INTRODUCTION

Teaching aids play a key role in teaching-learning situations. It works as the support for the teacher and
taught in the pursuit of knowledge. Teaching aids are the tools purposefully designed to overcome verbal
deficiencies in communication in a classroom situation.

DEFINITION
“Activity aids induce direct participation of student and teachers to get first hand knowledge.”

“An educational procedure by which the student studies first hand objects and materials in their natural
environment”

AIMS OF ACTIVITY AIDS

• To provide opportunities for shared learning.
• To highlight innovative approaches.
• Increase the student involvement in learning process
• Make the student to attain increase level of cognitive objective

OBJECTIVES OF ACTIVITY AIDS

• develop and perfect their skills in collaboration.
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PURPOSES OF ACTIVITY AIDS

• the opportunity to interact with the content
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• tement they desire.
TYPES OF ACTIVITY AIDS

DRAMA

DEFINITION
ethod of keeping the classroom instruction lively & interesting.”(basavanthapa,
2009)

“A play or film adapted from a novel or depicting a particular incident.”

“The process of adapting a novel or presenting a particular incident in a play or film.”

PURPOSES OF DRAMATIZATION
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• taining, which diverts our attention from our
everyday lives.

ELEMENTS OF DRAMATIZATION
The major elements of a drama are as follows:

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TYPES OF DRAMATIZATION

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• Pagents
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ROLE PLAY
INTRODUCTION
Role play is educational methods in which people spontaneously act out problems of human relations and
analyze the enactment with the help of other role players and observers. Role-playing is the changing of
one's behavior to assume a role, either unconsciously to fill a social role, or consciously to act out an
adopted role. Role playing is a learning structure that allows students to immediately apply content as they
are put in the role of a decision maker who must make a decision regarding a policy, resource allocation,
or some other outcome.

DEFINITION
“Role playing is a discussion technique that makes possible to get maximum participation of a group
through acting out an example of some problem or idea under discussion.”
Or
Role playing „as the changing of one‟s behaviour to fulfil a social role‟.
- Oxford English Dictionary
VALUES
• The actor really tries to feel the part of the character he is portraying and put himself in that
person‟s situation.
• Adopting simulation techniques to solve problem.
• It is enjoyed by people who do it.
• It does not need equipment.
• It can be used to train in leadership skills.
• The student not only hears about a problem or tells about it, he lives through, it by acting it out;
he experiences it emotionally.
• Develop new skills for dealing with problems in human relations.
• Understanding adequate awareness about social and psychological issues
• Understanding feeling and opinion of others.
• Developing interpersonal communication skills
• To encourage thinking and creativity.
• It is a way of presenting human relations problems, the students can experiment with behaviour ,
make mistakes and try new skills.
PURPOSE
 Role playing helps the students
 Develop real communication skills in leadership, interviewing and social interaction and
obtain constructive feedback from peers.
 Develop sensitivity to another‟s feelings by having the opportunity to put oneself in another‟s
place, by noting that there is a difference between what a person says and what a person does
and develop empathy and understanding.
 Develop skill in group problem solving.
 Develop ability to observe and analyze situations.
 Practice selected behaviours in a real life situation without the stress of making a mistake.
 Role playing helps the teacher
 Note the individual student need by observing an analyzing her needs in a simulated real life
situation.
 Assist the student in meeting her own needs by either giving her or encouraging group
members to give her on the spot suggestions.
 Encourage independent thinking and action by stepping aside or giving indirect guidance.
PRINCIPLES
 Based on the philosophy.
 Should be flexible.
 Clarify our understanding of each other‟s meanings.
 Should be stimulant to think and should not be an escape from discipline.
 Require rehearsal
 Should be able to analyse and evaluate.
 Should be done for brief period.
ADVANTAGES
For students:-
 Develop communication skills, leadership, interviewing skills&
 Social interaction.
 Develop sensitivity to another‟s

For teacher:-
 Note the individual student‟s ability.
 Feeling by having the opportunity to put oneself in another‟s place.
DISADVANTAGES
 Time consuming process
 It requires expert guidance and leadership.
 Sometimes participants may feel threatened.
 It is a failure when the group does not understand.
 Strongly depended on student‟s imagination
 Require willing volunteers who would ready to act.
TYPES
It is a part of two broad methods
- Socio drama
- Psycho drama
 Socio drama:-
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:-

Practiced in group setting, and is mainly concerned with unique needs and problems of a
particular individual. The audiences identify with roles in a role playing or critical observations brings about
learning.

