Subject: Basics of Pedagogy and Academic Management

Module-1: ( Based on Teaching Methodology )

Topic Topic ContentContent Time/dateTime/date Book referenceBook reference

Instructional Design

Concepts of curriculum development and implementation

Fundamentals of Fundamentals of pedagogy (?pedagogy (?Andragogy) Andragogy)

Psychology of Psychology of learning learning

Theories of Theories of Learning – Learning – Memory and Memory and Forgetting Forgetting 

1 hr.

2 hrs.2 hrs.

on on 07.09.1307.09.13

Saylor A. and Lewis H - Curriculum Planning Saylor A. and Lewis H - Curriculum Planning for Better Teaching & Learning, Rinehart & for Better Teaching & Learning, Rinehart & Winston, Inc., 1981.Winston, Inc., 1981.

Chauhan S S - Advanced Educational Chauhan S S - Advanced Educational Psychology, Vikas Publishing House Pvt. Psychology, Vikas Publishing House Pvt. Ltd, 2002Ltd, 2002  

Rao and Reddy - Learning & Teaching, , Rao and Reddy - Learning & Teaching, , Commonwealth Publishers, New Delhi, 1992Commonwealth Publishers, New Delhi, 1992  

Subject: Basics of Pedagogy and Academic Management

Module-1: ( Based on Teaching Methodology )

Topic Topic ContentContent Time/dateTime/date Book referenceBook reference

Instructional Design

Principles of Principles of classroom classroom Motivation Motivation

Instructional Instructional objectives objectives

Instructional Instructional strategy strategy

1 hr.

1 hr.1 hr.

on on 14.09.1314.09.13

Beard I. J. and Senior I. J. - Motivating Beard I. J. and Senior I. J. - Motivating Students, Routledge & Kegan Paul Ltd, 1980.Students, Routledge & Kegan Paul Ltd, 1980.  

Romiszwoski A J - Designing Instructional Romiszwoski A J - Designing Instructional Systems, Kogan PageSystems, Kogan Page

Rao and Reddy –Instructional Objectives and Rao and Reddy –Instructional Objectives and Teachers Education, Commonwealth Teachers Education, Commonwealth Publishers, New Delhi, 1992Publishers, New Delhi, 1992

Instructional Instructional

DeliveryDelivery Instructional Instructional planning planning

Lecture planLecture plan

1 hr.1 hr. on on 14.09.1314.09.13

Sub topic –Principles of classroom motivation

Topic - Instructional Design

Can you think of a teacher at your school/college days who was particularly encouraging for you ?

What motivation strategies did that teacher employ?

 

Ever wonder why some people seem to be very successful, highly motivated individuals? 

Where does the energy, the drive, or the direction come from? 

Motivation is an area of psychology that has a great deal of attention, especially in the recent years. 

The reason is because we all want to be successful, we all want direction and drive, and we all want to be seen as motivated.

 

 

What is motivation ?

How do spiders know how to spin webs? 

How do we know that we need food to eat ?

Why people climb mountains ?

There are several distinct theories of motivation. 

Some include basic biological forces, while others seem to transcend concrete explanation. 

There are five major theories of motivation. 

1. Instinct Theory

How do birds now how to build nests?  

 The answer is biology. 

All creatures are born with specific innate knowledge about how to survive.   

Humans have the same types of innate tendencies. 

Babies are born with a unique ability that allows them to survive; they are born with the ability to cry.  Without this, how would others know when to feed the baby, or when she wanted attention and affection? 

Crying allows a human infant to survive. 

We are also born with particular reflexes which promote survival. 

So this theory is derived from our biological make-up.

2. Drive Reduction Theory According to Clark Hull (1943, 1952), humans have internal biological needs which motivate us to perform a certain way.  These needs, or drives, are defined as internal states of tension which must be reduced. 

A prime example would be the internal feelings of hunger or thirst, which motivates us to eat. 

According to this theory, we are driven to reduce these drives so that we may maintain a sense of internal calmness.

