EXCELLENCE INTEACHING LEARNING PROCESSAnup K. Singh

Information and Knowledge

Practices and Procedures

AppliedKnowledge

People Skills

What Is Needed What Is Delivered

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

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

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 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

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

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

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

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

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

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!

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