1

Teaching Skills Research Methodology

& Literature Sources

Ashani BasuM. Pharm

2

Fundamentals of teaching & learning

Art & Science of teaching

Thesis writing

Presentation work

Citation of references

3

“Great teachers are not born, they are

made . . . .”

4

. . . Fundamentals of Teaching & Learning

5

Objectives

Active learning

Learning Theories

Effects of emotional

factors

Use Technology

6

Active Learning . . .

7

Cont. . . .

8

Learning theories . . .

During past few decades educationists have proposed no. of theories that how the

students learn.

The information that is relevant & meaningful is easier to remember.

The practice makes it easier to retain an idea.

The prior knowledge or the key conceptions can hinder the future learning.

The memory is context dependent.

A recent development about learning theory is construstivism, which argues that

learning is an active process in which individuals construst their own frame

work.

9

Teaching Theories . . .

• An instructor conveys information &

students are expected to synthesize new

knowledge on their own.Transactional

Teaching

• It is much more self conscious about

objectives & methods.

• Its is basically a learner centered method

rather than a instructor centered method.

Transformational Teaching

10

The teacher must teach the key concepts and skills in multiple ways.

The students need to develop a capacity to accurately assess & reflect upon

their own learning.

The students acquire deeper knowledge when they engage in authentic

practice.

A process of inquiry using a discipline- specific methods of research, analysis

etc.

Teaching can be didactic, emphasizing the transfer of information.

It can be philetic, in which the teacher serves as a role model.

It can be evocative where assisting students in discovery of the personal

meaning of a topic.

Teaching can be heuristic, which will engage students in a process of inquiry &

discovery.

Key points . . .

11

Learning & Cognition

AttentionMemory

Motivation

12

Cognitive Disequilibrium: Curiosity, deep questions, thinking which in turn

lead to deeper learning.

Cognitive flexibility: It will be increased when the student is aware of

multiple viewpoints, perspectives etc.

Cognitive load: Excessive information can make it difficult for students to

process.

Generation effect: Learning is enhanced when the learners produce answers

rather than recognizing them. (e.g. MCQ)

Mental modeling: Explanations consists of casual analyses of events, logical

justification of claims & finally justify that what information is important &

relevant.

Spaced learning: Instead of teaching everything just in one single class, divide

it into several periods.

13

Emotional factors affecting learning . . . Engagement: Intrinsic motivation are very important in this matter. It tends to

be declined if the activity is motivated by the promise of a reward. Motivation

is also reduced if the individual is involved in more than one work at a time.

Regulatory fit: Learners have different styles which will influence the

learning. A student with a prevention focus is very sensitive to negative

outcomes & students with promotion focus is more sensitive ti positive

outcomes. Learning is enhanced when there is a learning fit.

Stereotype threat: Fear that one’s behavior will confirm an existing stereotype

of a group with which one identifies has a negative effect on student

performance.

Student learning styles: Various types of learning styles are used by the

students. Global learners, visual learners, auditory learners etc.

14

“The art of teaching is the art of assisting

discovery”

. . . Art of Teaching

15

According to the students the evaluation of the teacher is on the basis of,

Presentations that are clear & understandable.

Classes in which they feel that they have learnt something.

Teachers who stimulate or boost their interests.

The topics which have to be highlighted in this matter,

• 10 principles to enhance students learning

• Ensuring students to come to the class well prepared

• Leading stimulating class discussions

• Effective lectures

• Integrating active learning in your teaching

16

• Build raport with studentsConnect• Arouse student interest in your class topicsEngage• Formulate clear objective for your each session of class.Focus• Present information in multiple waysVary• Involve all students in classroom activitiesInclude• Foster active participationInvolve• To give students ownership of course materialShare• Assign your assignments with your learning objectivesAlign• Monitor student learning through the whole semsterAssess• Create opportunities for studentsReflect

17

18

. . . . Nowadays with the tap of a tablet or smart phone, a student can get access to

the vast world of knowledge. One can easily found almost all the answers they will

search for. This means memorization is no longer as necessary as it was once 100

years ago. With the help of these new science & technologies, student can study

deeper sociological issues & can be taught the art of invention & creativity.

19

Some fundamentals a teacher should learn about teaching

20

Yes, I am an introvert

21

Research Methodology . . . Research problem

Objective of scientific research study

Research hypothesis: Researchers’ expectation regarding the work.

Research Question

Research methodology is further of two types. E.g. qualitative &

quantitative

The aim of qualitative research is to understanding the social phenomena.

It should focus on ‘why’ rather than ‘how many’.

In quantitative method, standardized methods are mainly used to for

collecting data. (descriptive, analytical.)

22

Review of Literature . . . To know what has & has not been investigated so as to design your

own work.

To understand potential concept of researchable hypothesis.

To see how others have tried to do it.

To identify data sources.

How to do literature search . . .Primary source: Books

Secondary source: Journal & articles

Tertiary source: Internet searching

23

How to Write a Thesis . . .

24

. . . Writing a thesis is perhaps the most daunting part of masters

education. A thesis or dissertation marks the culmination of thousands

of hours of training, research & writing and it represents a person years

after graduation.

25

Identify the purpose first . . .

The thesis must show that the student is able to

Identify the problems

Generate questions

Review & summarize the literature

Apply appropriate methods

Collect data properly

Discuss the findings

Produce publishable results

Think & write critically & coherently

26

Understanding Originality & Significance . . .

Original & significance are terms that often come up during the

discussion about the thesis.

An original contribution offers the a novel or new perspective.

For achieving this goal one has to develop an original insight.

27

Significance . . .

Significance of the thesis can be described as the usefulness & the impact

of the journal which will make it publishable in the top- tire journals

because it;

Causes those inside & those outside , the community to see the things

differently.

Influence the conversation, research etc.

At the highest level, significance is a function of the field’s long term

interest in the problem.

28

Aiming for excellence: Quality varies across the thesis.

Research Design: A well planned & well designed project should be

executed.

Writing: A well written & organized thesis is highly expectable. One has to

clearly explain the project & findings in writing.

Practice academic honesty: Honesty is the key stone to academic work.

Develop professional level writing skill: The quality of the writing does

matter. Brilliant ideas & findings are lost in poor writing, not only in one’s

thesis, but also from the whole carrier.

Improve the writing skill: This can be done by avoiding th grammatical

mistakes, typographic errors etc. The writing must be thoroughly checked &

revised more than once.

Other Points . . .

29

. . .Presenting the work

30

Discussion . . .

Clear & well explained presentation

Proper body language

Be confident

Make it mostly pictorial & graphical

Use less statements, more points

Rehearse it in front of mirror & your peers

Steady eye contact with the audience

31

Citation

32

Citation . . . A citation tells the reader where the information came from. In your

writing, you cite or refer to the source of information.

Reference . . .

A reference gives the readers the details about the sources so that they

have a good understanding of what kind of source it is & could find the

source themselves if necessary. The references are typically listed at the

end of the thesis or lab report.

33

Types . . .

It can be classified into two types. Viz: 1. The name & year system &

2. The alphabet- number system

34

35

References M Steven. The fundamentals

of College & University

Teaching. The American

Economist.

Shriner J C. Teaching &

learning Skill Development.

College of Medicine, The

University of Toledo.

Weisman L D. An Essay on the

Art & Science of Teaching.

The American Economist.

B Lovittis. Writing a Thesis

or Dissertation.

URL:

http://www.ncsu.edu/labwrite/

res/res-citsandrefs.html

36

37