POINTS TO REMEMBER WHILE DOING ROLE PLAYING

 There should never be one answer to a situation presented.
 The time of the play should be brief.
 Enough time should be allowed for discussion and analysis of the situation.
 Evaluation concerns the teacher and the participants through discussion or follow up as to specific
individual behaviour.
STEPS
 Select a problem for role playing. It may be done by-
 The group leader, who recognize a problem that can be used effectively and suggests it to
the group.
 The group can list problems on the blackboard and decide which problem they want to
work out.
 Set up the role playing scene-
 The group should come to a clear agreement on the chief objectives to be realized in role
playing.
 The group working together with the leader decides-
 What characters are to be involved.
 The attitudes and personalities of the characters.
 The setting of the story.
 The point on which the story should begin.
 The leader may brief the players on the situation, which they have decided they want to
portray.
 The player‟s lines are never fixed but for just what the player thinks his character would
say in a given situation.
 Getting underway in role playing-
 The role takers usually go out of the room and are a given a few minutes to „warm up‟ or
to get the feelings of the roles they are about to play.
 The role players should attempt to express the attitudes which the group has -assigned to
the various characters as well as to achieve the goals decided upon.
 The story grows out of the natural reactions of the characters enacted in the role playing.
 The part the group plays-
 Those members not involved in the actual role playing act as observers. They may be
assigned to watch particular role players or to look for important clues, which come out of
role playing.
 Cutting the role playing-
 The leader may cut at point where enough action has already occurred to provide a basis
for discussion.
 After the role playing is cut-
 Get immediate reaction of the role players. How they felt in their roles and how they
responded to other responses in the scene.
 Use in the discussion the role name of each person so that the player will not feel he is
being evaluated.
 The audience observers-
 The comments of the audience observers constitute the heart of the role playing as a
discussion technique.
 How did the group think the role was handled?
 What were the good points of the action?
 What were the poor points?
 The role playing scene-
 It might be played by different people so that there might be a comparison of the
behaviours of different people.
 Cautions in the use of role playing-
 Use ole play only if, when it will be useful.
 Be careful about the interpersonal relationship within the group.
 If there is a popular role, give it to a person with enough status in the group to carry it
successfully.
PLAYLETS
a shorter play that is usually performed in one act. it may have fewer characters and a simpler plot than a
full-length play, but it still tells a complete story. typically no more than ten minutes in length.
It is often used as a form of entertainment at events such as festivals or talent shows. may be written in a
variety of genres, including comedy, drama, and mystery.

TYPES OF PLAYLETS

1. COMEDIC PLAYLETS
Focuses on humor and aims to entertain the audience with light hearted or witty dialogue.
2. DRAMATIC PLAYLETS
Emphasizes serious themes, emotions, or conflicts, often designed to evoke deeper feelings from the
audience.

3. MYSTERY PLAYLETS
Incorporates elements of suspense and intrigue, involving characters solving a mystery or dealing
with unexpected events.

4. HISTORICAL PLAYLETS
Set in a specific historical period, addressing events, characters, or issues from the past.
5. EDUCATIONAL PLAYLETS
Intended to convey information or teach a lesson, often used in educational settings or to raise
awareness about a particular topic.

6. ROMANTIC PLAYLETS
Centers around love and relationships, exploring themes of romance, heartbreak, or connection.

7. SOCIAL COMENTARY PLAYLETS

Explores and critiques societal issues, norms, or behaviors, aiming to provoke thought and
discussion.
8. EXPERIMENTAL PLAYLET
Pushes the boundaries of traditional theater, experimenting with form, structure, or content.
9. SLICE OF LIFE PLAYLETS
Captures a brief, realistic moment in the lives of the characters, providing a snapshot of everyday
experiences.

