1. *TEACHING
MEHODS
SUBMITTED TO SUBMITTED BY
DR. PALLAVI PATHANIA MS. Priyanka
ASSOCIATE PROFESSOR M.Sc. (N) 1ST YEAR
SHIMLA NURSING COLLEGE SHIMLA NURSING
COLLEGE

2. INDEX
S.NO. CONTENT
1.
2.
3.
4.
5.
6.
Panel Discussion
Symposium
Problem solving
Problem based learning
Conclusion
References

3. PANEL DISCUSSION

4. ORIGIN OF PANEL DISCUSSION:
 Panel discussion technique was originated by Harry. A . Overstreet in 1929.
 He organized a discussion for small group for definite period for the
audience.

5. DEFINITION
 A panel consists of a few members who come to prepared to exchange ideas and
views on particular subject under the leadership of a chairman.
OR
 It is a discussion in which few persons (the panel) carry on conversation in front of
the audience.

6. PURPOSE OF PANEL DISCUSSION
 It stimulates thoughts and discussion and clarifies thinking.
 It influences the facts, opinions and the plans.
 It influences the audience to an open minded attitude and respect.
 It can be helpful to stimulate discussion and developing group opinions.

7. OBJECTIVES OF PANEL DISCUSSION
 To provide information and new facts.
 To analyze a problem from different angles.
 To identify the values.
 To organize for mental recreation.

8. PRINCIPLE OF PANEL DISCUSSION
 Equal opportunities are provided to every participant.
 It encourages the active participation with originality and independently.
 It involves the social and psychological principles of group work.
 To respect the ideas of others or each other.
 It organizes teaching at reflective level that must be thoughtful

9. TYPES OF PANEL DISCUSSION:
1.Public Panel Discussions
2.Educational panel discussions

10. 1. PUBLIC PANEL DISCUSSIONS CONTD…
These are organized for common men problems.
Objectives:
 To provide factual information regarding current problems.
 To determine social values.
 To recreate the common men.
e.g.: annual budget, unemployment, increase in price of things.

11. 2. EDUCATIONAL PANEL DISCUSSIONS CONTD…
 Used in educational institutions to provide factual and conceptual
knowledge and clarification of certain theories and principles.
 Some times these are organized to find out the solutions of certain
problems.
e.g. : Scope of educational technology in our country, examination reform,
population education etc.

12. OBJECTIVES OF EDUCATIONAL PANEL DISCUSSION
CONTD…
 To provide factual information and conceptual knowledge.
 To give awareness of theories and principles.
 To provide solution of certain problems.

13. CHARACTERISTICS OF PANEL DISCUSSION:
 Used in university and college level to organize teaching at reflective level.
 Develops the ability of problem solving.
 Helps to understand nature, problem or theme of discussion.
 Develops ability of presentation of theme and giving their point of view
logically.

14. CONTD…
 Develops right type of attitude and ability to tolerate anti- ideas of others.
 Helps in creative thinking.
 Develops manners of putting questions and answering them.

15. TYPES OF MEMBERS IN PANEL DISCUSSION
1. Instructor
2. Moderator
3. Panelists
4. Audience

16. 1. INSTRUCTOR
 Plays most important role in panel discussion.
 Plans how, where, when panel discussion will be
organized.
 Prepares the schedule for panel discussion.
 Sometimes rehearsal is also planned.

17. 2. MODERATOR
 Keeps the discussion on the theme and
encourages interaction among members.
 Summarizes and highlights the points.
 Should have mastery on the theme or problem
of the discussion.

18. 3. PANELISTS
 There are 4-10 panelists in the discussion
 Members sits in a semi circle shape in front of the audience.
 The moderator sits in the middle of the panelists.
 All panelists must have mastery of the subject matter.

19. 4. AUDIENCE
 Audience are allowed to put question and seek
clarification.
 They can present their point of view and their
experiences regarding the theme.
 The panelists answers.
 In some situations moderator also tries to answer the
question.

