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

1. PADMASRI Dr.B.V.R.I.C.EFACULTY INDUCTION PROGRAM-2014 • INTRODUCTION • TEACHING-CONCEPTS OVERVIEW • The “present” students • 21ST CENTURY EFFECT • TEACHER-FACILITATOR • CONCLUSION

2. 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…

3. 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.

4. 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.

5. Why teaching • Teaching creates knowledge awareness and feelings in the taught and brings about behavioral change.

6. Teacher learns while teaching

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

8. Teaching methods • Lecture • Lecture discussion • Seminar • Symposium • Panel discussion • Group discussion • Tutorials • Role play • Integrated teaching (horizontal and vertical) • Talking point sessions • Workshops • Conferences

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

10. TEACHING PRACTICE • SET INDUCTION • INTRODUCING TOPIC • TOPIC ORGANIZATION • REINFORCING OR STIMULATING • SUMMARIZING

11. Teaching flows • Teaching is a flow of thoughts ( stream of thoughts). • It is a continuous process , hence there should be no unwanted interruptions.

12. Stream of thoughts

13. Teaching dimensions • Teacher development is mutual with the student development and vice versa.

14. 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.

15. 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.

16. 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.

17. CHALLENGES IN THE 21ST CENTURY 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.

18. EAST MEETS WEST FOUNDATIONS OF EDUCATION PAST LET’S LOOK AT THE FOUNDATIONS OF EDUCATION: SOCRATES AND CONFUCIUS

19. 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

20. 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

21. 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

22. 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

23. EAST MEETS WEST AT THE THRESHOLD OF A WORLDWIDE REVOLUTION IN LEARNING FUTURE WHAT COMMON CHALLENGES DO THE WEST AND EAST FACE IN THE 21ST CENTURY?

24. EAST MEETS WEST AT THE THRESHOLD OF A WORLDWIDE REVOLUTION IN LEARNING Fewer of us are reading books and more of us are surfing the internet. FACTS Current education system clearly shows that the standardized testing regime and the outdated curricula are wasting the potential of our youth.

25. EAST MEETS WEST AT THE THRESHOLD OF A WORLDWIDE REVOLUTION IN LEARNING HYPOTHESIS •  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?

26. EAST MEETS WEST AT THE THRESHOLD OF A WORLDWIDE REVOLUTION IN LEARNING DILEMMA Is technology propelling a new age of enlightenment or a faulty set of trivialities?

27. NEGATIVE SIDE “The Internet culture facilitates egocentric, sociocentric and ethnocentric views which are profoundly anti-intellectual.”

28. POSITIVE 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.”

29. BENEFITS OF TECHNOLOGY FOR TEACHING METHODOLOGY? FINDINGS  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.

30. NEW APPROACH TO EDUCATION • EMPIRICAL REASONINGIt 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.

31. 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.

32. 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

33. 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

34. 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

35. Mercè Bernaus mbernaus@uab.es

36. Students’ authonomy & Knowledge building 30 + years in the profession Students self-assessment, co-evaluation 10-15 years of teaching Teacher centered, following textbook 5 first years of teaching Creating materials, publishing articles 15-20 years in the profession Main worrie: classroom management 2 first years of teaching Teacher training courses. Research 20-25 years in the profession Cooperative learning. Using ICT 25 -30 years in the profession Role plays, theater, projects 5-10 years of teaching Moving from teaching to facilitating From teaching to facilitating timeline

37. 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

38. 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. Mercè Bernaus mbernaus@uab.es

39. 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 methods Improve Learning process Strengthen governance

40. 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.

41. 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

42. Courses INNOVATIVE METHODS OUR GOAL: Clarity is the key • Students’ needs • Evaluation &Assessment + On-the-Job Training • Industry requirments • Specialization • Medium

43. 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

44. 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”