PAGEANTS

Pageants are usually community dramas that are based on local history, presented by local actors. An
example i s a historical pageant that traces the growth of a school.

PANTOMIME

depends on the movements of the actors.

TABLEAU

A tableau a French word which means picture is a picture-like scene composed of people against a
background. A tableau is often used to celebrate Independence Day, Christmas, and United Nations Day.
ADVANTAGES OF DRAMATIZATION
can develop the creative instincts of the children.

of knowledge and activities of the children.

ents from the formal and rigid atmosphere of class room and reading of
books.

ological to help in developing the power of the learning of the students.

y to acquire knowledge through activity.

elop the power of sympathy and imagination.

it is easy to teach the history to students through this method in an effective manner.

DISADVANTAGES OF DRAMATIZATION
The use of drama in teaching learning situations might sometimes fail for the reasons below:

tions are sometimes irrelevant to the learner‟s need.

at drama use may cause sort of uncontrolled fun among learners.

be suitable to all the class.

h a group of students may fail with another.

LIMITATION OF DRAMATIZATION

ng
IMPORTANCE OF DRAMA IN NURSING

It helps the nurses in following ways:

• Self-confidence
• Imagination
• Empathy
• Cooperation & collaboration
• Problem solving
• Fun Relaxation
• Self-discipline
• Physical Fitness
• Sharpen Memory
• Social Awarenes

DEMONSTRATION
Demonstration is the stimulation, guidance, direction and encouragement for learning. It is utmost
importance in the teaching of nursing. It teaches by exhibition and explanation and provides opportunities to
students to apply their acquired knowledge and skill practically.
DEFINITION
Demonstration can be defined as visualized explanation of facts, concepts and procedures. It trains, explains
the students in the art of careful observation.

PURPOSES
 To show the learner how to perform certain psychomotor skills. The learner must reproduce the
behavior of demonstration exactly.
 Teaches new procedure either at bedside in a ward or in the nursing laboratory.
 Applies the knowledge of underlying scientific principles to nursing care situations.
 Teaches the uses, functioning and care of new equipment.
 Teaches the application of observation techniques and skills to nursing situation.
 Teaches maintenance of health and preventive healthcare measures to patients and family.
CHARACTERISTICS
 The demonstrator should understand the entire procedure before attempting to perform.
 All equipment needed should be assembled before demonstration.
 A positive approach should be used.
 Knowledge about the procedure should be given to students.
 The setting for a demonstration should be as real to life as possible.
STEPS
The main components and steps of the demonstration method are as follows.
A. BEFORE DEMONSTRATION
 Formulate behavioral objectives.
 Perform skill analysis and determine the sequence.
 Assess entry behavior of learners and determine prerequisites.
 Formulate the lesson plan for demonstration.
B. DURING DEMONSTRATION
 State the objectives to the learner.
 Motivate learners by explaining why the skill is required.
 Demonstrate the complete skill at a normal speed.
 Demonstrate each partial skill slowly, in the correct sequence.
 Obtain feedback by questioning and observation of nonverbal behavior.
 Avoid the use of negative examples and variations in technique.
C. AFTER DEMONSTRATION
 Provide immediate supervised practice with adequate time allowance.
 Make the environment psychologically safe by providing a friendly atmosphere and constructive
criticism.
 Discuss the points for improvement and provide constructive criticism and feedback.

