Teaching

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Teaching

  1. 1. The Craft of Teaching The Craft of Teaching
  2. 2. Teaching is a profession and a craft that we have to master
  3. 3. Creating a Learning process with Learners and Resources in context
  4. 4. Craft of teaching revolves around
  5. 5. PAH continuum
  6. 6. PAH continuum P - PEDAGOGY
  7. 7. PAH continuum P – PEDAGOGY A – Andragogy
  8. 8. PAH continuum P – PEDAGOGY A – Andragogy H - Heutagogy
  9. 9. P – PEDAGOGY Teacher in control where cognitive processes produce subject understanding
  10. 10. A – ANDRAGOGY Andragogy as teacher learner negotiation in the community
  11. 11. H – HEUTAGOGY Self directed creative learning where context shaping produces new ideas
  12. 12. P A H Teacher School Teacher/ Learner Learner Research Cognition Epistemic Cognition Meta-Cognition Adult
  13. 13. This means negotiating the purpose of LEARNING
  14. 14. Enable self-managed learning
  15. 15. We must support and encourage networked learning &… KNOWLEDGE CREATION
  16. 16. alls
  17. 19. Self - organize
  18. 20. To IGNITE PASSION FOR LEARNING
  19. 21. <ul><li>“ It makes no sense to decide how one is going to teach before one has made some study of how people learn .” </li></ul><ul><li>WHEN TEACHING BECOMES LEARNING </li></ul><ul><li> and yet... </li></ul><ul><li>Most of our efforts are planned for teaching rather than for learning. </li></ul>
  20. 22. The teachers astonishing delusion We think we can take a picture, a structure, a working model of something constructed in our minds out of long experience and familiarity, and by turning it into a string of words or actions transplant it whole into the mind of someone else…”
  21. 23. Changing Paradigm.. From … Teaching Learning Lecturing/listening Active engagement Individual effort Group effort Subjects Inter disciplinary Facts Problem-solving Sage on the stage Guide on the side Spoken/written info All resources
  22. 24. Understand the magnitude of the changes you want - WHAT SORT OF LEARNING? Show genuine curiosity towards how students think and do things. START WITH THEM Understand that students learn new things and concepts in different ways but there are some basic structures/principles DEFINE YOUR ROLE, DON’T ASSUME IT
  23. 25. Inadequate preparation Boring lectures Inability to communicate Sarcastic and degrading attitude toward students No awareness of how student learn No concern for the intellectual needs of the students Lack of practical application Presentation of material at too high a level HORRIBLE TEACHING
  24. 26. <ul><li>Intellectual Excitement </li></ul><ul><ul><li>Subject Expertise </li></ul></ul><ul><ul><li>Self Organized / Disciplined </li></ul></ul><ul><ul><li>Clarity of Communication </li></ul></ul><ul><ul><li>Engaging Presentation </li></ul></ul><ul><ul><li>Enthusiasm </li></ul></ul><ul><li>Interpersonal Rapport </li></ul><ul><ul><li>Interest in students as individuals </li></ul></ul><ul><ul><li>Interest in students’ learning </li></ul></ul><ul><ul><li>Receptive to students’ preferences </li></ul></ul>EXEMPLARY TEACHING
  25. 27. Intellectual Excitement is about ..
  26. 28. <ul><ul><li>Enthusiasm </li></ul></ul>
  27. 29. <ul><ul><li>Knowledge </li></ul></ul>
  28. 30. <ul><ul><li>Inspiration </li></ul></ul>
  29. 31. <ul><ul><li>Dedication </li></ul></ul>
  30. 32. <ul><ul><li>Punctuality </li></ul></ul>
  31. 33. <ul><ul><li>Organization </li></ul></ul>
  32. 34. <ul><ul><li>Tolerance </li></ul></ul>
  33. 35. <ul><ul><li>Clarity of Thought </li></ul></ul>
  34. 36. <ul><ul><li>Genuinely Interested </li></ul></ul>
  35. 37. <ul><ul><li>Empathetic and Caring </li></ul></ul>
  36. 38. <ul><ul><li>ABOVE ALL </li></ul></ul>
  37. 39. <ul><ul><li>ROLE MODEL </li></ul></ul>
