Seminar on

Pedagogy
Guide- Dr.Geeta Bathija Presenter- Dr.Madhavi Gajula
Associate prof & I/C HOD Postgraduate
Dept of community medicine Dept of community medicine
KIMS, Hubli KIMS, Hubli
 CONTENTS
• Basic Definitions
• Objectives of Pedagogy
• Learning Domains
• Teaching skills
• Andragogy & Adult learning principles
• Problem based Learning
• Evaluation
• Questions on pedagogy asked in Postgraduate
examination.
 NEED
• Essential part of postgraduate exam
• Done on Day 2, the topic for which, to be given on Day 1
of exam
• Marks---- 20
• Requisites--,
Providing a lesson plan of the class to all the examiners
Ensure PowerPoint presentation is ready
Projector, Mike, pointer and a provision of chalk and
board
 Pedagogy-
• It is essentially a combination of knowledge and
skills required for effective teaching.
• The more traditional definitions describe
pedagogy as “either the science/theory or
art/practice of teaching that makes a difference in
the intellectual and social development of
students”
 What is teaching?

• Teaching is a process intended for learning

by inducing a behavioral change in the
taught.
• It is an art of communicating a message with
impact on audience.
• Pedagogy is an art or profession of teaching.
 What is learning?

• WEBSTER: Learning is an act or experience of

one that learns; knowledge or skill acquired by
instruction or study; modification of a behavioral
tendency by experience.

• OXFORD: Gain or acquire knowledge of or skill in

something by study, experience, or being taught.
 Pedagogical Analysis
• In its simple meaning the term pedagogical
analysis (composition of two words pedagogy and
analysis, stands for a type of analysis based on
pedagogy.
• Therefore, “the analysis of a given content
material in any subject any topic carried out well
in the spirit of the science of teaching”
 Contents of Pedagogical
Analysis-
A. Content analysis:- of the unit/ topic/ concept
being taught by the teacher in the subject.

B. Setting of the teaching or instructional

objectives of the content material of the topic in
hand by writing them in specific behavioural terms.
C. Suggesting methods, techniques, teaching
learning activities, aids and equipment's helpful for
the teaching.

D. Suggesting appropriate evaluation devices in the

form of oral, written or practical activities and test
questions.
 Objectives of a Pedagogy-
• Objectives of Teacher

• Objectives of Institution

• Objectives of Learner
 Objectives of a Pedagogy-
(Teacher)
• Helps teacher to prepare for a specific class
• To design activities, in support of creation,
implementation and assessment of significant
integrative learning experiences for all students
• It provides a means to deepen their
understanding of the subject.
• By providing actual teaching experiences, and
helps to gain the professional teaching
experiences
• To determine different student learning styles and
to modify their instructions accordingly.
• To use technology to enhance teaching.
 Objectives of Institution/
Environment
• Creation of a relaxed and enjoyable atmosphere in
the classroom
• To adhere to the teaching policies and procedure
• To provide diverse resources in support of
effective teaching
• To Set learning objectives
• Design syllabus and plan lessons that align
objectives, methods, and assessments
• Create motivating and engaging learning
• To assess achievement of learning objectives
• To Evaluate, reflect on, and document teaching
• View teaching as part of professional development
• Helping students with difficulties and identifying
a good teacher.
Objectives of a Pedagogy- (Learner/
Student)
• To gain knowledge.
• To induce behaviour change by effective teaching
• For understanding and application of learned
knowledge
• To obtain certification of their Merit
 Domains of Learning
The educational objectives are divided into three
domains and in each domain different levels of
learning can be achieved.
1. Cognitive - also referred to as domain of
intellectual skills or knowledge
2. Psychomotor – domain of practical skills
3. Affective- domain of communication skills and
deals with attitude and values
Each of these domains may be further divided into
levels
 Cognitive Domain
Levels in cognitive domain are
• A simplified classification would be
Eg: At the end of the Recall - Knowledge
Interpret - Understanding
Problem solving – Application
• Course on hypertension, the learner would be able to
• List the common causes of hypertension (knowledge)
• Classify a given set of B.P readings as normal or hypertensive
(understanding)
• Plan an individualized therapy for a given patient with
hypertension(application)
Psychomotor Domain

