Two-Day Workshop/Seminar on Applying Multi-Mode
Approaches in Teaching-Learning in Context of Nepalese
Higher Education
Pr...
The Contents
1. Teaching Learning Focus
2. Perform Curricular Review
3. Use Multi-Mode Teaching Learning Approaches
4. Ini...
The Teaching-Learning Focus
Our teaching learning stands for improving skills of
our graduates:
3
Triology of
Teaching-lea...
Help graduates communicate more effectively
1. Make the curriculum
demand graduate
communication with
provision of:
 Grou...
Help graduates communicate more effectively
2. Involve graduates in
communication
with provision for:
 Group works
 Clas...
Help graduates communicate more effectively
3. Transform yourself as a multi-
modal teacher through:
 Micro presentation/...
Help graduates lead
1. Assess their skill competence, maturity, willingness
and ability
2. Help them identify their common...
Hersey and
Blanchard’s
Situational
Leadership
Model Defines
Relationship
Between
Maturity and
Four
Leadership
Styles
High
...
Help graduates in analytical reasoning
 Put them in exploring various problems their
consequences and possible solutions
...
Equally important thing is…
Transform the classroom structural sets:
 Change the seating arrangement
 Use classroom disp...
Above all, transform yourself as a change leader for graduate development
May 29, 2014 11by Dr C P Rijal
Learning reflection…
 Take some time to think and decide which among
the above discussed themes you can apply the best
wh...
2. Perform Curricular Review
Step 1: Determine and collect supplementary
documents, reference materials and basic
textbook...
2. Perform Curricular Review
Step 7: Allocate unit-wise lecture hours for teaching
learning and assessment activities.
Ste...
3.Use Multi-Mode Teaching Learning Approaches
1. Class lectures
2. Story telling
3. Small group teaching
4. Question-answe...
4. Initiate Students-Centered Teaching Learning System
1. Written examinations
2. Project works
3. Class presentations
4. ...
5. Facilitate Personal Grooming of the Graduates
Another equally
important role for
you as an effective
university teacher...
6. Facilitate Interactive Material Development
 Interactive materials may serve as the instruments
for effective communic...
7. Facilitate Team Work
 Team work synergizes communication
effectiveness.
 It creates feeling of belongingness.
 Team-...
Types of work teams that can be promoted in colleges
Based on purpose and nature of works performed, the
graduate work tea...
May 29, 2014 21
May 29, 2014 22
8. Promote Effective Communication
 Communication serves as a two-way traffic for the
following functions:
1. Control mem...
The Communication Process Model
Communication Process
The steps between a source and a receiver that result in the transfe...
Information Richness of Communication Channels
Low channel richness High channel richness
Routine Nonroutine
© Reserved by...
Direction of Communication
Upward
Downward
Lateral
© Reserved by Dr. C. P. rijal (2011) 26
Three Common Formal Small-Group Networks
27
Good Talking is Essential for Effective Communication
1. Quality of voice: Good voice quality helps one communicate with
e...
Barriers to Effective Communication
1. Filtering: A sender’s manipulation of information so that it will be
seen more favo...
10. Facilitate Case Study Approach
 Case study approach has been recognized as one of
the powerful tools of teaching-lear...
11. Facilitate Effective Presentation
 Communication will improve if we put our
graduates in more presentation and discus...
12. Facilitate Shared Commitment
 Creation of feeling of we
 Taking responsibility
 Being accountable
 Taking initiati...
13. Help Celebrate Each Achievement
 Culture of celebration brings in shared happiness
and joy among the members.
 It he...
14. How to conduct classroom discussions
1. Clearly explain the issue for discussion
2. Provide with required resources
3....
15. Participant Expectations
1. What do you want to learn?
2. Why are you interested to learn so?
3. How do you confirm yo...
16. Questions for group thought
1. A business school should be distinct
from other schools basically in THREE
respects. Ca...
17. A few concerns for group discussions
1. Should we continue operating newer universities
by deputing there the official...
18. Ask for the self…
What have I learnt so far? Any thing new?
How can I use it in my career?