 

 3. Arousal Theory Similar to Hull's Drive Reduction Theory, Arousal theory states that we are driven to maintain a certain level of arousal in order to feel comfortable. 

Arousal refers to a state of emotional, intellectual, and physical activity.  It is different from the above theory, however, because it doesn't rely on only a reduction of tension, but a balanced amount.  It also does better to explain why people climb mountains, go to school, or watch sad movies.

4. Psychoanalytic Theory

According to this theory, everything we do, every thought we have, and every emotion we experience has one of two goals:

Either to help us survive or to prevent our destruction. 

It is believed that the vast majority of our knowledge about these drives is buried in the unconscious part of the mind.

  According to this theory, everything we do, everything we can, be traced back to these two basic drives.  

  5. Humanistic Theory

 This theory is perhaps the most well know theory of motivation. 

According to this theory, humans are driven to achieve their maximum potential and will always do so unless obstacles are placed in their way. 

These obstacles include hunger, thirst, financial problems, safety issues, or anything else that takes our focus away from maximum psychological growth.

The best way to describe this theory is to utilize the famous pyramid developed by Abraham Maslow (1970) called the Hierarchy of Needs.

The Hierarchy of Needs shows that at the lower level, we must focus on basic issues such as food, sleep, and safety.  Without food, without sleep, how could we possible focus on the higher level needs such as respect, education, and recognition?

According to Maslow, nobody has ever reached the peak of his pyramid. 

We all may strive for it and some may even get close, but no one has achieved full self-actualization. 

Self-actualization means a complete understanding of who you are, a sense of completeness, of being the best person you could possibly be. 

Sample Worksheet – 13Illustrate distinctive features of motivation theories.

Strategies to Encourage Motivation and hence Thoughtful Learning

What is your observation ?

Engagement

How do you define engagement?

Students who are engaged exhibit three characteristics:

They are attracted to their work

They persist in their work despite challenges and obstacles, and

They take visible delight in accomplishing their work

Critical Student QuestionsCritical Student Questions

Can ( should ) I do it ?

Do I want to do it ?

What do I need to do to succeed ?

Generally lack of motivation results when learning is imposed on the learner or it seems that learning is irrelevant or inappropriate to the learner – what is the result ?

Learning required may be at a level which makes achievement of competence impossible.

Suggest Strategies for Increasing Classroom MotivationStrategies for Increasing Classroom Motivation

1. Give students a sense of control.

For example, allowing students to choose the type of assignment they do or which problems to work on can give them a sense of control that may just motivate them to do more.

2. Define the objectives.

Students want and need to know what is expected of them in order to stay motivated to work.

At the beginning of the semester, clear objectives, rules, and expectations of students to be discussed, so that there is no confusion and students have goals to work towards.

Simple Ideas To Improve classroom Motivation

3. Create a threat-free environment

When teachers create a safe, supportive environment for students, affirming their belief in a student’s abilities rather than laying out the consequences of not doing things, students are much more likely to get and stay motivated to do their work.

4. Change your scenery.

A classroom is a great place for learning, but sitting at a desk day in and day out can make classroom start to seem a bit dull for some students.

Arrangement of field trips, external speakers, or even just head to the library for some research, can be just what some students need to stay motivated to learn.

5. Offer varied experiences.

In order to keep all students motivated, lessons may be mixed up so that students with different preferences will each get time focused on the things they like best. Doing so will help students stay engaged and pay attention.

6. Use positive competition.

Friendly competition in the classroom, perhaps through group games related to the material or other opportunities can motivate students to try harder and work to excel.

7. Offer rewards and praise when earned.

There is no other form of motivation that works quite as well as encouragement. Everyone likes getting rewards, and offering your students the chance to earn the rewards, is an excellent source of motivation.

8. Give students responsibility.

It can be useful to allow students to take turns leading activities or helping out so that each feels important and valued.