20. CONTD…
 At the end of discussion, moderator summarizes the discussion and presents
his point of view.
 He expresses thanks to panelists and audience.

21. TECHNIQUES OF PANEL DISCUSSION
 There are seven techniques:
 Stoke controversy
 Be brief and encourage panelists to the same

22. CONT…
 Vary order of responses
 Use alternative information for introductions.
 Encourage back channel social media dialogue.

23. CONT…
 Sit with the panelists, instead of lurking on high at a lectern.
 Have fun

24. PROCEDURE OF PANEL DISCUSSION:
Part A- Putting a panel together
Part B- Planning a panel
discussion
Part C- Moderating a panel
discussion

25. PART A- PUTTING A PANEL TOGETHER
1) Select a topic

26. 2) RECRUIT VARIANT PARTICIPANTS

27. 3) INVITE A MODERATOR

28. 4) PLAN THE PHYSICAL SETUP

29. PART B- PLANNING A PANEL DISCUSSION
1) Figure out the goals of the panel

30. 2) DECIDE HOW LONG THE PANEL SHOULD LAST

31. 3) CONSIDER STARTING WITH INDIVIDUAL LECTURES

32. 4) TRY TO AVOID VISUAL PRESENTATIONS

33. 5) WRITE QUESTIONS FOR THE PANELISTS

34. 6) PLAN OUT THE REST OF THE PANEL

35. 7) INTRODUCE THE PANELISTS TO EACH OTHER IN
ADVANCE

36. PART C- MODERATING A PANEL DISCUSSION
1) Convince people to sit in the front row

37. 2) BRIEFLY INTRODUCE THE PANEL AND EACH
PARTICIPANT

38. 3) INVOLVE THE AUDIENCE EARLY

39. 4) ASK THE PREPARED QUESTIONS

40. 5) FOLLOW THROUGH WITH YOUR OWN QUESTIONS AS
NECESSARY

41. 6. GET A TIMEKEEPER

42. 7) KEEP THE PANELISTS ON TASK

43. 8) COLLECT QUESTIONS FROM THE AUDIENCE

44. 9) THANK EVERYONE INVOLVED

45. ADVANTAGES OF PANEL DISCUSSION
 Encourages social learning.
 Higher cognitive and affective objectives are
achieved.
 Used to develop ability of problem solving and
logical thinking
 Develops capacity to respect others ideas and
feelings and ability to tolerate.
 It provides opportunities of assimilation of
theme and content

46. LIMITATION OF PANEL DISCUSSION
 There are chances to deviate from the theme of discussion
 Some members may dominate.
 There is possibility to split the group in to two subgroups (for and against)
 If panelist belong to different groups, it may not create appropriate learning
situation.

48. INTRODUCTION OF SYMPOSIUM
 Symposium technique is one of the techniques of higher learning. It is an
instruction technique, which is used to achieve higher cognitive and
affective objectives.
 Plato has used this term for ‘good dialogue’ to present the views towards
God.
 Meaning is the intellectual recreation or enjoyment. The recent meaning
of the term is a meeting of persons to discuss a problem or theme.

49. DEFINITION OF SYMPOSIUM:
 Symposium is a method of group discussion in which two or more persons
under the direction of a chairman present separate speeches, which gives
several aspects of one question.
 Symposium is defined as a teaching technique that serves as an excellent ,
crystallizing their opinion and preparing them for arriving at decision
regarding a particular issue or a topic.

50.  To investigate a problem from several point
view.
 To boost students ability to speak in group.
 It provide the broad understanding of a topic or
a problem.
 It used for higher classes to specific theme and
problem.

51. OBJECTIVES:
 To identify and understand two various aspects of theme and problems.
 To develop the ability to decision and judgement regarding a problem.
 To develop the values and feelings regarding a problem.
 To enable the listeners to form polices regarding a theme or problem.