Deals with acquisition of physical abilities/motor or

muscular skills and development of these skills
require practice
• Imitation – Eg: Will observe CPR being performed
and then perform on a mannequin
• Control –Eg: will perform under supervision
• Automatism–Eg: will perform with high degree of
proficiency independently
 Affective Domain

Deals with description of learning tasks, concerning

changes in interest, attitudes, values, and
development of appreciation and adequate
adjustment to it.
• Receiving –becoming aware of an idea
• Responding –willingness to accept the idea
• Internalization – judgment whether the idea is
worthy of accepting and ability to adapt into
lifestyle to include the idea
• The awareness of different domains and the levels
within each domain helps the teacher to
formulate the specific learning objectives clearly,
precisely and to plan teaching-learning activity
and evaluation more scientifically.
Specific Learning Objectives (SLO)

• The effectiveness of any teaching is dependent on

the competence of the teacher in framing SLO.
• Written objectives for the course or even a lecture
will help student learn more and learn it more
effectively.
• Qualities of SLO
The SLO should have the following characteristics
Relevant
Unequivocal
Observable
Measureable
Feasible (reproducible)
Components of SLO include:
Act- what the learner is expected to do
Content- describes how the activity has to be
performed
Condition- under what circumstances should the
activity be performed
Criterion- define the desirable proficiency
SLO= Task + Criterion
Task consists of Act, Content and condition
Eg: Identify on a PA view Chest X-ray films the
presence of opacities of more than 2cm in the
lung in 8 out of 10 films examined.
Act: expected- to identify the presence
Content: how?-Opacities of the lung
Condition: circumstance- PA Chest X-ray films
Criteria: 2cm in size, in 8 out of 10 films
It is important to remember that all SLO’s need not
have all criteria, eg: in cognitive domain need not
have any condition
 While framing specific Learning Objectives
for the Class-

Learning objectives can be developed using an ABCD

approach:
1. Identify the Audience.
2. Choose objective and measurable Behaviours that
reflect the specific learning domain such as cognitive,
affective and psychomotor.
3. Identify the Condition of the behavior. Under what
conditions will the competency be measured. This may
include the specific learning resources the student should
use and or learning aids. (eg. Textbook, Practice Guideline).
4. State the Depth or Degree. Specify the depth of learning
expected or degree of skill expected at the end of the
 Teaching skills
• A teaching skill is that behavior of the teacher
which facilitates pupils’ learning directly or
indirectly.
• A teaching skill includes all arts and behavior of
the teacher which maximizes pupils’ learning.
 Important teaching skills could include:

1. Attitude and Preparation

2. Organizing Content
3. Set Induction
4. Specify objectives
5. Explaining
6. Using teaching aids
7. Stimulus Variation
8. Questioning
9. Reinforcing pupil participation
10.Teacher silence and non verbal cues
11.Closure
12.Managing the class
1. Attitude and Preparation
• Sincerity and commitment to teaching is the most
important pre-requisite to become a good teacher.
• Humility and willingness to learn all through
one’s life are other important pre-requisites.
• Before the class, proper preparation is required.
• Reading through power point slides is not the
right way to teach
2. Organizing Content
• The topic should be logically sequenced, to enable
the student to understand the subject well
• Major points should be noted before hand
• It is also important to establish links between
ideas
• Obtaining prior information about how much
student know about the topic, what experience
they have and the interest they have, will be a
good base on which to build the topic on.
• Also one must decide what medium, lecture,
power point etc one is going to use to take the
Set Induction
Set induction means arousing the interest in the
student at the start of the class.