Will it help improve my per...
Thank You !
May 29, 2014 39by Dr C P Rijal
If you need my help in the days to come…
rijalcpr@gmail.com
9851105671
May 29, 2014 40by Dr C P Rijal
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Seminar proceedings on multi mode approaches in teaching learning in higher education

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Seminar proceedings on multi mode approaches in teaching learning in higher education

  1. 1. Two-Day Workshop/Seminar on Applying Multi-Mode Approaches in Teaching-Learning in Context of Nepalese Higher Education Proceeding Notes by C P Rijal, PhD in Leadership Kasturi College, Itahari Nepal May 14-15, 2014 May 29, 2014 1by Dr C P Rijal
  2. 2. The Contents 1. Teaching Learning Focus 2. Perform Curricular Review 3. Use Multi-Mode Teaching Learning Approaches 4. Initiate Student-Centered Teaching Learning System 5. Facilitate in Personality Development and Grooming 6. Facilitate Interactive Material Development 7. Facilitate Team Work 8. Promote Effective Communication 9. Facilitate Effective Presentation 10. Facilitate Case Studies 11. Promote Shared Commitment 12. Help Celebrate Each Achievement 2
  3. 3. The Teaching-Learning Focus Our teaching learning stands for improving skills of our graduates: 3 Triology of Teaching-learning skills Communication Skills
  4. 4. Help graduates communicate more effectively 1. Make the curriculum demand graduate communication with provision of:  Group works  Class presentations  Class discussions  Industrial exposure May 29, 2014 4by Dr C P Rijal
  5. 5. Help graduates communicate more effectively 2. Involve graduates in communication with provision for:  Group works  Class presentations  Class discussions  Industrial studies  Research seminar and workshop  Event management May 29, 2014 5by Dr C P Rijal
  6. 6. Help graduates communicate more effectively 3. Transform yourself as a multi- modal teacher through:  Micro presentation/teaching  Role plays  Audio/visual displays  Class discussions  Case presentations  Research seminar issue presentations  Thematic group presentations  Discussion forums  Peer reviews May 29, 2014 6by Dr C P Rijal
  7. 7. Help graduates lead 1. Assess their skill competence, maturity, willingness and ability 2. Help them identify their common areas of interest 3. Initiate more group and team management activities 4. Help graduates socialize their presence 5. Provide them with skill development programs 6. What else? May 29, 2014 7by Dr C P Rijal
  8. 8. Hersey and Blanchard’s Situational Leadership Model Defines Relationship Between Maturity and Four Leadership Styles High relationship Low task High task High relationship Low relationship Low task High task Low relationship M1 M2M3 M4 High Low High Task Behavior RelationshipBehavior Style of Leader ImmatureMaturity Ability Willingness M1M2M3M4 High Moderate Low This person is able (has the necessary knowledge and skill) This person is willing (has the necessary confidence and commitment) Maturity of Followers Psychological maturity Job maturity A great deal 4 Quite a bit 3 Some 2 Little 1 Usually 4 Often 3 On occasion 2 Seldom 1 © Reserved by Dr. C. P. rijal (2011) 8
  9. 9. Help graduates in analytical reasoning  Put them in exploring various problems their consequences and possible solutions  Make research and innovation a regular happening  Help them perform case studies  Put them in depth observation of issues or problems in real life setting  Provide with argumentation skills  Provide exposure to deal with more conflict and negotiation situations May 29, 2014 9by Dr C P Rijal
  10. 10. Equally important thing is… Transform the classroom structural sets:  Change the seating arrangement  Use classroom display materials  Arrange information communication technologies (ICT)  Arrange communication supporting equipment May 29, 2014 10by Dr C P Rijal
  11. 11. Above all, transform yourself as a change leader for graduate development May 29, 2014 11by Dr C P Rijal
  12. 12. Learning reflection…  Take some time to think and decide which among the above discussed themes you can apply the best while teaching from now onwards and make a reason of doing so and share with the rest of members.  Please remember, graduates can do more than what exactly we can, but they need your hands on support May 29, 2014 12by Dr C P Rijal
