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Faculty Development Program (FDP)


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Faculty Development Program (FDP), Pedagogy
Academic Delivery Performance with Purpose

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Faculty Development Program (FDP)

  1. 1. Faculty Development Programme Academic Delivery Performance with Purpose What If? What Next? Contact : Dr. N. Asokan |  : 9445191369
  2. 2. Resource Person 22 years of experience in the development of sound Educa onal Ins tu ons Taxonomy of Teaching, Learning and Assessing Faculty Development Programmes Educa on Ph.D in Material Science – Engineering Educa on, Faculty of Engineering& Technology, 2007, University of Madras, Chennai. M.E., Materials Science, Dept.of Metallurgy, 1991, Regional Engineering College, Trichy 620015. M.ScPhysics with Electronics, 1987, Na onal College, Trichy 620001. . Industry Experience Heavy Alloy Penetrator Project (Min.of Defence), Trichy Lakshmi Precision Screws Ltd, Rohtak, Haryana. STAR HR & Training Services Pvt Ltd, Chennai . (Cap ve Talent Sourcing Company of ETA‐ASCON & ETA STAR, Dubai) Execu ve Leadership Team Builder Ins tu on Builder Change Leader Life Long Learner. Former Principal VelTech Group of Ins tuions, Chennai Mount Zion College of Engg. & Tech Puduko ai SAMS College of Engg. & Tech , Chennai Sree Sastha Group of Ins tuions, Chennai Dr. N. Asokan
  3. 3. TABLE OF CONTENTS Taxonomy Evaluation Micro Teaching Performance Excellence 01 02 03 04INTRO 07 08 09 10 System Teaching Pages 2-4 Page 7 Pages 8-11 Pages 12-13 Page 19 Page 15 Page 20 2020 05 College of Tomorrow Pages 16-17 06 Ethics Values Page 14 11 Page 23 Research Issues 12 Page 24 Highly Effec ve Teacher Leadership Books Page 22 Teacher Manager Leader Page 21
  4. 4. Tamil Nadu Agricultural University, Coimbatore Manonmanium Sundaranar University, Tirunelveli ISTE- Working Professional Learning Project AVC College of Engineering, Mayiladuturai Vel Tech Group of Institutions, Chennai Sree Sastha Group of Institutions, Chennai Alpha College of Engg.&Tech, Chennai Surabi Polytechnic College, Namakkal AMK Polytechnic College, Chennai STAR HR & Training Services PVT Ltd, Chennai MIET Group of Institutions, Trichy JNN College of Engg.&Tech, Chennai Sudharsan Engineering College, Pudukottai Balaji Institute of Engg & Tech., Chennai SAMS College of Engg.&Tech, Chennai PITS Thanjavur 700 Teachers Learned Kalasalingam University MountZion College of Engg & Tech Pudukottai ETA/ETA ASCON Dubai Engg Diploma Nursing Management Engg Diploma Nursing Education Engg Arts & Science 1 Mahathma Gandhi Insti. Technology Pudukottai
  5. 5. We are losing the battle for the imagination of our youth with existing education system. As we think about the plethora of challenges and opportunities, it is important, to remember that students are driven by passion, curiosity, engagement, and dreams. It’s based on faculties’ capabilities, their reliability, their learnability, their strengths, and their talents. T h e F a c u l e s , E d u c a o n a l Administrators Managers, Leaders a n d d e c i s i o n m a ke r s o f a n educa onal ins tu ons are most welcometopar cipate. It is more important that students are distracted by every hour of the waking day through electronic gadgets, mass media, purposeless, meaningless and insignificant peer conversation. There is a need for a dramatic and fundamental transformation of the educational process. It requires healthy life style, warm relationships, intense focus, fanatic discipline, and incisive thinking to effectively garnering attention and holding interest for gadget –friendly world. Genesis 2
  6. 6. Issues and Concerns of Teachers ? What is important for students to learn in the limited classroom me available? ? How does one plan and deliver instruc on that will result in high levels of learning for large number ofstudents? ? How does one select or design assessment instruments and procedures that provide accurate informa on about how well studentsarelearning? ? How does one ensure that objec ves, instruc on, and assessment are consistent with oneanother? To help teachers systema cally plan a way of effec vely facilita ng students’learning. To help teachers translate standards into a common language for comparison with what they personally hope to achieve, to present the variety of possibili es forconsidera on. To help teachers analyze their objec ves, instruc on and assessment. Determine the alignment of objectives, instruction and assessment 3