9. Allow students to work together.

The social interaction while working in group, can get them excited about things in the classroom and students can motivate one another to reach a goal. Teachers need to ensure that groups are balanced and fair.

10. Know your students.

Students need to know that their teacher has a genuine interest in them and cares about them and their success. When students feel appreciated it creates a safe learning environment and motivates them to work harder.

11. Manage student anxiety.

Some students find the prospect of not doing well so, for these students, teachers may find that they are most motivated by learning that struggling with a subject isn’t the end of the world. Offer support no matter what the end result is and ensure that students don’t feel that they will give up.

12. Make goals high but attainable.

Students like to be challenged and will work to achieve high expectations so long as they believe those goals to be within their reach, so don’t be afraid to push students to get more out of them

13. Give feedback and offer chances to improve.

Students who struggle with class work can sometimes feel frustrated and get down on themselves, draining motivation. In these situations it’s critical that teachers help students to learn exactly where they went wrong and how they can improve next time.

14. Provide opportunities for success.

Students, even the best ones, can become frustrated and demotivated when they feel like they’re struggling or not getting the recognition that other students are. Make sure that all students get a chance to play to their strengths and feel included and valued.

Sub topic – Instructional ObjectivesSub topic – Instructional Objectives

Why to teach ?

Note:

When we teach we want students to learn and what we want them to learn as a result of our teaching are our OBJECTIVES.

It can be noted

The objectives may be classified as :The objectives may be classified as :

1. Global1. Global

2. Educational 2. Educational 3. Instructional objectives3. Instructional objectives

Relationship between the different levels of objectives:

Factors\LevelsFactors\Levels GLOBALGLOBAL EDUCATIONALEDUCATIONAL INSTRUCTIONALINSTRUCTIONAL

SCOPESCOPE BroadBroad ModerateModerate NarrowNarrow

TIME NEEDED TIME NEEDED TO LEARNTO LEARN

One or more One or more yearsyears

Weeks or Weeks or monthsmonths

Hours or daysHours or days

PURPOSE OF PURPOSE OF FUNCTIONFUNCTION

Provide visionProvide vision Design Design curriculumcurriculum

Prepare lesson Prepare lesson planplan

EXAMPLE OF EXAMPLE OF USEUSE

Plan a Plan a multiyear multiyear curriculumcurriculum

Plan units of Plan units of instructioninstruction

Plan daily Plan daily activitiesactivities

Instructional objectives are of two types :

1. General objectives of a selected Subject / Module

2. Specific objectives under each general objectives

Grounlund’s concept

Let us note : instructional objectives as It is a guideline for the performance of both teacher and It is a guideline for the performance of both teacher and

learner in a teaching-learning systemlearner in a teaching-learning system

Instructional objectives are specific and measurable Instructional objectives are specific and measurable statements that describe what the learner will be able to do statements that describe what the learner will be able to do after successful completion of a course.after successful completion of a course.

The main function of properly stated instructional objectives The main function of properly stated instructional objectives is describing the intended learning outcomes in performance is describing the intended learning outcomes in performance terms. While viewing instructional objectives in terms of terms. While viewing instructional objectives in terms of learning outcomes, it is important to keep in mind that we are learning outcomes, it is important to keep in mind that we are concerned with the products of learning rather than the concerned with the products of learning rather than the process of learning.process of learning.

How to write instructional objectives ?

Basic criteria for writing instructional objectives

Let the objective beLet the objective be

Without notes or referencesWithout notes or references, the students , the students should be able to list in ordershould be able to list in order the steps in the steps in troubleshooting a JAVA program troubleshooting a JAVA program with no with no mistakesmistakes..

Observable Behavior/performance?Observable Behavior/performance?Condition?Condition?Criterion?Criterion?