RESPONSIBILITIES OF TEACHER AND STUDENTS IN DEMONSTRATION

METHOD
Teacher’s responsibilities
 Time demonstration in accordance with students background of knowledge and readiness for practice
of new knowledge.
 Arrange for demonstration to be as similar to the actual situation as possible.
 Provide students with advance information regarding activity to be demonstrated.
 Arrange physical settings for demonstration so all observers feel comfortable and can see the
demonstration.
 Explain the purpose of activity, results desired and equipment to be used.
 Proceed with each step of activity in a logical sequence.
 State the scientific principles underlying the steps of an activity.
Student's responsibilities
 Familiarize self with objectives for demonstration.
 Follow the steps being demonstrated along with written information.
 Identify how the activity can be modified to meet the patient's individual needs.
 Ask for clarification of points that were not understood.
 Translate the observation of demonstration into return performance.
 Evaluate self-regarding growth and the areas where help is needed.
 Seek opportunities to build on newly gained knowledge and skills in application to other areas.
ADVANTAGES
 It provides an opportunity for observational learning.
 It commands interest by using concrete illustrations. Students can not only hear the explanation but
also see the process.
 It has a universal appeal because it is understandable to all.
 It is adaptable to both group and individual teaching.
 Return demonstration by the student under the supervision of the teacher provides the opportunity for
well-directed practice before the students use the procedure on the ward.
 Questioning forms an important part of demonstration to get feedback from students about their
understanding and assimilation.
 Important points and terms are mentioned on the chalkboard. The chalkboard should be behind the
teacher and in front of students.
 It correlates theory with practice.
 It has a particular reference to student demonstration of procedures already learned.
 It serves as a strong motivational force for students.
 Student's interest is maintained throughout demonstration.
DISADVANTAGES
 Only a small group of students can be included in a demonstration.
 Keeps the students in a passive situation.
 Involves a high cost in terms of personnel and time required.
 Difficulty in repeating demonstrations to acquire competence.

FIELD VISIT or FIELD TRIP

Field visit as a means to teaching-learning activity was used by Socrates and Aristotle as an important part
of the instruction. The educational field visit serves as a first-hand source of information and knowledge as
the student will have a direct contact with the situation, in which elements can be studied as they actually
exit or operate in their natural environment. The advantages of the field visit are the fact that it correlates
and integrates the link between theoretical class learning with real existence in the world. But this procedure
has its limitation. It must be planned at the convenience of the establishment to be visited, availability of
transportation, etc., may be the other problems.

DEFINITION AND MEANING OF FIELD VISIT

Heidgerken, Loretta E (1965) stated, the field visit or field trip may be used as an educational procedure by
which the student studies first hand objects and materials in their natural environment.
A field trip is a visit to a place outside the regular classroom which is designed to achieve certain objectives,
which cannot be achieved as well by using other means. For example; if the lesson is on "pasteurization of
milk", and if there is no direct observation of this procedure, it is very difficult to achieve the objectives. In
such a lesson this strategy is required. Fieldtrips give opportunity for students to get out of the classroom
and experience something new.
The purpose of field trips is usually observation, non- experimental research and/or the provision of students
with experiences outside their routine activities. Field trips are an interactive method of teaching which give
students the opportunity to widen their practical and cultural experience by varying their learning
environments. Field trips can connect schoolwork with the world, making it tangible and memorable. Field
trips also provide an experiential "text" for students to study and interrogate.
FEATURES OF FIELD VISIT
• Facilitate the learning of abstract concepts. Taking students on a field trip makes learning more effective as
they will be able to gain vast ideas on the topic.
• Motivate students through increased interest and curiosity. Field trips can add variety to the regular
classroom instructional program and they tend to be special and enjoyable learning experiences. As a result,
students will develop positive attitudes toward related classroom activities.
• Increase student-student and student-teacher social interac- fion. Field trips provide an opportunity to
involve students, parents, and the teachers in the instructional program.
• Develop social awareness. Field trips make students aware of learning activities in everyday life. For
instance, visits to supermarkets or shopping mall s are typical field experiences, which teachers may fail to
notice. A well- organized trip to a "normal" place is an excellent method of teaching students to observe, ask
questions, and learn in the large classroom.

PURPOSES OF FIELD VISIT

 To make learning more meaningful and memorable comparing to regular classroom instructional
programs.

 To provide an opportunity to learn from actual hands- on experiences, rather than by simply reading
or hearing about something.
 To make a connection between reality and theory.

 To give students experiential learning experiences.

 To develop concrete skills such as note taking and speaking skills, etc.

 To add variety to the regular instructional program.

 To help the students appreciate the relevance and importance of what they learn in the classroom.
 To provide an authentic learning experience.

 To involve experience of all five senses, see, touch, feel, smell, taste.

