Seminar as a technique for teaching Environmental Education.pptx

Content for B.Ed. Environmental Education Students.

1. SEMINAR as an Environmental Education Technique Dr. Bahunlang Tron College of Teacher Education (PGT) Shillong

2. Concept A seminar as an instructional technique involves generating a situation for a group to have guided interaction among themselves on different aspects or components of a topic, which is generally presented by one or more members. As an instructional technique it involves paper reading or presentation on a theme or topic followed by group discussion to clarify the complex, difficult or vague aspects of the theme.

3. Objectives of the Seminar COGNITIVE OBJECTIVES 1. To develop higher cognitive abilities 2. To develop the ability of responding 3. To develop the ability of keen observation of experience, feelings and to present them effectively. 4. To develop the ability to seek clarification and defend the ideas of others effectively.

4. 1. To develop the feeling of tolerance. 2. To develop the feelings of cooperation 3. To develop emotional ability among the participants of the seminar. 4. To acquire the good manners of putting questions and answering the questions of others politely and effectively. AFFECTIVE OBJECTIVES

5. Steps for conducting classroom seminar in EE Step I: The teacher (chairman/leader) should take the initiative in acquainting the students (participants) with the objectives and purpose of the seminar. This would enable the student to have receptive attitude to the seminar plan and recognise the potential value of participating fully in the seminar learning experience.

6. Step 2 Seminar requires much planning in terms of referring to literature on related aspects of the seminar topic, organising and collecting data in a sequential manner and presenting the paper through effective reporting. With students, the teacher can oversee the preparation and guide in the different stages of preparation and writing of the paper.

7. Step - 3 Duration for the presentation of papers varies from topic to topic and discipline to discipline. Generally 30-40 minutes are permitted for presentation followed by discussion for 15-20 minutes. This need not be a hard and fast rule. Adequate time should be given to students or other participants to clear their doubts and probe the major aspects of the topic./ papers can be illustrated with/through projected aids (slides, transparencies, filmstrips) or non-projected (chart, diagrams, maps, etc.)

8. Step - 4 Evaluation is one of the main aspect of paper presentation at seminars. Observation by individual students appointed by the teacher, along with the teacher can be carried out in order to give a feedback to the presenter (s) on his/her/their presentation.

9. CONDUCTING A SEMINAR T he setting up of an environment that contributes to the purpose of the seminar is of importance and requires a skilled teacher. A motivating learning situation that is not too highly organised or too relaxed is essential. The discussion needs to be kept active, while at the same time the orderly development of the subject content should be maintained. The teacher usually guides the seminar, however student carry out this function under the guidance of teacher.

10. CONDUCTING A SEMINAR Define the purpose of the discussion.• Relate the topic of discussion to the main concept or the objectives to be attained.• Direct and focus the discussion on the topic.• Helps students express their ideas.• Keep the discussion at a high level of interest so that students will listen attentively to those who are contributing ideas.• Plan comments and questions that relate to the subject and will also help to guide the discussion. Set a time limit for each person to contribute.• Guard against monopoly of the discussion by any member of the seminar.• Plan for a summary at intervals during discussion and also at the end and relate the ideas expressed to the purpose of discussion.• Have the discussion recorded either by a student as a recording secretary or have it tape recording.• Plan for teacher and student self-evaluation of the progress made towards the immediate objectives.

11. Advantages The major advantage of having the seminar as a mode of instruction is its stimulating and testing of students’ power to comprehend and evaluate. The presenter is tested on his skill in arranging and formulating a sustained agreement. Ability to detect and derive the principle from the context is developed. Understanding power and questioning ability in a relevant situation are strengthened.

12. Seminar is, therefore an advanced socialised method which serve as a useful purpose at all levels. As it involves preparation and participation and response from the peer group, it not only breaks the monotony of the lecture strategy but also motivates the students to probe into a topic deeply, write it in a report form, present it to fellow students and find satisfaction in his academic efforts. By participation, in the solution of problems the student becomes more articulate and develops a more critical point of view and organized, scientific approach towards an issue as chosen for the presentation Seminar gives training in self-learning and promotes independent thinking.• Ability to see and solve our own problems is increased because personal difficulties can be compared with those of the group.• Skilfully directed, apart from self-reliance, self-confidence and sense of responsibility seminar also promotes group spirit and cooperativeness. Advantages

13. LIMITATIONS • Time-consuming.• Cannot be applied to new students.• Timid students cannot improve.• If subject knowledge is poor, unnecessary discussion arises.• Requires a skilled teacher.

14. Thank you