Mager’s concept

KNOWLEDGE KNOWLEDGE DIMENSIONDIMENSION

COGNITIVE PROCESS DIMENSIONCOGNITIVE PROCESS DIMENSION

REMEMBERREMEMBER UNDERSTANDUNDERSTAND APPLYAPPLY ANALYZEANALYZE EVALUATEEVALUATE CREATECREATE

FACTUAL FACTUAL KNOWLEDGEKNOWLEDGE

CONCEPTUAL CONCEPTUAL KNOWLEDGEKNOWLEDGE

PROCEDURAL PROCEDURAL KNOWLEDGEKNOWLEDGE

METACOGNITIVE METACOGNITIVE KNOWLEDGEKNOWLEDGE

The table below represents the learning outcomes

Based on Bloom’s Revised Taxonomy

General Objectives

A Course on Linear Control systems

After attending this course the students will be able to :

describe different types of control systems with exampleappreciate the role of control systems in real lifederive mathematical model of a given linear time-invariant (LTI) systemdevelop diagrammatic representation of LTI systemexplain different approaches for LTI system analysisrecognize performance specifications for LTI systems

identify techniques for analyzing stability of LTI systemsanalyze stability of LTI systems using suitable techniqueconstruct simulated model of any given LTI system using appropriate software tooldemonstrate stability analysis of a given LTI system using simulated modelevaluate the performance of linear control systems

Contd.

Detailed content of Module 1: Introduction to Control Systems

Introduction: Importance of control system (development stages of control systems) objectives of control system analysis, (role of control engineers).

Some basic definitions, classification of control systems, advantages of linear time-invariant system.

Basic components of feedback control system (concept of input/output,disturbances and uncertainty, Characteristics of linear, nonlinear control systems, concept of intelligent control systems).

Physical examples of control systems.

Module selected : Introduction to control systemsSpecific Objectives:

To define the terminology necessary to describe control systemsTo recognize types of control systems from given examplesTo identify configurations of control systems from given examplesTo describe basic components of feedback control system with examples

General  Objective :To describe different types of control systems with example.

Module selected : Introduction to control systemsSpecific Objectives:

To discuss the advantages of control systemsTo illustrate the development stages of control systems To explain the objectives of control system analysisTo justify the importance of LTI systems To appreciate the role of control engineering in everyday life

General  Objective :To appreciate the role of control systems in real life

Characterization - Interact with others with Characterization - Interact with others with honesty, civility, and respect.honesty, civility, and respect.

Organization - The student will be able to Organization - The student will be able to maintain composure when dealing with maintain composure when dealing with difficult situation.difficult situation.

Valuing - By the end of the control Valuing - By the end of the control systems course, all the students will have systems course, all the students will have identified their attitudes and beliefs identified their attitudes and beliefs regarding modern control systems.regarding modern control systems.

Objectives Related to the Affective Objectives Related to the Affective DomainDomain

Objectives Related to the Psychomotor DomainObjectives Related to the Psychomotor Domain

Naturalization – Apply design concepts to Naturalization – Apply design concepts to create create systems that will benefit humanitysystems that will benefit humanity..

Articulation - Use SIMULINK for modeling and Articulation - Use SIMULINK for modeling and analysis of almost all LTI systems if provided with analysis of almost all LTI systems if provided with system information. system information.

Precision - Maneuver a car into a tight parallel Precision - Maneuver a car into a tight parallel parking spaceparking space

Manipulation - Adjusts gain of the controller to keep Manipulation - Adjusts gain of the controller to keep the system within stability range. the system within stability range.

Concept of signal flow graph, use of Mason’s Gain formula to find overall gain of the system, solution of problems using this formula.

Review of Matrix Algebra, definition of state, state variables, deduction of state equations with example, representation of control system in state variable form.

Representation of series and parallel-interconnected systems.Concepts of analogous systems, conversion from electrical to mechanical systems and vice-versa – force-Voltage and force-current analogy, illustration with examples.

Fundamental components of a sampled-data system

Content details of Module 2

Sample Worksheet - 14

Develop instructional objectives of Module 2

Sub topic – Instructional Strategy

Instructional strategy should be based on the learning activity of a learner.