52. CHARACTERISTICS OF SYMPOSIUM:
 It provide the broad understanding of a topic or a problem.
 The opportunity is provide to listeners to take decision about the problem.
 It is used for the higher classes to specific themes and problem.
 It develops the feeling of cooperation and adjustment.
 It provides the different views on the topic of the symposium.

53. CONTD…
 Success depends on personal involvement and degree of preparation.
 The objectives as synthesis and evaluation (creativity) are achieved by
employing the symposium techniques.

54. PRINCIPLE OF SYMPOSIUM:
 The speech may be persuasive , argumentative and informative.
 Original presentation is objective and accurate.
 Always include a summary at conclusion.
 Each speech without interruption.
 The chairmen of the symposium introduce the topic, suggests its importance
and sometimes indicates the general approaches.

55. STEPS OF SYMPOSIUM
 Decide on the symposium topic

56. CONT…
 Pick a symposium name

57. CONT…
 Consider your budget

58. CONT…
 Obtain additional sponsor

59. CONT…
 Decide on major speaker

60. CONT…
 Give students, postdocs, and junior faculty a chance to shine.
 Decide on a schedule and draft program

61. CONT…
 Use local connections
 Be organized and follow up

62. CONT…
 Make sure everyone knows what to do
 Recruit volunteers
 Advertising is crucial for a symposium

63. CONTD…
 Design a symposium website
 Set a deadline for registration and abstracts, keep a final headcount

64. CONT…
 Dividing up duties between yourself and your co- organizer
 Thank you everyone and obtain feedback.

65. GUIDELINES FOR CONDUCTING SYMPOSIUM:
 All members of the performing group can sit in
straight line behind a table or in adjoining chairs
with the chairmen in the middle or to one side of
the speakers.
 The chairman of the symposium introduce the
topic and suggest something of its performance.

66. CONTD…
 Two or more speakers talk form 10-20 minutes.
 The speech are followed by questions or comments from the audiences as in
the panel form.

67. TECHNIQUES OF SYMPOSIUM METHOD
 All members should know the objectives of symposium.
 Chairman should ensure that the members have clear guidelines to follow in
preparing the papers.
 The group may meet together before hand and discuss how each will
present his/her particular topic.

68. CONT…
 The chairman opens the symposium and introduce the topic.
 Speakers invite questions from the floor and directs the discussion.
 All speaker should have an equal opportunity for participation before
summing up or closing the session.

69. PRECAUTIONS IN SYMPOSIUM:
 The moderator should be sure to prepare the speakers or see that they are
prepared.
 The chairman is responsible for preparing the agendas, should not attempt
to stack the cards, by omitting or ignoring the vital phases of the problem as
he/she selects or delegates his/her speakers.
 The chairman should plan carefully for the questioning period.

70. LIMITATIONS OF SYMPOSIUM TECHNIQUE:
 The chairmen has no control over the speakers as they have full freedom to
prepare the theme for discussion. They can present any aspect of the theme
or problem.
 There is a probability of repetition of the content because every speakers
theme as a whole.
 The different aspects of a theme are presented simultaneously. Therefore the
listeners are not able to understand the theme correctly.

71. CONTD…
 The listeners remain passive in the symposium because they are not given
opportunities to seek clarification and put questions.
 The discussion and presentation of theme is not summarized at the end. The
participants take decision according to their own. Hence matured persons
can only make use of this techniques.
 This techniques is employed to achieve the higher objectives of cognitive
domain, but affective objectives are not emphasized properly.

72. ADVANTAGES OF SYMPOSIUM:
 It is suited to a large group or classes.
 Used to present broad topics for discussions at conventions and organization meetings.
 Organization is a good because of the set speeches before hand.
 Gives deeper insight to the topic.

73. CONTD…
 Directs the students to continuous independent study.
 Lends itself to the teaching of clinical subjects.
 This method can be used in political meetings.
 This method can be used in political meetings.

