WELCOME TO FEEDBACK ON USAID In-STEP PHASE-1 PROGRAMME 2 nd April 2014

1. WELCOME TOFEEDBACK ON USAID In-STEPPHASE-1 PROGRAMME 2nd April 2014 By Dr. DEEPA RANI SAHOO D.I.E.T., NALANDA (BIHAR)

2. CORE-LEARNING CLASS AND COURSES IN ASU • Facilitator and friend in need • Professionally learning community and its dimensions • Self- realisation • Hippocratic oath & its co-relation with other courses

3. CORE-LEARNING CLASS AND COURSES IN ASU CONTD… • Co- relation of proposal with supportive classes • To pen down gist of understanding • Co-relation of theory with practice • On-line assignment with date of submission • Educational values for every visit

4. CORE-LEARNING CLASS AND COURSES IN ASU CONTD. • Positive , timely & specific feedback • Patience • Flexibility • Critical analysis • Assessment and documentation • Construction of knowledge

5. LEARNING FROM McREL • Creating the environment for learning • Helping students develop understanding • Helping students extend and apply knowledge • Home work meant for practice • Practice makes one perfect • Aim with clear objective • Timely and specific feedback

6. TEACHING-LEARNING BEFORE PROGRAMME AFTER PROGRAMME 1. Rote Learning 2. Philosophising the concept 3. Focus on definition 4. No clarity of objective 1. Construction 2. Critical Analysis 3. Focus on concept clarity 4. Clear Objective

7. TEACHING- LEARNING CONTD… 5. No scope for clarity of doubts 6. Instructional method 7. Attention on certain learner 8. No time manegment 9. No space for innovation 5. Scope for clarity of doubts 6. Interactive method 7. Equity 8. Time management 9. Space for innovation

8. TEACHING- LEARNING CONTD. 10. Almost no relationship between teacher and learner 11. Uncongenial Environment 12. Ill planned lessons 13. Periodical evaluation 14. No documentation 10. Relationship between teacher and the taught 11. Congenial Environment 12. Planned lessons 13. Continuous evaluation 14. Documentation

9. DDIET NALANDA - INSTRUCTIVIST CLASSROOM

10. DIET NALANDA - CONSTRUCTIVIST CLASSROOM

11. MY ASSUMPTION OF A TEACHER CONTD. 5. Clear vision 6. Good practitioner of knowledge 7. Practitioner 8. Academic leader 9. Expert decision 10. Growth mindset 11. Collaborative learning 5. No vision 6. Good content knowledge 7. Subject scholar 8. Administrator 9. Inexpert decision 10. Fixed mindset 11. Individual learning

12. MY ASSUMPTION OF A TEACHER CONTD. 12. Facilitating to get good marks 13. Promote knowledge construction 14. Make time for students 15. Respect their students 16. Child centered approach 12. Prompted to get good marks 13. Promote rote learning 14. Take time of students 15. Expect perfection from students 16. Teacher centered approach

13. FACTORS TO PROMOTE CHANGE • Change -a process , not event • Needs Good Leadership • Planning with implementers • Need to respect others voices • Needs continuous effort • Need team effort • Need Training / Workshop

14. FACTORS TO PROMOTE CHANGE CONTD. • Analytical planning • Evidence based decision • Supportive to act as synergy • Shared values and vision • Leaders circle of influence • Entry behaviors need attention • Spark from emotion not information

17. KEY FEATURE OF TEACHING- LEARNING PROCESS • Learner centered • Interactive process • Innovative Steps • Practicable & flexible • Creativity / construction of knowledge

18. ENVIRONMENT MAKING / EQUITY / INDIVIDUAL IDENTITY • Cleanliness of the Campus • Gardening in the Campus • Games for Students • Photo with contribution in the assembly on birthdays • Students with 100 % attendance • Faculty members of the month • Staff of the month • Thanks tree –On 8th March • Thanks tree – On 5th September

19. CO-TEACHING • Two or more people sharing responsibility • Shared planning, instruction & evaluation • Creative way to support to co- partners • Develop trust among co- partners • Help constructive way to handle conflict • Co- ordinate to achieve the common goal • Dual role—teacher & learner, expert & novice, giver & recipient of knowledge & skill • Positive interdependence with individual accountability

20. BENEFITS OF CO-TEACHING • Professional development by support & pressure • Reduces Student – teacher ratio • Improves programme intensity • Individual accountability • Positive interdependence • Support with pressure • Shared vision • shared responsibility • Flexibility • Improves communication skill

21. CO-TEACHING, CAUSING PARADIGM SHIFT FROM:- • Teacher centric to learner centric • Fixed design to flexibility • Teacher guidance & monitoring to facilitator & supporter • Passive recipient to active participant • Knowledge- as given & fixed to as evolve and created • Disciplinary to multidisciplinary • Linear to divergent focus • Short & few appraisal to multifarious & continuous

22. RUBRIC FOR PRESENTATION OF CO- TEACHING • Parameter Scale • Pre knowledge assessment 0, 1, 2, 3 • Objective • Participation • Involvement • Activity • Students understanding

23. RUBRIC FOR PRESENTATION OF CO- TEACHING CONTD…… • Parameter Scale • 7. Co- teachers participation 0, 1, 2, 3 • Timing for steps • Revision • Quarries answered • Construction of knowledge

24. Thank you….