This can be done by-

• Linking from Previous class
• Known to unknown- following a U shaped curve
• Drawing attention by creating interest by giving
examples, experience and illustrating examples
before starting the topic
Specify objectives
• It is very important to clearly state, what the
student ‘must know’ at the end of the class.
• Listing the specific learning objectives, helps to
draw the attention of the students to these points
as they appear in the course of the class
Explaining
• Explanation should be clear, continuous, essential
points should be covered, in simple language and
by using lots of examples.
Using teaching aids
Teaching aids are useful to:
• Reinforce what you are saying,
• Ensure that your point is understood,
• Signal what is important/essential,
• Enable students to visualize or experience something that
is impractical to see or do in real life,
• Engage students’ other senses in the learning process,
• Facilitate different learning styles.
Most commonly used teaching aids are-
• Chalk and Board
• OHP presentation
• PowerPoint presentation
 Chalk and Board
• It’s the presentation of facts with organized thoughts and
ideas by a qualified person
Advantages-
• Live, Personal means of motivating students
• Provide up to date summary of topic
• Clarify difficult concepts and stress on main points
Disadvantage
• Audience are involved to a minimum extent
• Learning is passive
• Do not stimulate thinking
• Teacher needs high lecturing skills to engage the
attention of learners for 45-60min
• Behaviour of the listeners is not affected
 Over Head Projection
Magnification of OHP is 5 times
Advantages
• Allow you to prepare all your slides in advance.
• Particularly suited for complex diagrams, charts and
illustrations.
• Can build up information point-by-point through the use of
overlays.
• Don’t have to turn your back on the audience (face to face
contact)
• Can be used to focus attention by occlusion, highlighting
the important points
• Effective in lighted room
• Ability to modify transparencies during
presentations
• Unframed transparencies easy to store and
transport, easily fits in a folder
• Low cost of transparency material and easy to
prepare
Disadvantages
• A blown bulb or power failure can spoil all your hard
work.
• Image quality can also be a problem.
• Can be disorienting to manipulate transparencies on
projector plate.
• Overhead projector is bulky and heavy to transport
• Framed transparencies are bulky and difficult to store
• Overhead projection is perceived as less professional than
slides in a formal setting
 PowerPoint Presentations
Advantages
• Very good magnification
• Very good media for showing images
Disadvantages
• If contents in the slides is more, Audience cannot follow
• It makes the teacher passive as pre-teaching preparation
is less compared to chalk board preparation
 Guidelines for PPT
• 6 lines of text per slide, excluding Heading. The content of
slides to be in points than text, having more of
subheadings.
• Avoid using red and green combinations for emphasis –
the most common form of color blindness prevents
separation of reds and greens
• Use pictures wherever necessary
• Use a Sans Serif font such as Arial rather than a Serif font
such as Times New Roman: typographical texts
recommend this as being easier to read on a poster or
presentation slide. If you want a more casual font, Comic
• Do not use more than two text colours in a presentation unless
there are particular reasons for doing so.
• Consider whether to use a dark or a light background for the
presentation. Dark backgrounds may not work well if the room
is not fairly dark. Remember too that the darker the room has
to be, the more likely the audience are to find it hard to stay
awake!
• Do not use capitals except for occasional emphasis – they are
harder to read than lower-case letters
Stimulus Variation
• It is difficult to hold the attention of any class for long
without change in stimuli. In order to retain the attention
of the class, it is necessary to incorporate these stimuli.
These stimuli could include:
• Moving towards, blackboard, towards students etc
• Gestures with hands
• Facial expression
• Changing the tone of voice (Voice Modulation), pace of
presentation etc
• Pausing in between, this wakes up the students
• Interactions
Questioning
• Encouraging students to ask questions is also
important.
• Also asking specific questions to highlight important
points can be a method for stimulating the class.
• Pupil effort should be rewarded, by using adjectives
like very good, that’s a good answer etc.
Reinforcing pupil participation
• By asking questions, during the class or having
activities like role plays, seminars, encourages
student participation and also helps in self -
directed learning.
Teacher silence and non-verbal cues
• Silence and non-verbal cues in between the class,
helps to bring back students who have drifted
away during the course of the class.
Closure
• At the end of the class, it is important to close the
by summarizing the key learning points and also
to relate them to the learning objectives of the
class, put up at the beginning of the class. It
would be good to link the learning points to future
learning also.
 Evaluation
• By teacher,
• At the beginning of the class- to assess the
students background knowledge
• In between class- to keep up the interest of
students and to check their attentiveness
regarding the lecture topic
• To the end of the class- to evaluate the impact of
present lecture, which indirectly is the evaluation
of the teacher
 Microteaching

