PADMASRI Dr.B.V.R.I.C.EFACULTY INDUCTION PROGRAM-2014

• INTRODUCTION• TEACHING-CONCEPTS OVERVIEW• The “present” students• 21ST CENTURY EFFECT• TEACHER-FACILITATOR• CONCLUSION

• IMPORTANCE OF TEACHING

All religions attaches great importance to knowledge and education.

When the Qur'an began to be revealed, the first word of its first verse was 'Iqra' that is, read.

They are not students of our generation, where they sit down and listen. I think things have changed now; they want to explore…

ANCIENT TEACHING METHOD

Pre-technology education context, the teacher is the sender or the source.

The educational material is the information or message.

The student is the receiver of the information.

The delivery medium chalk-and- talk” method overhead projector (OHP) transparencies.

In such a lecture students assume a purely passive role and their concentration fades off after 15-20 minutes.

What is teaching?• Teaching is a process intended for learning

by inducing a behavioural change in the taught.

• It is an art of communicating a message with impact on audience.

• Pedagogy is an art or profession of teaching.

Why teaching • Teaching creates

knowledge awareness and feelings in the taught and brings about behavioral change.

•Teacher learns while teaching

TYPES OF TEACHING• ACTIVE• PASSIVE• LEARNER ORIENTED• TEACHER ORIENTED

Teaching methods

1. Lecture2. Lecture discussion3. Seminar4. Symposium5. Panel discussion6. Group discussion7. Tutorials8. Role play9. Integrated teaching (horizontal and vertical)10. Talking point sessions11. Workshops12. Conferences

Criteria of good teaching • Good Concept ( thorough preparation)• Organized Content( lesson planning)• Good Quality and optimum quantity• Sequence• Relevance• Learner oriented

TEACHING PRACTICE1. SET INDUCTION2. INTRODUCING TOPIC3. TOPIC ORGANIZATION4. REINFORCING OR STIMULATING5. SUMMARIZING

Teaching flows • Teaching is a flow of thoughts

( stream of thoughts). • It is a continuous process ,

hence there should be no unwanted interruptions.

Stream of thoughts

Teaching dimensions • Teacher development is

mutual with the student development and vice versa.

Managing the students Don’t throw the blame on the

students for your failure to create an impact with your lecture.

Students are immature, less skilled, emotional and You are mature, more skilled and composed.

Best way to control the students is by giving them best lectures.

• PRESENT STUDENTS• UG learners have special needs. Six

characteristics of them• Are autonomous and self-directed.• Have a foundation of life experiences and

knowledge.• Are goal-oriented.• Are relevancy-oriented.• Are practical.• Need to be shown respect.

For the FIRST: Involve participants, Serve as facilitator, Determine

interests of learners.For the SECOND: Recognize expertise of participants.

Encourage participants to share their experiences and knowledge.

For the THIRD: Be organized. Have clear objectives.For the FOURTH: Explain how training objectives relate

to training activities.For the FIFTH: Show relevance of training to job.For the SIXTH: Acknowledge the wealth of knowledge

and experiences the participants bring to the training.

Treat the participants as equals rather than subordinates.

PROBLEM:A new electronic learning environment

is replacing the linear, text-bound culture of conventional schools.

SOLUTION:We need to free ourselves from the

conventional education model.

CHALLENGES IN THE 21ST CENTURY

LET’S LOOK AT THE FOUNDATIONS OF EDUCATION:

SOCRATES AND CONFUCIUS

PAST

EAST MEETS WESTFOUNDATIONS OF EDUCATION

CONFUCIUS ON LEARNING

• Confucius' pedagogical method: asking questions, citing the classics, using analogies.

• Learning as a process of observation of some type of subject matter - books, objects, or people - followed by reflection and inner change.

LEARNING = MATURATION

SOCRATES ON LEARNING

• Socrates' pedagogical method: seeking truth requires questioning and interpreting the wisdom and knowledge of others.

• Learning as a process of observation of the wise, examining their lives, examining oneself and attaining moral knowledge.

LEARNING = SEEKING TRUTH

CONFUCIUS’ METHODOLOGY

• Set a good example and inspire students

• Guide students to practise self-control and self-analysis

• Explain the present in the light of the past

• Combine theory and practice

• Encourage independent thought

• Welcome criticism and accept correction

SOCRATES’ METHODOLOGY

• Discover knowledge• Use a dialectic

method, investigate problems through dialogue discussions - Socratic method

• Use critical inquiry

• Know your limitations• Know your

weaknesses and control negative tendencies.

• Life-long pursuit of self-improvement and moral standards

EAST MEETS WESTAT THE THRESHOLD OF A

WORLDWIDE REVOLUTION IN LEARNING

WHAT COMMON CHALLENGES DO THE WEST AND EAST FACE IN THE 21ST CENTURY?

FUTURE

EAST MEETS WESTAT THE THRESHOLD OF A

WORLDWIDE REVOLUTION IN LEARNING

FACTSFewer of us are reading books and more of us are surfing the internet.

Current education system clearly shows that thestandardized testing regime and the outdated

curricula are wasting the potential of our youth.

EAST MEETS WESTAT THE THRESHOLD OF A

WORLDWIDE REVOLUTION IN LEARNING

Can we blend Confucius and Socrates’ wisdom with the current digital culture?

Can we adapt the outdated educational systems to a rapidly changing world?

How do we align the flexible cognitive frameworks with the age of electronic learning?

HYPOTHESIS

EAST MEETS WESTAT THE THRESHOLD OF A

WORLDWIDE REVOLUTION IN LEARNING

Is technology propelling

a new age of enlightenment

or a faulty set of trivialities?