TYPES OF FIELD VISIT

a. Instructional trips: An instructional trip is a visit by a class or group of classes to a location outside the
regular classroom, which is designed to allow the students to achieve specific course objectives, which
cannot be achieved as efficiently by other means. An example of an instructional field trip is a visit to water
purification plant to study about procedure and compare book picture.
b. School contests or festivals: A school contest is an extra campus activity, which provides an opportunity
for students to demonstrate knowledge and skills developed through subject area instruction. Contests,
competitions, SNA conferences, may involve teams of students from more than one class or school. An
example could be inter-school essay competition on World Health Day.
c. Motivational trips: A motivational trip is an extra-campus activity, which is not a part of a scheduled
class. It provides a motivational incentive for the school, or class and is related to improving the school
climate.
STEPS INVOLVED IN CONDUCTING FIELD VISIT
• Trip selection

■ Identify objectives and plan of evaluation for the field trip.

Select site to be visited and arrange date and time.

■ Conduct pre-visit to familiarize yourself with the major features of the field and obtain address,
directions, contact person and mobile numbers.

• Logistics planning

■ Apply for administrative approval and file requisition for transportation.

■ Make arrangement for meals and develop schedule for the day.

■ Arrange special equipments like cameras and collect money for admission fees if the site demands.

■ Inform parents about the trips (especially applicable for the day scholars).

■ Create a list of student names and home phone number for emergency.
Field visit preparation/Pre-trip discussion

■Discuss the purpose of the field trip.

■Show photographs or posters of the site.

■Set a standard conduct and discuss money usage, lunch plans, dress code and other necessary things.

■Discuss how to ask good questions and make a list of open-ended observation questions to gather
information.
Overview the field trip schedule.

• The field-trip

■Let students sketch if it is necessary.

■Ask prepared questions and note the answers.

■Do things that you have planned

• Post-field trip

■Let student share their observations and reactions to field trip experiences.

■ Create classroom bulletin board displaying materials collected while on field trip.

■Let class compose thank-you letter to those who helped during the field trip. Include special information
learned.

• Evaluating field trip

■ What was the unique educational value in this trip?

■Did students meet the objectives?

■Was there adequate time?

■Was there adequate staff and adult supervision?

■ What might be done differently to be better?

■ What points to be emphasized next time?

■ What problems should be addressed in the future?

ADVANTAGES OF FIELD VISIT

 Field visits are first hand source of knowledge and information to supplement and enrich classroom
instructions and to apply classroom learning to real-life situation.

 Correlate and blend the learning environment with the outside world in realistic situations, which in
turn helps students to develop a sympathetic understanding of the problems solved and the
contributions of various organization towards the patient care.

 Students develop a better understanding of the "Natural History of the Disease" in relation to
etiological factors concerning housing, sanitation, economic conditions etc.

 Help to develop keen observation into the situation.

 Provide actual source material for study.

 Arouse interest, motivation in learning and vitalize instructions.

DISADVANTAGES OF FIELD VISIT

 Most field visits require more than one class period, which necessitates adjustment of the class
schedule. The visit must be planned at the convenience of the organizations to be visited.

 Students may not have the necessary data or the sufficient background to obtain the maximum
learning from such an experience.

 Transportation may cause inconvenience if public conveyances are used.

 Size of the group is another limitations; smaller the group more effective the field visit will be.
 Lack of support from school administrations for field trips. It means school cannot afford the
materials and sometime cannot provide financial support, also where student have to search their
own ways.

 Poor student behaviour and difficulty in controlling them.

 Sometime few students do not listen to the teacher and do the things on their own ways which cause
trip to be unsuccessful where it affects the other students and the relation between teacher and
students because of the bad attitude.

 Shortage of resources and choice of venue. Sometimes school cannot provide the materials and
teacher also cannot have the correct materials for the trip which causes shortage of resources.

 Medical risk, e.g., while traveling via vehicle some students get motion sickness.

AQUARIUM
Aquarium is a small pond arranged in a room which provides opportunities for an unlimited amount of
spontaneous, undirected observation. Pupils develop skill in observation, interest in plants and animals and
also appreciation. It is very essential that the conditions provided in the aquarium should be more or less the
same as those of the pond where plants and animals live together- rather, a realistic representation of natural
ecosystem. The inter dependence of plants and animals, locomotion, respiration, etc of fishes, factors of an
ecosystem, balance of nature, food chain, food web, etc. can be learnt from an aquarium. Establishing an
aquarium offers students of all ages the opportunity to learn directly through experience. Carefully evaluate
the amount of time, effort, and its inhabitants. Patience and proper research are key to a successful
aquarium.

