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This presentation deals with the various issues involved in promoting excellence in the teaching learning process, such as sense of belonging among students, facilitation, feedback and team learning.
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EXCELLENCE INTEACHING LEARNING PROCESSAnup K. Singh
Information and Knowledge
Practices and Procedures
AppliedKnowledge
People Skills
What Is Needed What Is Delivered
HIGHER ORDER THINKING SKILLS (HOTS)
Critical thinking Reflective thinking Complex thinking Analytical thinking Dialectical thinking Integrative thinking Creative thinking Ethical thinking Problem solving Evaluating and decision making
MOVING FROM SECONDARY EDUCATION TO HIGHER EDUCATION
Focus on employability Reducing power distance in teaching-
learning process Focus on HOTS (Higher Order Thinking Skills) Focus on facilitation of learning Focus on self-learning and life long learning Focus on Being and Doing Peer learning Creating global and holistic mindset
Learning
Low High
Low
High
Teaching
Alienation
Engagement
Immersion
Instruction
TEACHER-CENTRED LEARNING
Onus of learning is on the teacher rather than on the student
Teacher has full control over teaching learning process and classroom
Focus on delivery of content Lecture as the predominant pedagogical tool Punishment for non-learning Concern for covering the syllabus, instead of
uncovering insights Individual learning Poor participation and teamwork
STUDENT-CENTRED LEARNING
Onus of learning is on the student rather than on the teacher
Instructor as a facilitator Focus on learning and learning to learn Experiential learning, with focus on high
engagement, is the main pedagogical tool, Lecture is the supplementary tool
Focus on vital aspects of contents Peer to peer learning Avenues and opportunities for interaction
with faculty outside the classroom
DOS DON'TS Measurement of
previous learning Profile of students Pre-read Pre-class group
discussion Testing of pre-read Scaffolding Multiplicity of
experiential learning techniques
Experience to learning
Long lecture Poor student
involvement Pampering Navel gazing Information sharing We-they attitude Traditional
assessment of learning
Poor sharing of methodology among instructors
Leaving everything to students
CREATING A SENSE OF BELONGING
Keep the student as a focal point of activities Respect the student Care for the student Treat the student as an adult Involve the student in multiple activities Create learning and development
opportunities outside the class Focus on placement and employability of the
student
INDIVIDUAL LEARNING: FACILITATION
Be interested and enthusiastic about your subject. Demonstrate its importance to students
Use less of lecture, more of simulations, exercises, and cases
Use various student involvement techniques Show that you care for students and they
are of great importance to you Use variations in facilitation Greater power distance, lesser
participation Be a role model to your students
INDIVIDUAL LEARNING: CLIMATE
Clarification of expectations from students Moderate and reasonable expectations Encouragement for participation Reward for asking questions Co-creating class norms for student
behaviour Attentive listening to students Maintaining poise in emotive situations Sense of humour
INDIVIDUAL LEARNING: FEEDBACK
Continual and detailed feedback, not grades Analytical feedback on written work Using both positive and negative feedback Discuss feedback, if required Encourage continuous improvement Give students model answers Tell students about the best answer and poor
answer Seek feedback about feedback!
FOSTERING TEAM LEARNING Recognise that team learning is as important as
individual learning Create group learning opportunities, such as group
presentation Use engagement techniques that are group activity
based Encourage dialogue, discussion and difference
resolution in the class Check whether students are learning in their study
groups Evolve control mechanisms for enhancing learning
through student projects Use Moodle for collaborative learning Understand and manage group dynamics and team
development