DILEMMA

“The Internet culture facilitates

egocentric, sociocentric and ethnocentric views which are profoundly

anti-intellectual.”

NEGATIVE

SIDE

“Technology Is an extension of our minds. Immersive technologies such as

multitouch displays; telepresence ; 3-D environments; intelligent software;

and simulations—will transform teaching and learning by 2025.”

POSITIVE

SIDE

BENEFITS OF TECHNOLOGY FOR TEACHING METHODOLOGY?

Learning would take place both in and out of school. Teachers would no longer manage learning but would

facilitate learning, creatively adapting curriculum to their students' needs.

Like any creative effort, this collective journey would include errors, lack of good information, and false starts but the learning process would be a continuum.

Teachers could act as guides and focus on 21st century thinking skills of critical reflection, empirical reasoning, collective intelligence, and metacognition, thus developing a new approach to education.

FINDINGS

• NEW APPROACH TO EDUCATION• EMPIRICAL REASONING

It is essential to base our methods of inquiry on direct observation, objective analysis, scientific spirit and pragmatic outlook. We need a healthy and viable approach to tackle the world’s problems and live harmoniously.

• COLLECTIVE INTELLIGENCE All knowledge is social; we are not educational islands. Therefore, we need teamwork, we need to think collectively to solve common problems.

• METACOGNITIONWe need cognitive skills that lead to self-disciplined, self-monitored and self-corrective thinking. We need to align these flexible, expansive and adaptive cognitive frameworks with the age of electronic learning.

• CRITICAL REFLECTION It is essential to distinguish fact from factoid, reality from fiction, and truth from lies.

THE FUTURE OF TEACHING METHODOLOGY

We need to stop thinking of schools as buildings and start thinking of learning

as occurring in many different places; we need to free ourselves from the

conventional education model that still dominates our thinking.

Mercè Bernaus mbernaus@uab.es

What is facilitation?

• bringing out and focusing the wisdom of the group[STUDENTS], often as the group creates something new or solves a problem.

Mercè Bernaus mbernaus@uab.es

Teaching vs. Facilitating

• A process whereby a teacher leads a group of students in acquiring new skills, knowledge, or understanding.

• Helping/making it easy for students to learn together in a group, or to achieve something together as a group.

Mercè Bernaus mbernaus@uab.es

Teaching vs. Facilitating

• Most subject area teaching involves telling and teaching the students. Measurable outcome at the end.

• Involves helping the students to discover by themselves.

Mercè Bernaus mbernaus@uab.es

Facilitator

Guides process

Provides the right questions

Content expert

Presents information

Provides the right answers

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From teaching to facilitating timeline

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Teacher’s Effective Ways to Facilitate (feedback)

• Problem of getting wider understanding (read teachers, parents, etc.) that facilitating is learning, despite apparent noise + mess

• Motivation for teachers: eg. Need to make daily life enjoyable + rewarding experience for kids and teacher through project based approaches.

• Catching up with students knowledge• Preventing tendency of thinking you are an expert (do not be afraid to say I do not

know)• If you want to learn something new, teach it.• Find interesting material.• Be a good listener.• Do not be afraid to delegate and empower.• Be aware of needs, understand need• Determine right questions.• Be creative – not stick to strict curriculum.• Ongoing professional training specially improving self + seminars.• Reflect and evaluate your performance.

Mercè Bernaus mbernaus@uab.es

Teacher’s Effective Ways to Facilitate (feedback)

• Be flexible.• Be creative and up to date.• Use different techniques.• Show students you love them.• Do not repeat the same things year after year (for example, after 20 years of

teaching you teach in the same way as your 1st year of teaching).• Do not allow your students to drink from a bottle, let them go to the river.• Offer skills that lead to learning.• Surprise your students.• Do not focus on yourself.• Respect each one of your students. Each one is different and special.• Do not make fun of your students.• Listen actively and comprehensively to your students.• During the transitional period from a teacher to a facilitator, you need to be aware

of your techniques so as not to go backward into being a teacher.

ABSTRACT/PURPOSE Evaluate traditional methods of teaching as well as

multimedia teaching methods Teaching must include two major components

sending and receiving information Any communication methods that serve this purpose

without destroying the objective could be considered as innovative methods of teaching.

Benefits of innovative methodsImprove Learning process

Strengthen governance

LIMITATIONS

Teaching in classroom using chalk and talk is “one way flow” of information

Teachers often continuously talk for an hour without knowing students response and feedback.

The material presented is only based on lecturer notes and textbooks.

There is insufficient interaction with students in classroom. More emphasis has been given on theory without any practical

and real life time situations. Learning from memorization but not understanding.

Innovative Methods of Teaching

I hear and I forget.I see and I believe.

I do and I understand. - Confucius

The empires of the future are the empires of the mind.- Winston Churchill

INNOVATIVE METHODS

• Courses Students’ needs

Industry requirmentsSpecializationMedium

Evaluation &Assessment + On-the-Job Training

OUR GOAL: Clarity is the key

TEACHER THE GREATEST INNOVATOR

Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.

To teach is to learn twice

Teachers should guide without dictating, and participate without dominating

The critical factor is not class size but rather the nature of the teaching as it affects learning.

LEARNING NEVER ENDS

• We think of the effective teachers we have had over the years with a sense of recognition, but those who have touched our humanity we remember with a deep sense of gratitude.

• We think too much about effective methods of teaching and not enough about effective methods of learning.

“Thank you”