CLASSIFICATION
Aquarium activities can be classified into various categories based on their primary purpose and context:

1. Educational Aquariums:
 School-based Aquariums: Used in classrooms to teach students about marine biology, ecology, and
environmental science.
 Public Aquariums: Located in museums or standalone facilities for public education and
entertainment.

2. Therapeutic Aquariums:
 Hospital Aquariums: Placed in medical facilities to help reduce stress and promote healing.
 Mental Health Facilities: Used in therapy centers to aid in mental health treatment.

3. Recreational Aquariums:
 Home Aquariums: Personal setups for recreational and decorative purposes.
 Community Center Aquariums: Located in public spaces for community enjoyment and relaxation.

4. Conservation and Research Aquariums:

 Research Facilities: Used for studying marine life and conducting conservation research.
 Breeding Programs: Focused on breeding endangered species and rehabilitating wildlife.

ADVANTAGES
1. Educational Benefits:
- Provides hands-on learning experiences.
- Enhances understanding of marine ecosystems and conservation.

2. Therapeutic Benefits:
- Reduces stress and anxiety.
- Promotes mental health and emotional well-being.

3. Recreational and Social Benefits:

- Offers a source of relaxation and entertainment.
- Encourages family bonding and social interaction.

4. Environmental Awareness:
- Raises awareness about marine conservation.
- Supports breeding and conservation program

DISADVANTAGES
1. Maintenance
- Requires regular cleaning and maintenance.
- Can be costly in terms of equipment and upkeep.

2. Ethical Concerns:
- Potential ethical issues regarding the capture and confinement of marine animals.
- Risks of inadequate care or unsuitable living conditions.

3. Resource Consumption:
- High water and energy usage.
- Environmental impact of sourcing exotic species.

4. Health Risks:
- Potential for spreading zoonotic diseases.
- Risks associated with handling certain aquatic species.

USES
1. Educational Institutions
- Enhancing curriculum in schools and universities.
- Providing interactive learning experiences in public aquariums.

2. Healthcare Settings:
- Reducing stress in hospitals and clinics.
- Supporting mental health therapies.

3. Home and Community Settings:

- Serving as a hobby and decorative element.
- Offering community engagement activities.

4. Research and Conservation:

- Studying marine biology and ecosystems.
- Supporting breeding and rehabilitation programs for endangered species.

LIMITATIONS
1. Environmental Control:
- Difficulty in maintaining optimal water quality and temperature.
- Challenges in replicating natural habitats.

2. Financial Costs:
- High initial setup costs and ongoing expenses.
- Potential for costly repairs and replacements.

3. Space Requirements:
- Need for adequate space to house aquariums, especially large setups.
- Space constraints in smaller educational or healthcare facilities.

4. Animal Welfare:
- Ensuring the well-being of aquatic animals can be challenging.
- Potential for ethical dilemmas regarding captivity and care.

In summary, while aquariums offer significant educational, therapeutic, recreational, and conservation
benefits, they also come with challenges and limitations that need to be carefully managed to ensure their
effectiveness and ethical operation.
PROGRAMMED INSTRUCTION
Chronologically the Greek Philosopher, Socrates is said to be the first programmer who developed a
programme in geometry which was recorded by his disciple Plato in the dialogue menu.

 MEANING:
The instructions provided by teaching machine or programmed text book is referred to as
programmed instruction.

The method was originally popularized by B.F. Skinner as a behavioral approach to teaching. Skinner is
considered by any to be the "father" of programmed instruction. He popularized the approach in the 1950s.