  7. 7. Performance with Purpose  Our career, indeed our life, has a purpose. When we are working within our purpose, we are happy and have a good chance of “being in the zone”. We may be aware of our purpose or we may be seeking purpose. We may be conscious about the purpose or we may beunawareofit.  PerformancewithPurposewillhelptobe compe ve and profitable today and tomorrow. We are determining how to best focus our efforts, in order to have the greatest impact. As with any complex ini a ve, it's important to be flexible and responsive to a changing world. Change is “absolutely necessary” and will happen. Atoppriorityforuswillbeto refocus the energy of the organiza on, energy of an individual, on our purpose and on the performance necessarytoaccomplishit How many wise decisions we take per day to fulfill the purpose? quartz 1 2 3 4 5 6 7 8 9 10 Performance for the day: Thousand of ny choices, in an endless procession, that confronts us every minute, unable to intellectualize, compelled us to react ins nc vely (decisions), follows the path of least resistance. Performance defined as any outcome that is deemed valuable by either an external or internal customer 4
  8. 8. INSTRUCTIONAL OBJECTIVES Syllabus | Course | Programme Educational objectives : NAAC / NBA Instructional objectives are statements, which communicate in behavioural terms the expected performance of the studentsat the end of instruction. Learningshouldresultinachangeinthebehaviour. Behaviourreferstoanyobservableactivitydisplayedbyalearner. Instructional objectives are written in behavioural terms and therefore theseareknownas“BehaviouralObjectives”. They should specify what the learner will be able to do on completion of thelearning Objectives must be stated in terms of learner’s terminal behaviour. 5
  9. 9. Learning Outcomes GainsamorecompleteunderstandingofObjectives. Makedecisionsaboutwhatisworthteachingintheclassroom. Makebetterdecisionsabouthowtoteachandassessintermsoftheobjectives. Enrichmentinthelearning,teaching,andassessingcompetencies. Expandthecapacityofindividualand Organizationfor BestPerformance Makesworkingenvironmentandlifeeasier 6
  10. 10. Taxonomy for Teaching Learning, and Assessing Cogni ve ProcessKnowledge Dimension Factual knowledge Conceptual Knowledge Procedural Knowledge Meta‐Cogni ve Knowledge Knowledge: “Historically shared knowledge” that defines the subject ma er of a par cular discipline. It is not sta c; Changes are made as new ideas and evidence are accepted by the scholarly community. The term Knowledge to reflect our belief that disciplines are constantly changing and evolving in terms of the knowledge that shares a consensus of acceptancewithindiscipline. Cogni ve Process: It means paying a en on to relevant incoming informa on, mentally organizing incoming informa on into a coherent representa on and mentally integra ng incoming informa on with exis ng knowledge. 7
  11. 11. BASIC CONCEPTS OF EVALUATION • Evaluation may be defined as a systematic process of determining the extent to which instructional objectivesareachievedbystudents. • Evalua on includes both quan ta ve and qualita ve descrip ons of student behaviour plus value judgements concerning the desirability of that behaviour. Quantitative description of student’s performance (Measurement) AND / OR Q u a l i t a t i v e d e s c r i p t i o n o f s t u d e n t ’ s p e r f o r m a n c e ( N o n - m e a s u r e m e n t ) + VALUE JUDGEMENTS Evalua on = 8
  12. 12. An achievement test is an instrument designed to measure the degree to which a student has a ained the objec ves of instruc on. So achievement tests can be administered for all the subjects included in the curriculum at regular intervals of me or towards the end of each unit and even towards the end ofeachsemester. ACHIEVEMENT TEST TABLEOFSPECIFICATIONS:   A test of achievement is a test of student’s ability to display desired behaviour in relation to a specific subject or content area. Therefore, the two important aspects that weshouldspecifyforanachievementtestare: thetypeofthingsthestudentshouldbeabletodo (i.e.ABILITIES) the subject matter in which (s)he should be able to do them(i.e.CONTENT) By analysing both of these for a particular situation, it is possible to produce a Table of Specifications for the test. This is a two way-chart, which relates CONTENT and ABILITIES by assigning suitable weightages for testing purposes. 9
  13. 13. WRITING OBJECTIVE TEST ITEMS To appreciate the impor tance of constructingtestitems   To construct good quality matched response andmultiple-choiceitems.   To confirm whether a given selection type itemsatisfiesalltherulesandguidelines.   Toeditandmodifyagivenitem Comple on Items True/False Items Matched Response Mul ple Choice Items 10
  14. 14. STRUCTURED ESSAY QUESTIONS To apply the principles of construc on and scoring of structured essay ques ons. To dis nguish between objec ve type items and essay ques ons by sta ng the six differences between them. To list the five guidelines for scoring the answers to essay tests. To modify the given open ended ques on into a structured essay ques on. To list the eight rules for construc ng structured essay ques ons To state the need for structured essay ques on in the evalua on process. 11
  15. 15. PLANNING FOR TEACHING Course Plan, Unit Plan, Lesson Plan, P r e ‐ r e q u i s i t e k n o w l e d g e , S t r u c t u r e d S t a ff s y l l a b u s , Mapping of topics and subjects, andCourseFile Dis nguishbetweenMacroPlanningandMicroPlanning Iden fyUnitsofInstruc oninagiven syllabus PrepareaCoursePlanforagivencourse PrepareanUnitPlanforagivenUnitof Instruc on Dis nguishbetweenthePhasesof‘Cogni ve Lesson’and‘Skill Lesson’ Iden fy the ac vi es of the teacher and the students in the variousphasesofalesson PrepareaLessonPlanforagivensetof Cogni veObjec ves Prepare a Lesson Plan for a given set of objec ves in the PsychomotorDomain Statetheeightreasonsthat necessitateplanningforteaching 7 12