• The idea of micro-teaching originated for the first

time at Stanford University in USA, when an
Experimental Project on the identification of
teaching skills was in progress under the
guidance and supervision of the faculty members.
• This project was aided by Ford Foundation and
Kettering Foundation.
• At this juncture Keath Acheson, a research worker
was investigating the utility of video tape
recorder in the development of technical teaching
skills.
• This instrument could be used for recording the
class interaction and the behaviors of the trainee
vividly and accurately.
• This lead to the development of a systematic and
accurate method of giving feedback to the teacher
• Thus the name of micro-teaching was coined for
this method of developing teaching skills in 1963.
• Since then, this technique of teacher training has
been widely used in almost all Colleges and
Universities of Europe and Asia.
• In India, it is being used with great emphasis in
all the teacher training programs of developing
teaching skills and competencies among teacher
trainees.
 Microteaching in India
• The department of Teacher education in the NCERT designed a
project to study the effectiveness of Microteaching in 1975 in
collaboration with the Centre of Advanced Study in Education (CASE)
Baroda.
• Research and training programmes for teacher educators were also
initiated in collaboration with the department of Education,
University of Indore.
• Passi, Singh and Jangira developed instructional materials which
were used to train teacher educators.
• The steps of micro-teaching technique:

Teach → Feedback → Re-plan→ Re-

teach →Re-feedback.
Definition-

• Micro teaching is a procedure in which a student

teacher practices teaching with a reduce number
of pupils in a reduced period of time with
emphasis on a narrow and specific teaching skill.
Objectives of Microteaching
• To enable teacher trainees to learn and assimilate
new teaching skills under controlled conditions.
• To enable teacher trainees to master a number of
teaching skills.
• To enable teacher trainees to gain confidence in
teaching.
 Characteristic of
Microteaching
• Microteaching is a highly individualized training
device.
• Microteaching is an experiment in the field of
teacher education which has been incorporated in
the practice teaching schedule.
• It is a student teaching skill training technique
and not a teaching technique or method.
• Microteaching is micro in the sense that it scale
down the complexities of real teaching.
• Practicing one skill at a time.
• Reducing the class size to 5 – 10 pupil
• Reducing the duration of lesson to 5 – 10 minutes
• Limiting the content to a single concept
• immediate feedback helps in improving, fixing
and motivating learning
• The student are providing immediate feedback in
terms of peer group feedback, tape recorded/CCTV
• Microteaching advocates the choice and practice
of one skill at a time
 Steps of Micro-teaching
• Step I- Particular skill to be practiced is explained to the teacher
trainees in terms of the purpose and components of the skill with
suitable examples.
• Step II- The teacher trainer gives the demonstration of the skill in
Micro-teaching in simulated conditions to the teacher trainees.
• Step III -The teacher trainee plans a short lesson plan on the basis
of the demonstrated skill for his/her practice.
• Step IV- The teacher trainee teaches the lesson to a small group of
pupils. His lesson is supervised by the supervisor and peers.
• Step V -On the basis of the observation of a lesson, the
supervisor gives feedback to the teacher trainee. The
supervisor reinforces the instances of effective use of the
skill and draws attention of the teacher trainee to the
points where he could not do well.
• Step VI- In the light of the feed-back given by the
supervisor, the teacher trainee replans the lesson plan in
order to use the skill in more effective manner in the
second trial.
• Step VII- The revised lesson is taught to another
comparable group of pupils.
• Step VIII- The supervisor observes the re-teach
lesson and gives re-feed back to the teacher
trainee with convincing arguments and reasons.
• Step IX -The ‘teach – re-teach’ cycle may be
repeated several times till adequate mastery level
is achieved.
 Time duration for the Microteaching is;