At a times single course may consist of thousands of these chunks, or units, of instruction. It is thought that
presenting the material in small pieces improves comprehension and retention.
Programmed instruction is a precise process. The material a student learns is broken down into tiny chunks
to avoid overwhelming (enormous) the student with too much at once.
PURPOSE:
 To manage human learning under controlled situations
 To promote learning
 To present the material in small pieces
 To provide quicker response

CHARACTERISTICS:
 Subject matter is broken down into small steps called frames and arranged sequentially
 Frequent response of the student is required
 There is immediate confirmation of the right answer or correction of wrong answers given by learners
(self-correcting feature)
 Continuous evaluation is possible by recording the student‟s response
 The teaching medium is appropriate for the subject- matter and the students.
 The materials are self-paced or presented in a manner which suits the learner
 The interaction between the learner and the program is emphasized in programmed learning.

TYPES OF PROGRAMMED INSTRUCTION:

 Linear programming
 Branching or intrinsic style program
 Computer assisted instruction

LINEAR PROGRAMMING:

 This was developed by B.F Skinner and his associates

 In this the subject method will be divided into very small steps each of which is called as frame
 In each frame, the student to do something
 Straight line- single track
 Every learner follows the same path
 A linear program is also called “straight line program”
 The learner starts from initial behavior to the terminal behavior following straight line
 The students proceed one frame to the next until he completes the program
 After giving the answer for the question immediately he can check whether his answer in correct or
wrong F1-F2-F3-F4-F5-F6
CHARACTERISTICS:
 Information to the next is orderly fashion
 The learners respond overtly so their correct response can be rewarded and incorrect responses can be
corrected
 The learners are immediately informed about whether or not their response is correct (feedback)
 The learners are immediately informed about whether or not their response is correct (feedback)
 The learners proceed at their own pace (self- pacing)

BRANCHING PROGRAMMING:

 This is developed by Norman, A. Crowder (1960) and it was called intrinsic programmed
 In this method the subject should select the answer for the question ( objective type)
 If the subject‟s answer is correct he will lead to the next frame
 If the subject matters answer is wrong he will lead to the remedial frame
 After the remedial frame he will directed to the main frame. if answer is correct If answer is not correct
F1.1 F1 F2

Computer Assisted Instruction :

 It has a television screen for displaying information
 A complete package of information is stored in the system and is presented sequentially.

Definition:
Computer assisted instruction is the teaching process in which a computer is used to enhance the
education of a student.
Computer assisted instruction is an interactive instructional technique where by a computer is used to
present the instructional material and monitor the learning that takes place. CAI uses a combination of text,
graphics, sound and video in enhancing the learning process.
Development of a programmed instruction:
 Preparatory phase
 Writing phase
 Validation phase

1. PREPARATORY PHASE:
 Viewing the program on any topic
 Deciding to prepare a program
 Selecting a topic
 Preparing the content outline
 Objective formation
Assumptions about learner
Preparation of pre-test
Terminal behavior.
Expected performance of the learner at the end of a course
Preparation of post test

2.WRITING PHASE
 presentation of materials in frames
 Requires an active student participation
 Prove answer for confirmation or correction of student response
 Use prompts to guide student‟s response
 Use prompts to guide students‟ response
 Provide careful sequencing of frames
3.VALIDATION PHASE:
involves:
 Try out and revision
 Individual tryout
 Small group try out
 Master validation
 Editing, reviewing, revising and modifying the program

ADVANTAGES:

 Creative thinking and judgement

 Devote time to more creative activities
 Improve the educational quality
 It helps the students to diagnose the problems of individual learner.
 Emotional and social problems are eliminated
 Problem of discipline have been solved automatically
 Learner is challenged by his own capabilities.
DISADVANTAGES:

 Too many errors appear, the students loose interest and motivation
 It restricts the learner‟s freedom of choice resulting in cramping of his imagination and initiative.

SUMMARIZATION
Teaching aids are used to explain content, for revision purposes, to coordinate activities and to provide new
and exciting ways of learning. They support the execution of teaching strategies and activities. They are also
a management tool.

CONCLUSION
It provides accurate information objects, process, and systems in their real life setting. It provides
meaningful direct experience and hence results in lasting learning. The students learning can be easily
diverted towards effective learning.
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SUBMITTED TO SUBMITTED BY

MADAM ADITI KARMAKAR RANU CHAR

SENIOR LECTURER M.SC NURSING PART-I STUDENT

GOVT.CON.NRS GOVT. CON.NRS