  38. 40. <ul><ul><li>Learning Model that Maps </li></ul></ul><ul><ul><li>Intellectual and Interpersonal traits </li></ul></ul>Intellectual Excitement Interpersonal rapport 1.Inadequate 2. Marginal 4.Socratic 7. Exemplary Facilitator 9. Complete Exemplar 8. Exemplary Lecturer 6. Intellectual Authority 3. Adequate 5. Competent
  39. 41. <ul><ul><li>Implications for Faculty </li></ul></ul>Both Intellectual excitement and Interpersonal rapport are required for excellence in teaching.
  40. 42. Compendium of Learning Principles <ul><li>Develop a structured hierarchy of content. </li></ul><ul><li>Prepare your lectures. </li></ul><ul><li>Ensure that the student is active and learning. </li></ul><ul><li>Practice and provide feedback. </li></ul><ul><li>Have positive expectations of students. </li></ul><ul><li>Provide means for students to be challenged yet successful </li></ul>
  41. 43. <ul><li>Individualize the teaching style. </li></ul><ul><li>Never pass derogatory remarks. </li></ul><ul><li>Ask thought-provoking questions. </li></ul><ul><li>Be enthusiastic and demonstrate the joy of learning. </li></ul><ul><li>Encourage students to teach other students. </li></ul><ul><li>Be Extremely careful about what you are doing. </li></ul><ul><li>Separate teaching from evaluation. </li></ul>Compendium of Learning Principles
  42. 44. TEACHING / LEARNING CRIME
  43. 45. AVOID IT..
  44. 46. <ul><li>Don’t talk about your irrelevant experiences. </li></ul><ul><li>Practice what you preach. </li></ul><ul><li>Never Assume anything about the learner. </li></ul><ul><li>Dress properly </li></ul><ul><li>Respect your profession </li></ul><ul><li>Show your concern </li></ul><ul><li>Respect TIME, Don’t WASTE – students understands your wastage mechanism (FIRING) </li></ul><ul><li>SINCERELY BE R E G U L A R </li></ul>TEACHING / LEARNING CRIME
  45. 47. SCAFFHOLDING “ The most important single factor influencing learning is what the learner already knows; ascertain this then you can determine where the gaps are and teach him accordingly”
  46. 48. SCAFFHOLDING “ Establish what meanings and concepts the learner has already generated from their backgrounds, abilities and experiences and then find ways of helping them generate new meanings and concepts. This is where learning starts.”
  47. 49. NOT INTERESTED..
  48. 50. WHERE WE LACK AS TEACHERS..
  49. 52. Probably we are NOT Open minded
  50. 53. Probably we OPTED for this profession NOT by choice BUT by compulsion
  51. 54. OR We DON’T LIKE OUR PROFESSION..
  52. 55. Leading to
  53. 56. BURNOUTS
  54. 58. STRESS BURNOUT
  55. 59. STRESS BURNOUT Difference
  56. 62. resulting in lost hours of Productivity
  57. 63. Most Probable our
  58. 65. STOP PISSING Your COLLEAGUES
  59. 67. Handling BURNOUT..
  60. 68. CHANGE YOUR PERSONALITY
  61. 69. ABOVE ALL listen to others
  62. 70. SLEEP Well..
  63. 71. And be self directed
  64. 74. Do Your STUFF
  65. 75. SUPPORT each other DON’T PULL each other
  66. 76. Celebrate WHAT it means to be a TEACHER / MENTOR
  67. 79. REMEMBER.. to ACCEPT the FACTS….
  68. 80. You are here Because of
  69. 82. NEVER Think that you are OBLIGING by TEACHING them
  70. 83. Rather the WE should feel OBLIGED
  71. 85. ACCEPTANCE as their GURU
  72. 86. ACCEPTING… The FACTS
  73. 87. We all are NOT as Good As we think we are WHY?
  74. 88. ELSE we all MUST be At TOP B Schools IIMs, IIT and NIT
  75. 89. STOP BLAMMING STUDENTS…
  76. 90. They are NOT GOOD ACADEMICALLY we all know that We have admitted them
  77. 91. We have the moral obligation to train them
  78. 92. AND
  79. 93. If they all were GOOD Then they would Not be with us
  80. 94. ELSE they all MUST be At TOP B Schools IIMs, IIT and NIT
  81. 95. ACCEPT The REALITY
  82. 96. We are not obliging our students, rather they are obliging us by accepting the way we are…
  83. 97. THINK NOW BEFORE IT GETS TOOOOO LATE
  84. 99. Thank You! You can reach me at: [email_address]

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