned learning objectives.

18. DEFINITION OF PROJECT METHOD According to Prof. Ballard, ‘A project is a bit of real life that has been imparted into the school, further in project method, learning by living; this life has spontaneity, purpose, significance & interest, freedom.’ According to Williams Kilpartrick, ‘Project method is a whole-hearted, purposeful activity proceeding in a social environment.’ According to Stevenson, ‘A project method is a problematic act carried to completion in its natural setting.”

19. CHARACTERISTICS OF A GOOD PROJECT METHOD The method aims at teaching the learner to get the best out of life. An attempt to use experience, trust & the best master whose lessons are unforgettable. The project method gives an opportunity for self- expression . The experiments of the project method want to reset the whole curriculum & break all barriers of the subject matter. The project matter proposes the whole sequence of activities involved in complete understanding.

20. Count… A project can be large unit of appreciation learning or of attitude development that increases motor skills & technical knowledge. A project is a play activity & learners are engaged in carrying out the activity. The project method is complete surrender to the learner’s point of view. An attempt is made to establish a positive relation with life. The project method lends itself naturally to group work. It is a large unit plan of teaching.

21. TYPES OF PROJECTS TYPE S OF PROJECT Projector type Consumer type P roblem type D ri ll type

22. Count… Project type: Projects where students are getting to something like building a house or a garden or planning to execute a model of a textile factory are called projector type projects. Consumer type: Projects where students set & enjoy the direct experience with their future expected consumers. Problem type: Project where a solution to a problem is to be found out. Drill type: The drill type projects involve an activity that aims at acquiring greater skill. For ex; a nursing student may be given a project to obtain competency skills in specific nursing procedures such as mouth care etc.

23. ESSENTIALS OF A GOOD PROJECT

24. ORGANIZING A PROJECT

25. THE ROLE OF TEACHER IN THE PROJECT METHOD

26. ADVANTAGES OF THE PROJECT METHOD It follows the psychological laws of learning: Law of readiness. Law of exercise. Law of effect. It gives freedom to the students. I t s u i te d t o th e p s y cho l o g ical conc e p t of maturation. It drives social values. It trains for social adjustments. It saves children from insincerity & superficiality. It trains for a democratic way of life.

27. Count… It promotes learning through practical problem saving. It helps the students & teachers grow. It confers on school work a much needed sense of reality. It sets up an intrinsic standard of evaluation. It leads to satisfaction of completing the whole task. It is economical. It is ideal for science work, handicrafts & practical geography & dramatic work literature.

28. DISADVANTAGES OF THE PROJECT METHOD The role of communication is subordinated to the glorification of active learning. The practical difficulties of covering a syllabus rule out the project method as the basis of teaching in most schools. It is time consuming & limited by availability & cost of materials. It is most valuable in students with lesser academic interest, for it provides an opportunity for the practical enthusiast. It leaves gaps in student knowledge. It may be too ambitious: beyond a student’s capacity.

29. Count… Opportunity for the correlation with the academic subjects is extremely limited. In this method instructions are more planned. In involves difficulty to ensure any kind of systematic progress in instructions. A complete reorganization of the school is needed for a new teacher. Children may ignore maxims, working from simple to complex. Time-bound projects are introduced artificially & may require more than necessary help. Projects may be adopted or abandoned at will.

30. GUESS THE TOPIC

31. INTRODUCTION Direct experience with reality provides an excellent opportunity for sensory learning, field trip is a first audio visual aid to be introduced in audio visual media for effective learning. The specific advantage of field trip is that after the trip students just say, I have been ,instead of I have read about or I have been told.

32. DEFINITION Field trip is defined as an educational procedure by which the student studies first hand objectives and materials in the natural environment. -Heidgerken Field trip is defined as most concrete and the real best visual techniques which bring the pupil into direct contact with the real life situation. - Bhatia

33. OBJECTIVES

34. PURPOSE It helps to furnish first hand experience It helps to co-relate and blend school without side world by providing a touch with community situation It helps to develop keenness and observational skills Field trip provide opportunity to apply what is taught and verify what is learned Field trip provides actual source material for study Field trip helps to develop aesthetic sense in student.

35. TYPES OF FIELD VISIT

36. RESPONSIBILITIES OF STUDENT

37. GUIDELINES FOR USING FIELD TRIP AS A TEACHING METHOD The field trip must be planned to meet specific educational objectives rather than merely a picnic activity. Plan the field trip with a specific checklist such as prior permissions, arrangement of transpiration, booking boarding facility, parental notification & safety & emergency arrangement. Plan a schedule & route plan for the field trip. Further, identify a main leader of the group & subleader of the small groups.

38. Count… Assign different responsibilities to different individuals & make every individual understand the overall schedule & route plan of the field trip. Have a list of all the candidates, contact numbers of the people to be contacted in case of an emergency or special needs. During a field, individuals must be provided with opportunities to achieve educational objectives of the field trip. Post the field trip, a review & presentation along with a report must be made to the institutional head & other target group of the institution.

39. ADVANTAGES OF FIELD TRIP Classroom experience could be further enriched with field trip experiences. Field trips provide the opportunity for learners to get first-hand information from natural settings. The monotony & boredom of classroom teaching may be supplemented with natural, interesting & exciting teaching methods. Field trips give natural stimulation that motivates & makes learners interactive & creative. Field trip help the learners learn things very quickly & remember them for a longer period.

40. DISADVANTAGES OF FIELD TRIP