Two strategies are identified related to the process of learning and instruction :

1.Expositive strategy (for Reception learning) based on deductive reasoning model

2. Experiential strategy (for Discovery learning) based on inductive reasoning model.

Expositive strategy - Steps involved are

Present information. This may be achieved through explanation or through practical demonstration.

Test for reception, recall, and understanding. Repeat or rephrase the message if it proves to be necessary.

Present opportunities for learners to practice applying the general principles to a range of examples. Test for correct application. Modify the quantity and difficulty of examples when necessary to correct performance.

Present opportunities for the application of the newly learned information to real situations and problems.

Experiential strategy - Steps involved are :

Present opportunities to act and observe the consequences of one's actions.

Test for understanding of the cause-effect relationship. This may be done by questioning or simply by observing the reactions of learners. Present further opportunities to act, if necessary.

Test for the formation of the general principles underlying the cases presented either by questioning or by observing further activity. Present further cases as required until the general principle has been learned.

Present opportunities for the application of the newly learned information to real situations and problems.

Demonstrate instructional strategies through example

Sub topic – Instructional Planning

Topic - Instructional Delivery

Teaching Plan – Why & How ?

Planning is vital to teaching.Planning is vital to teaching. Planning is important for teachers as it helps them Planning is important for teachers as it helps them

cover the cover the syllabussyllabus effectively. effectively. It is estimated that Teachers need to spend 10% - It is estimated that Teachers need to spend 10% -

20% of their working time each week on planning 20% of their working time each week on planning activities.activities.

Major component of Teaching plan is the content Major component of Teaching plan is the content that to be taught.The curriculum as published is that to be taught.The curriculum as published is transformed and adapted in the planning process by transformed and adapted in the planning process by additions, deletions, interpretations, and by teacher additions, deletions, interpretations, and by teacher decisions about pace, sequence, and emphasis.decisions about pace, sequence, and emphasis.

Effective planning in the long term as well as for Effective planning in the long term as well as for individual lessons is important if students are to individual lessons is important if students are to enjoy a coherent experience of learning at technical enjoy a coherent experience of learning at technical institutes.institutes.

Planning and the Instructional Planning and the Instructional CycleCycle

Assessing

Instructing

Planning prior to

instruction

Teaching Session Plan

Lesson Plan

Planning prior to instruction includes :

What are the components of instructional plan ?

Name of the course

Name of year/semester

Name of subject

Aim of subject / Rationale

Course objectives / learning outcomes

Learner’s readiness

Course content details

Course implementation guidelines

Session distribution

Course Evaluation

Mode of Assessment

Reference materials

Detailed content (Module wise) distribution with time ( week wise) distribution in tabular form

Components of Teaching Plan

Tabular form of representation of a course implementation guidelines

L

3

T

1

P

3

Total contact hrs.

Theory:45

Tutorial:15

Practical:45

Total marks:200

Curriculum Ref.No.:EE50X

Theory:End-term exam.:70

I.A:30

Practical:End-term exam.:70

I.A:30

Total 20 weeks to be utilized for teaching and evaluation (both for formative and summative) of all the subjects under a specific term.

Lecture: 3 hours / week for 14 weeks (42 hours)

Tutorial: 1 hour/week for 14 weeks (14 hours)

Practical: 3 hours/week for 14 weeks (42 hours)

Formative evaluation:

- Theory: 2 hours for 2 weeks (4 hours)

- Practical: 3 hours for 1 week (3 hours)

Summative evaluation: End-term examination: to be decided by University within remaining 3 weeks.

Course evaluation:Course Work: 30% 1.   Individual Assessment

Test1 5%

Test2 5%

Assignment 5%

 2. Group Assessment (Lab) 15%

End-term Examination 70%

Total 100%

Modulewise time distribution

17%

223%

313%4

14%

543%

1

2

3

4

5

Pie chart to represent time distribution

Module 1:Introduction to control systems – (3 +1+3) hrs

Module 2: Mathematical models of control systems – (9+4+9) hrs

Module 3: Approaches of Control system analysis – (6+1+6) hrs

Module 4: Performance specifications of control systems – (6+2+6) hrs

Module 5: Techniques for analyzing stability of control systems – ( 18+6+18) hrs

A course on Linear Control Systems

Sample worksheet - 15

Discuss features of an effective teaching plan.