74. DISADVANTAGES OF SYMPOSIUM:
 Inadequate opportunity for all the students to participate actively.
 The speech is limited to 15-20 minutes.
 Limited audience participation.
 Question and answer limited to 3-4 minutes.
 Possibility of overlapping of subjects.

75. PROBLEM SOLVING

76. INTRODUCTION OF PROBLEM SOLVING
Problem solving is an instructional method or technique where by the teacher
and pupils attempt in a conscious, planned and purposeful effort to arrive of
some explanation or solution to some educationally significant difficulty for
the purpose of finding a solution.

77. CONT…
 Students are presented with problems which require them to find either a
scientific or technological solution.
 It is a student- centered strategy which require students to become active
participants in the learning process.

78. CONT…
 Problem solving is a teaching strategy that employs the scientific method in
searching for information.
 Problem solving: arriving at decisions based prior knowledge and
reasoning.

79. DEFINITION OF PROBLEM SOLVING:
 A systematic approach to defining the problem and creating a vast number of
possible solutions without judging these solution.
 “Problem solving is a cognitive processing directed at achieving a goal where no
solution method is obvious to the problem solver”.
 Yokam & Simpson define it as “ A problem occurs in a situation in which a felt
difficulty to act is realized. It is a difficult to clearly to act is realized. It is a
difficult to clearly present and recognized by thinker.”

80. CONTD…
 A problem exists for an individual when he has a definite goal he can not
reach by the behaviour pattern which he already has available.
-According to Gates
 Problem solving is a process of overcoming difficulties that appears to
interfere. In a problem solving the entire subject matter is organized in such
a manner that it can be dealt with through the problems identified during the
study.
-According to Skinner

81. EXAMPLES OF PROBLEM SOLVING
1. A registered nurse will need active listening and communication skills when interacting
with patients but will also need effective technical knowledge related to diseases and
medications. In many cases, a nurse will need to know when to consult a doctor regarding
a patient’s medical needs as part of the solution.
2. How might we limit cold and flu transmission among students?

82. STEPS OF PROBLEM SOLVING
1.
• Formulation and appreciation of problem
2.
• Collection of relevant date and information
3. • Organization of data
4.
• Drawing of conclusion
5.
• Testing conclusion

83. 1. FORMULATION AND APPRECIATION OF PROBLEM
The nature of the problem should be made very clear to the students so that
they can understand the actual solution for the problem.

84. 2. COLLECTION OF RELEVANT DATE AND INFORMATION
 The students should be stimulated to collect data in a systematic manner full
co-operation of the students should be secured. The teacher may suggest
many points to them. Like extra books for read, organize a few educational
trips together the relevant information.

85. 3. ORGANIZATION OF DATA
 The students should be asked to shift the relevant material from the
superficial one put in a scientific way.

86. 4. DRAWING OF CONCLUSION
 After the organizing the data discussion should be arranged collectively and
individual with each student so that essential thongs is done by the students
themselves and that their educative process provides the particular
solutions.
 “care should be taken that judgement is made only when sufficient data is
collective.”

87. 5. TESTING CONCLUSION
 No conclusion should be accepted without being properly verified.
 The corrections of the conclusion must be proved.

88. PROBLEM SOLVING SKILLS

89. Clarify what the problem
is about
Clarify what the
problem is about
Plan out what you are
going to do
Try out your plan
Brainstorm out ideas
Does it solve the problem
Try
another
plan
No
yes

90. ESSENTIAL FEATURES OF THE PROBLEM SOLVING:
 The problem should be meaningful, interesting and worthwhile for children.
 It should have some correlation with life.
 It should have some correlation with other subjects if possible.
 It should arise out of the real needs of the students.
 The problems should be clearly defined.
 The solution of problem should be found out by the guidance and
supervision of the teacher.

