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© HRMARS, Pakistan
www.hrmars.com
Directory of Human Resource Management e.Publications Vol 1 Issue 1
Continuously increase effectiveness
Fareeha NazeerResearch Scholar
Department of Management Sciences
The Islamia University of Bahawalpur
© HRMARS, Pakistan
www.hrmars.com
© HRMARS, Pakistan
www.hrmars.com
Strong teachers
• Increase their effectiveness by reflecting on student performance data.
• Seek in their own actions cause of students’ success and failure.
• Devise and search for solutions and learning opportunities.
• They are often their own toughest critics.
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www.hrmars.com
There is no such thing as perfection in teaching; there are only results……..
How much did students learn and what you could do to help them learn more and learn
faster and learn with more retention.
© HRMARS, Pakistan
www.hrmars.com
Foundations of Continuous Improvement
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Effective teaching is a learnable skill
• Neither mysterious nor magical
• Neither function of dynamic personality nor dramatic performance
• Replicable and learnable
• Improve going forward
© HRMARS, Pakistan
www.hrmars.com
Effective teaching is a learnable skill
• Embrace error.
• Trying on new things.
© HRMARS, Pakistan
www.hrmars.com
Data may not tell us the whole truth, but it certainly doesn’t lie• No subjective guesses
• Information rather than intuition
• Clear and unfiltered view of student learning
• Data a road map
© HRMARS, Pakistan
www.hrmars.com
Data may not tell us the whole truth, but it certainly doesn’t lie• Be real
• Intangible and unobservable results
• Employment of data
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www.hrmars.com
We drive our own improvement
• In charge of owns improvement
• Work affirmatively and use experience
• Not to do when you can
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www.hrmars.com
No teacher is an island
• Need and want help
• Sharing ideas and resources
• Area of strength
• Dependence on colleagues and mentors
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No teacher is an island
• Observation
• Critical feed back
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A cycle of reflection that leads to increased
effectiveness
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www.hrmars.com
Phase one
Analyzing the outcomes
• Identifying gaps and progress in students learning
• Discern trends
• Prioritize the most critical outcome to address
• Identify the deeper story behind quantitative data
© HRMARS, Pakistan
www.hrmars.com
Phase two
Discerning the causes
• Identify which action is the root cause
• Skills for identifying root causes of problems
1. Discern causal links
2. Align causes to outcomes
3. Prioritize the most significant cause
4. Know thyself
© HRMARS, Pakistan
www.hrmars.com
Phase two
Discerning the causes
• Identify the underlying factors leading you to take those actions
© HRMARS, Pakistan
www.hrmars.com
Phase three
Identifying and implementing the solutions
• Determine the learning objectives
• Change course to alter student outcomes
© HRMARS, Pakistan
www.hrmars.com
© HRMARS, Pakistan
www.hrmars.com
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