• Teach : 6 Minutes.
• Feedback : 6 Minutes.
• Re-Plan :12 Minutes.
• Re-Teach : 6 Minutes.
• Re-Feedback : 6 Minutes
 Merits of Microteaching
• It helps to develop and master important teaching
skills.
• It helps to accomplish specific teacher
competencies.
• It caters the need of individual differences in the
teacher training.
• It is more effective in modifying teacher
behaviour.
• It is an individualized training technique.
• It employs real teaching situation for developing
Limitations of Microteaching
• It is skill oriented; Content not emphasized.
• A large number of trainees cannot be given the
opportunity for re-teaching and re-planning.
• It is very time consuming technique.
• It requires special classroom setting.
• It covers only a few specific skills.
• It deviates from normal classroom teaching.
• It may raise administrative problem while
arranging micro lessons
Microteaching Class room teaching
Teaching is Relatively Teaching is Complex Activity
Simple
Carried out in controlled Carried out in uncontrolled
situation Situation
Small class of 5 – 7 35 – 40 students or more
students
Takes up one skill at a Teacher practices several
time skills at a time
Teaching time is 5 to 10 Teaching time is 40 to 50
minutes minutes
Student teacher provided No immediate feedback
immediate feedback
Provision for re-teaching No provision for re-teaching
Trainee teacher gains Trainee teacher usually
Lesson plan-
 Andragogy
• Andragogy- means teaching Adults,
• Theorized by Dr. Malcolm Knowles.
• This learning approach consists of learning
methods and strategies on adult humans.
• This concept of learning is widely used by
educators worldwide.
 Theory
• Adults could respond better to internal than external
motivators.
• Adults are most interested in learning subjects having
experience in work and more experiences in life.
• The basis of learning activities is experience, which
clearly shows that adults have better experience.
• Adults need to know the need and reason for learning
something.
• Adults are contributors of their own involvement in
planning and evaluation of their instruction, they should
also be responsible for their decisions on their education.
• Adult learning should be more problem-centered than
Andragogy assumes that, as people mature
(1) their self concept moves from dependence to self
direction,
(2) their growing reservoir of experience begins to serve as
a resource for learning,
(3) their readiness to learn becomes oriented increasingly
toward the developmental tasks of their social roles, and
(4) they begin to want to apply what they have learned right
away to life's real challenges. Accordingly, their
orientation toward learning shifts from one of subject
centeredness to one of problem centeredness.
 Problem Based Learning
• PBL is a widely acclaimed ‘student centered learning’
method.
• PBL differs from conventional teaching as it involves
the use of real or simulated problems /clinical cases as
stimulus to learning.
• Students do independent, self-directed study before
returning to the group to discuss or refine their
knowledge.
What are the aims of PBL?
1. A fund of essential skills and knowledge which
students can easily retain and retrieve later in the
course of their professional work
2. The ability to make use of their skills and
knowledge to evaluate and manage the health
problems of individual and the community.
3. The ability to extend or improve these skills and
this knowledge, and to take appropriate action in
the face of any problems they may encounter in the
future.
PBL sets out to accomplish all three of these aims
 Evaluation
Two types of Evaluation exists-
• Formative / Feedback Evaluation
Formative evaluation provides the student with information
on his progress. It is very useful in guiding the student in
his own learning and prompting him to ask for help. This
evaluation should not be used by the teacher to make a
certifying judgment.
• Summative / Certifying Evaluation
The basic purpose of summative evaluation is to protect
society by preventing incompetent personnel from
practicing. It is also used for placing students in order of
merit and justifying decisions as to whether they should
move upto the next term or award of degree.
• Feedback of class- given best by student’s rating
• Other means are- By peer evaluation of colleague and
video recording of the class.
Other important points asked in exam-