91. MAJOR APPROACHES IN THE PROBLEM SOLVING
 First particular cases are dealt with
and then definition, principles and
rules are deprived from them.
 Its leads to knew knowledge.
 It is a method of discovery.
 The child acquires first hand
information and knowledge by
actual observation.
 This method is rather slow.
 This method provides training to
child and develops self confidence
and initiative.
 It is an upward process of thought.
 This method is full of activity.
 First general definitions, principles and
rules are stated and particular cases are
taker as e.g.: to prove them.
 It does not leads to knew knowledge .
 It is a method of verification and
explanation.
 The child gets ready made information
acquired by others.
 This method is comparatively quick.
 This method is based on borrowing
from others.
 It is downward process of thought and
leads to more comprehension.
 This method provides comparatively
less scope for activity.
INDUCTIVE DEDUCTIVE

92. TEACHER ROLE IN PROBLEM SOLVING
 The students to define the problem clearly.
 Got them to make many suggestions by encouraging them:
 To analyse the situation in parts
 To recall previously known similar cases and general rules that apply.
 To guess courageously and formulate guesses clearly.

93. CONT…
o Get them to evaluate each suggestion carefully by encouraging them:
 To maintain a state of doubt or suspended conclusion
 To criticize the suggestion by appeal to know Facts, minister and
experiment
 Get them to evaluate each suggestion carefully

94. USES OF PROBLEM SOLVING IN NURSING
 Develop ability to analyse the problem and to take proper judgement/
solution in the critical condition that encounter in the clinical setting.
 Problem solving method also helps the students to solve this problem in real
life situation without much stress.
 It helps the student to solve the similar problem in future with confidence.

95. CONT…
 It develops critical thinking of pupil.
 In the class/ group it will develop mutual understanding among the group
members.
 It helps the care giver/ nurse to develop a skill to help the patient.
 Develop the ability in nurse to select the problem solving strategy according
to patients abilities and lifestyle.

96. ADVANTAGES OF PROBLEM
 This approach is most effective in developing skill in employing the science
processes.
 The scientific method can likewise be used effectively in other non science
subjects.
 it is a general procedure in finding solutions to daily occurrences that
urgently need to be addressed.
 The students active involvement resulting in meaningful experiences serves
as a strong motivation to follow the scientific procedure in future
undertakings.

97. CONT…
 Problem-solving develops higher level thinking skills.
 A keen sense of responsibility, originality and resourcefulness are
developed, which are much-needed ingredients for independent study.
 The students learn to accept the opinions and evidence shred by others.

98. DISADVANTAGES OF PROBLEM SOLVING:
 General speaking problem- solving involves mental activity only.
 Small children do not posses sufficient background information and
therefore they fail to participation in discussion.
 students may not have adequate reference and sources books.
 It involves lot of times.

99. CONT…
 It need very capable teacher to provide effective guidance and knowledge to
students.
 It is a time consuming process, teacher may find it difficult to complete the
syllabus.

100. PROBLEM BASED LEARNING

101. INTRODUCTION OF PROBLEM BASED LEARNING:
 Problem based learning is a process of acquiring an understanding of
knowledge, skills in the context of an unfamiliar situation and applying that
learning to the situation.

102. DEFINITION OF PROBLEM BASED LEARNING:
 Problem based learning is the basic human learning process that allowed
primitive man to survive in this environment .
-Now barrows and Tamblyn(1980)
 Problem based learning is student centered learning strategy in which
students collaboratively solve the problems and this reflects on their
experience . In PBL,the starting point is a problem, a query or a puzzle that
the learner wishes to solve.
-D.L Bound,1985.

103. CONT…
 It is a careful inspection of methods which are permanently successful in
formal education.
-John Dewey(1916)

104. EXAMPLE IN PBL:
 After nursing course completion students are posted in hospital. There they don’t
know how to manage critical patient, they are getting problem in setting the
ventilator and how to know to perform suction how to give treatment then they learn
by observing, doing and helping. So become perfect in our work.

