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EXCELLENCE IN
TEACHING LEARNING
PROCESS
Anup K. Singh
Information
and
Knowledge
Practices and
Procedures
Applied
Knowledge
People Skills
What Is Needed What Is Delivered
HIGHER ORDER THINKING SKILLS
(HOTS)
 Critical thinking
 Reflective thinking
 Complex thinking
 Analytical thinking
 D...
MOVING FROM SECONDARY
EDUCATION TO HIGHER
EDUCATION
 Focus on employability
 Reducing power distance in teaching-learnin...
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 t...
STUDENT-CENTRED LEARNING
 Onus of learning is on the student rather than on
the teacher
 Instructor as a facilitator
 F...
DOS DON'TS
 Measurement of
previous learning
 Profile of students
 Pre-read
 Pre-class group
discussion
 Testing of p...
CREATING A SENSE OF BELONGING
 Keep the student as a focal point of activities
 Respect the student
 Care for the stude...
INDIVIDUAL LEARNING:
FACILITATION
 Be interested and enthusiastic about your
subject. Demonstrate its importance to stude...
INDIVIDUAL LEARNING: CLIMATE
 Clarification of expectations from students
 Moderate and reasonable expectations
 Encour...
INDIVIDUAL LEARNING: FEEDBACK
 Continual and detailed feedback, not grades
 Analytical feedback on written work
 Using ...
FOSTERING TEAM LEARNING
 Recognise that team learning is as important as individual
learning
 Create group learning oppo...
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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 in Teaching learning process

  1. 1. EXCELLENCE IN TEACHING LEARNING PROCESS Anup K. Singh
  2. 2. Information and Knowledge Practices and Procedures Applied Knowledge People Skills What Is Needed What Is Delivered
  3. 3. 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
  4. 4. 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
  5. 5. Learning Low High Low High Teaching Alienation Engagement Immersion Instruction
  6. 6. 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
  7. 7. 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
  8. 8. 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
  9. 9. 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
  10. 10. 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
  11. 11. 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
  12. 12. 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!
  13. 13. 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
  • ghulammohyuddin921

    Jan. 2, 2021
  • GodefroyWatchibaMDAR

    Mar. 6, 2020
  • MarinaMagdy31

    Feb. 18, 2020
  • mahamohammed5

    Dec. 19, 2014

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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