• Light house effect- while in class, teacher will

have an vision across the audience which will
facilitate an eye to eye contact with the audience
and helps in engaging them and they will have the
feeling of belongingness
• Jowari window- designed by Joseph luft and harry lnghm.
It’s a conceptual model for understanding interpersonal
relationships. It is a schematic model that shows how
people expose themselves to others and
Known to self
receive feedback
Unknown to self
from others
Known to others Arena Blind spot

Unknown to Closed Dark

others
• Anecdotes- these are short and amusing or interesting
story about a real incident or person. It is a motivational
technique to encourage creativity or empathy of students
• Attention span of students is only for first 15 minutes
• Peri pettit- continuous talking or teaching
• Functional illiteracy- when reading and writing skills
are inadequate to manage daily living and employment
tasks that require reading skills beyond a basic level.
• Community based education module- this goes beyond
cognitive capacities and encompasses the social and
functional aspects of learning. It is centered on students
ability to recognize and support the needs of the
surrounding community.
• Paralinguistic language- includes pitch, loudness, rate
fluency (signals beyond the basic verbal message or
speech)
References-
• Short textbook on PG introductory course in health sciences
by GN Prabhakara
• Pedagogy- education and training by Lea Chaupis
• Medical educational technologies workbook- by
Kempegowda institute of medical science
• Learning objectives by Indiana University, centre for
innovative teaching and learning.
 Questions on Pedagogy
1. Objective of learner?
2. Objective of speaker?
3. Objective of institution?
4. What skills are important in teaching?
5. What is importance of body language?
6. What is importance of voice?
7. What is the contribution of environment in teaching?
8. What is set induction?
9. Define pedagogy ; objective of pedagogy
10.Micro-teaching v/s macro-teaching
11.What do you understand by brain storming?
12.What are brain storming exercises?
13.What is affective demand? How do you fulfil in class?
14.Bring out the negatives of ur talk and how do you improve
yourself?
15.What is the importance of summary?
16. Best way to check u are audible or no?
17.How to manage last benchers?
18.Name various audio-visual aids?
19.Reference books for pedagogy
20.What is the use of epididoscope in teaching?
21.If one student is distracting your class, what action you will take?
22.Collect feedback at the end
23.What is appreciation of class and feedback of class?
24.How do you assess understanding of students?
25.Important technique in getting feedback
26.Importance of presence of podium and absence of podium?
27.What domains are improved by lecture?
28.What is a distractor?
29.Types of evaluation methods?
30.Rules of preparation of slides for ppt
31.Disadvantage of lecture method
32.Different types of voice
33. What is light house effect
34. What is Jowari window
35. What are Anecdotes
36. How much is the attention span of students?
37. What is peri pettit
38. What is functional illiteracy?
39. What are distractors?
40. Flip chart and Flash card
41. Difference between Curriculum and syllabus Syllabus is descriptive in
nature, but the curriculumis prescriptive. Syllabus is set for a particular
subject. Unlike curriculum, which covers a particular course of study or a
program
42. Community based education module
43. Paralinguistic language
44. What are barriers of communication
45. What are principles of Health Education?
46. Method of assessment of teacher performance?
47. What is hidden curriculum A hidden curriculum is a side effect of an education, "[lessons] which are learned
but not openly intended" such as the transmission of norms, values, and beliefs conveyed in the classroom and the social
environment. Any learning experience may teach unintended lessons

48. What is student stimulus?

49. Role of medical education cell in medical colleges
50. Gross mind communication
51. What is bowing effect Bowing is a greeting behavior. bowing on perception of
attractiveness. I
52. What are rewards and what are incentives? N
53. incentive program is a formal scheme used to promote or encourage specific
actions or behavior by a specific group of people during a defined period of
time.
54. Reward thing given in recognition of service, effort, or achievement.
55. If a student misbehave inspite of repeated warning, how will you manage?
Thank you