105. GOALS OF PROBLEM BASED LEARNING
 Construct an extensive and flexible knowledge base.
 Foster increased retention of knowledge.
 Develop effective problem-solving skills.
 Develop self-direction, lifelong learning skills .
 Become effective collaborators.
 Strengthen students intrinsic motivation to learn.

106. CONT…
 Develop an ability to identify relevant heath problems.
 Reinforce the development of effective clinical reasoning process.
 Recognize, develop and maintain the personal characteristics and attitude.

107. CHARACTERISTICS OF PBL:
 In this students work in small groups to increase knowledge by identifying
learning objectives, engaging in self-directed work and participating in
discussion.
 It provides students with greater access to information, support, resources,
flexible, approaches to leaning, collaborative learning activities and
opportunities for self development so that can get results in higher level
structural environment.

108. PRINCIPLES OF PBL
 The student is the focus of the educational program, the curriculum or the
curriculum contents.
 The development of his/her learning capacities is emphasized.
 The problem presented in the curriculum trigger the students abilities to
analyze to understand and to solve.
 Co-operation with other and the importance o0f communication is
emphasized.

109. CONT…
 Much attention is paid to the development of practical skills, the
development of analytical and creative thinking skills.
 The development of self directed learning ability.

110. THE PBL CYCLE
EXPERIENCE
SHARE
GENERALIZE PROCESS
APPLY

111. STEPS OF PBL
1. Clarify
2. Define
3. Analyze
4. Review
5. Identify learning objectives
6. Self study
7. Report

112. STUDENTS ROLE
 Students have to assume a high degree of responsibility for their education
through effective self learning working with others and setting and relevant
goals for themselves and the group as a whole.
 Students be able to present demonstration of their learning achievements.

113. GROUP MEMBERS ROLE
 Active participation
 Active listening
 Asking questions
 Answering
 Giving information
 Make decisions

114. COMMON DIFFICULTIES IN PBL IN GROUP
 Unprepared for the tutorial
 Not given enough time by other members.
 The denominating group members.
 The group that keeps storming

115. TUTOR’S FACILITATOR’S ROLE
 Tutor play a crucial role in helping the group to establish itself, setting
norms for the group function, ensuring group trust, attending to the group
dynamics and unique characteristics of the group.

116. USES OF PBL
 To acquire subject matter knowledge.
 Motivate learners to learn.
 Help learners with retention.
 Develop student’s thinking skills.
 Developing student’s key skills relevent to employment such as
interpersonal communication skills.

117. CONT…
 Encourage learners to integrate knowledge from different subjects,
disciplines and source.
 Having a sense of belonging and friendship.

118. ADVANTAGES OF PBL
 Teamwork
 Chairing a group
 Listening
 recording
 Cooperation
 Respect for colleagues views
 Critical evaluation of literature
 Self directed learning and use of resources
 Presentation skills

119. DISADVANTAGES OF PBL
 It is very difficult and expensive to use as a teaching technique, when the
class size is large.
 Students require orientation to perform the role of a learner in PBL setting.
 evaluation is quite difficult and sometimes may be subjective.
 Resource expensive.

120. CONTD…
 Staff and students may be initially uncomfortable with PBL because they
are used to subject based learning and they do not really understand how to
proceed in PBL.
 Measurement of learning outcomes is difficult.

121. SUMMARIZATION

122. CONCLUSION
 There is no single teaching method that is suitable for all
learners. All these teaching and learning methods are to be used
interchangeably.
 To make learning effective and to motivate the students, various
teaching strategies needs to be incorporated in the curricula
design stage before preparing the training materials by the
trainers.

123. REFERENCES
 B.T. Basavanthappa, Nursing education 2nd Edition(2009). Page No. 579-
581.
 http://www.paneldiscussion.com
 http://www.problemsolvingtechnique.com
 http://www.problembasedlearning.com
 http://www,slideshare.com