Planning for classroom Instruction/Lesson Planning for classroom Instruction/Lesson planplan

Why lesson plan ?

It ensures presentation of the content-matter in a logical, It ensures presentation of the content-matter in a logical, systematic and effective way, keeping in mind, at the same time systematic and effective way, keeping in mind, at the same time the mental development of those for whom we plan to teach.the mental development of those for whom we plan to teach.

It develops self-confidence and security in the individual teacher.It develops self-confidence and security in the individual teacher.

It ensures linkage of the past knowledge of the learner with It ensures linkage of the past knowledge of the learner with the new knowledge by employing the principles of correlation the new knowledge by employing the principles of correlation and integration.and integration.

It ensures suitable use of teaching aids. It ensures suitable use of teaching aids. It enables the teacher to achieve economy of time and effort.It enables the teacher to achieve economy of time and effort.

It enables the teacher to evaluate his work as the lesson It enables the teacher to evaluate his work as the lesson proceeds, and thus, reveals teacher's personality.proceeds, and thus, reveals teacher's personality.

Elements of Lesson Plan

Lesson Objectives

Teaching methods, materials,media, aids, learning experiences, exercises and their organization

Evaluative procedures

Stages of Lesson Plan and Phases of Learning :

1. Introduction – corresponds to the Motivation phase of learning2. Presentation – embraces the Apprehension and Acquisition phases of learning3. Consolidation – Retention and Recall phases of learning are included in this stage

4. Conclusion or Summary – corresponds to Generalization phase of learning5. Evaluation – supports Performance and Feedback phases of learning

Lesson plan format

Topic -----------------Topic ----------------- Name of Teacher-------- Name of Teacher--------Subject -----------------Subject ----------------- Class------------------ Class------------------Place -----------------Place ----------------- Date------------------- Date-------------------

1.1. Instructional ObjectivesInstructional Objectives

a.General Objectives:a.General Objectives: Write the general objectives of the lesson Write the general objectives of the lesson which may be one or more in number.which may be one or more in number.

b.Specific objectives:b.Specific objectives: Write specific objectives for each general Write specific objectives for each general objective.objective.

c.Readiness Objectives:c.Readiness Objectives: Write readiness objectives in the form Write readiness objectives in the form of specific objectives indicating the readiness of the students to of specific objectives indicating the readiness of the students to acquire new learningacquire new learning

A. Introduction ( set induction)A. Introduction ( set induction): to arouse learner’s curiosity : to arouse learner’s curiosity and enhance their motivation – introduction of the topic can be and enhance their motivation – introduction of the topic can be done through provocative questions; narration of interesting done through provocative questions; narration of interesting story/episode; through a brief demonstration or presenting story/episode; through a brief demonstration or presenting background information. Preferably the students should be background information. Preferably the students should be involved at this stage.involved at this stage.

B. Lesson Development- B. Lesson Development-

Most appropriate method/technique for communicating the material; new ideas or knowledge to be learnt should be compared and associated with already known ideas and facts ;

learners are motivated to draw out the conclusions; application of the new learning to life situations.

C. Closure-

Summarizing the lesson, and evaluating students’ attainment of objectives. *Time to be indicated besides each activity in the lesson plan

Follow-up-

Checking of linking with pre-lesson, present and post-lesson; some home assignment given to learners; can be with closure.

Sample worksheet - 16

Discuss format of an effective lesson plan.

Discuss basic differences between educational and instructional objectives.

Identify classifications of instructional objectives.

Identify levels of classification of cognitive domain.

THANK YOUTHANK YOU