  13. 13. 2. Perform Curricular Review Step 1: Determine and collect supplementary documents, reference materials and basic textbooks. Step 2: Revisit the course description provided by the university or develop/update. Step 3: Establish the learning objectives. Step 4: Set the learning outcomes. Step 5: Develop the course blocks or units. Step 6: Develop unit details with overall contents of delivery. May 29, 2014 13by Dr C P Rijal
  14. 14. 2. Perform Curricular Review Step 7: Allocate unit-wise lecture hours for teaching learning and assessment activities. Step 8: Establish the teaching learning methodologies. Step 9: Establish the assessment criteria. Step 10: Develop the plan of action. Please remember: While performing course planning, your works should be guided by the key learning focus discussed earlier, i.e., promoting communication, leadership and analytical skill development in graduates. May 29, 2014 14by Dr C P Rijal
  15. 15. 3.Use Multi-Mode Teaching Learning Approaches 1. Class lectures 2. Story telling 3. Small group teaching 4. Question-answer/probing approach 5. Problem solving 6. Reviews (books, journals, movie) 7. Experiments (lab/field) 8. Group discussions/brainstorming 9. Presentations (individual/group) 10.Case studies May 29, 2014 15by Dr C P Rijal
  16. 16. 4. Initiate Students-Centered Teaching Learning System 1. Written examinations 2. Project works 3. Class presentations 4. Project works/event management 5. Experimentation/practical works 6. Participation audit 7. Performance beyond the subject/course 8. Applied skill competence tests 9. Simulations 10.Independent work/optional credits May 29, 2014 16by Dr C P Rijal
  17. 17. 5. Facilitate Personal Grooming of the Graduates Another equally important role for you as an effective university teacher is to help graduates for better grooming. Because personal grooming bears almost 50% of the communication effectiveness. May 29, 2014 17by Dr C P Rijal
  18. 18. 6. Facilitate Interactive Material Development  Interactive materials may serve as the instruments for effective communication.  Such materials may include hand-worked display materials, case studies, audio-visuals, any other physical materials that are linked to thematic teaching learning.  Ample use of such materials helps improve communication with affection. May 29, 2014 18by Dr C P Rijal
  19. 19. 7. Facilitate Team Work  Team work synergizes communication effectiveness.  It creates feeling of belongingness.  Team-based working system promotes interpersonal relationship and interdependence. May 29, 2014 19by Dr C P Rijal
  20. 20. Types of work teams that can be promoted in colleges Based on purpose and nature of works performed, the graduate work teams may be classified in many forms. A few of them are: 1. Problem solving teams, e.g., SQC 2. Self managed work teams, e.g., Kasturi Basketball Club 3. Virtual teams, e.g., Kasturi College Alumni at US 4. Group presentation teams, and so on… May 29, 2014 20individual presentation by Urusha
  21. 21. May 29, 2014 21
  22. 22. May 29, 2014 22
  23. 23. 8. Promote Effective Communication  Communication serves as a two-way traffic for the following functions: 1. Control member behavior. 2. Foster motivation for what is to be done. 3. Provide a release for emotional expression. 4. Provide information needed to make decisions. May 29, 2014 23by Dr C P Rijal
  24. 24. The Communication Process Model Communication Process The steps between a source and a receiver that result in the transference and understanding of meaning. © Reserved by Dr. C. P. rijal (2011) 24
  25. 25. Information Richness of Communication Channels Low channel richness High channel richness Routine Nonroutine © Reserved by Dr. C. P. rijal (2011) 25
  26. 26. Direction of Communication Upward Downward Lateral © Reserved by Dr. C. P. rijal (2011) 26
  27. 27. Three Common Formal Small-Group Networks 27
  28. 28. Good Talking is Essential for Effective Communication 1. Quality of voice: Good voice quality helps one communicate with effective and adequate emphasis on level of pitch, speed of delivery and volume of tone. 2. Style of talking: Talking style serves as a blend of pitch, speed and volume to form a unique talking personality. 3. Choice of words: Choose the words from the listeners’ vocabulary. Select those that appropriately convey the morality and courtesy you intend and respect the listeners’ knowledge. © Reserved by Dr. C. P. rijal (2011) 28 4. Adaptation: Adaptation refers to lifting the message to the listener. It includes word selection, voice and style as per listeners’ capacity to understand.
  29. 29. Barriers to Effective Communication 1. Filtering: A sender’s manipulation of information so that it will be seen more favorably by the receiver. 2. Selective Perception: People selectively interpret what they see on the basis of their interests, background, experience, and attitudes. 3. Information Overload: A condition in which information inflow exceeds an individual’s processing capacity. © Reserved by Dr. C. P. rijal (2011) 29 4. Emotions: How a receiver feels at the time a message is received will influence how the message is interpreted. 5. Language: Words have different meanings to different people. 6. Communication Apprehension: Undue tension and anxiety about oral communication, written communication, or both.
  30. 30. 10. Facilitate Case Study Approach  Case study approach has been recognized as one of the powerful tools of teaching-learning in different disciplines today.  Many universities do not solicit people for teaching learning, if they have not developed their own case studies for teaching-learning facilitation.  This is an areas in which our higher education has been lagging behind compared to that of European and American way of teaching learning.  Case study approach does not only improve communication skills, but also improves one’s critico-analytical thinking. May 29, 2014 30by Dr C P Rijal
  31. 31. 11. Facilitate Effective Presentation  Communication will improve if we put our graduates in more presentation and discussion works.  Presentations can be facilitated in individual as well as group forms.  Presentation should be supported with adequate interactive materials and adequate communication skills.  Presentation serves as a venue to sell the graduate competence.  Use ppt slides, flip charts, metacards, and placards May 29, 2014 31by Dr C P Rijal
  32. 32. 12. Facilitate Shared Commitment  Creation of feeling of we  Taking responsibility  Being accountable  Taking initiatives  Being the first to take up challenging assignments May 29, 2014 32by Dr C P Rijal
  33. 33. 13. Help Celebrate Each Achievement  Culture of celebration brings in shared happiness and joy among the members.  It helps groom positive thinking about good reason for hard work, commitment and enthusiasm.  Celebrating mind and soul will bring in smile in faces.  Celebration culture opens up the closed mindsets. May 29, 2014 33by Dr C P Rijal
  34. 34. 14. How to conduct classroom discussions 1. Clearly explain the issue for discussion 2. Provide with required resources 3. Allow each member to make his/her idea on the issue assigned 4. Facilitate member brainstorming in work groups 5. Facilitate them generate group consensus 6. Ask them to make a presentation to the class May 29, 2014 34by Dr C P Rijal
  35. 35. 15. Participant Expectations 1. What do you want to learn? 2. Why are you interested to learn so? 3. How do you confirm you would implement in real life what you learn here? 4. What, if your expectations remained unmet after attending this program? May 29, 2014 35by Dr C P Rijal
  36. 36. 16. Questions for group thought 1. A business school should be distinct from other schools basically in THREE respects. Can you guess what they could be? 2. What does it mean by Federalism? May 29, 2014 36by Dr C P Rijal
  37. 37. 17. A few concerns for group discussions 1. Should we continue operating newer universities by deputing there the officials from other existing universities? 2. Is it fair to have foreign managers with much higher pay for taking up key positions of our organizations? 3. Have the Nepalese top political parties been really able to prove the significance of the removal of monarchy system in the country? 4. Has Purbanchal University in Nepal really been able to perform as an institution running on its own? May 29, 2014 37by Dr C P Rijal
  38. 38. 18. Ask for the self… What have I learnt so far? Any thing new? How can I use it in my career? Will it help improve my personal relations? How can I help others now? Is it feasible for me to continue these things? Is it really important for me that my graduates should be more effective in communication? May 29, 2014 38by Dr C P Rijal To what extent have I been able …
  39. 39. Thank You ! May 29, 2014 39by Dr C P Rijal
  40. 40. If you need my help in the days to come… rijalcpr@gmail.com 9851105671 May 29, 2014 40by Dr C P Rijal

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