  16. 16. MICRO TEACHING Micro–teachingwithpeersisasimulatedexperience. Simula onisbydefini on“ar ficial”. Simula oninvolvesroleplaying. Micro‐teaching is a teacher training procedure which allows the teacher to prac ce a specific teaching skill by presen ng a small lesson to a small group of students (his own peers) with an opportunity to observe the performance onvideotape. The teacher teaches a class of 4 to 5 students for a dura on of 5 to 10 minutes. The number of instruc onal objec veswillbejustoneortwo. It is followed up by discussion and lesson cri que. 13
  17. 17. Human Values and Ethics Maslow’s Hierarchy of Human Needs, Beliefs, Limiting Beliefs, Values, Moral Values, Human Values, Ethics, Moral Dilemma, Growing Mindset 14
  18. 18. System Thinking The educational system is very complex system consists of many variances, unknowns, and uncertainties. Complexity can easily undermineconfidenceandresponsibility.   System thinking is a discipline for seeing the “structures” that underlie complex situations. As we enter the “age of interdependence”, humankind have the capacity to create far more information than anyone can absorb, to foster far greater interdependence than anyone can manage to accelerate changefasterthananyone’sabilitytokeeppace.   System thinking forms a rich language for describing a vast array of interrelationships and patterns of change. Ultimately, it simplifies life by helping us see the deeper patterns lying behind theeventsanddetails. Conceptsinclude:   Definition, Different systems, Learning disabilities, Prisoners of the system, Laws of system thinking, Systems archetypes, Personal mastery, Mental models, SharedVision,andTeamlearning. 15
  19. 19. College of Tomorrow There is a need for a drama c and fundamental transforma on of the educa onal process. It’s based on facul es’ capabili es, their reliability, their learnability, their strengths, and their talents. It requires healthy life style, warm rela onships, intense focus, fana c discipline, and incisive thinking to effec vely garnering a en on and holding interestforgadget–friendlyworld. The College of Tomorrow is to make professional courses a rac ve and fully engaging, making colleges exci ng, crea ve, adventurous, rigorous, demanding and empowering milieu, to listen, learn and lead to innova ons that will keep us free, secure, healthyandthrivinginavibranteconomy. 16
  20. 20. Visionary Exercise With an increasingly mobile society, cynicism about corporate life, and an expanding entrepreneurial segment of the economy, organiza ons need more than ever to have a clear understanding of their purpose in order to make work meaningful and thereby a ract, retain, and mo vate outstanding people. Organiza ons will need to draw on the full crea veenergyandtalentoftheirpeople. Purpose (Mission) captures the soul of the organiza on. Purpose gets at the deeper reasons for an organiza on’s existence beyondjustmakingmoney. Vision has become one of the most overused – and less understood‐ word in the language. The word vision conjures up all kinds of images. We think of outstanding achievements. We think of audacious, exhilara ng goals that galvanize people. All of us know vision is important, but what exactly isit? It can truly be said that happens un l there is vision. But it is equally true that a vision with no underlying sense of purpose (Mission), no calling, is just a good idea–all“soundandfury,signifyingnothing”. Mission Posi ve Vision Nega ve Vision Objec ves Core values Dialogue Discussion Discovery Process Crea ve process Process ques ons Culture, and Alignment 17
  21. 21. Overview of Successful Education The twenty‐first century challenges professional educators to design teaching, learning and assessing process to strategically and holis cally target students development, including cogni ve, psychomotor, social andaffec vedomains. It is the responsibility of the professional organiza ons, teachers and ins tu ons to “ mould the students in terms of Knowledge, and Skill set to face the real prac cal life in profession and in person” rather than saying“itisyourlifeleaditthewayyouwant” Therehastobefocusonteaching,learning,assessingand pedagogyaswellasalearner‐centricapproachwherethe teacher is the facilitator in the acquisi on of knowledge andvaluesandteachinginskills. It is be er to teach the students by understanding individual’s competency rather than wait for them to learn something from the world and then show them the rightwaytogoaboutit. Core areas of educa on, Mapping of core areas of educa on, Lifelong Learning, Limi ng beliefs, Assump ons and Thought, Power of powerlessness, Synchroniza on, Knowledge, Skill, Talent, Values, Technology Competency, Change, Culture, and Quality of Life. 18
  22. 22. Performance Excellence: Road map to next level of excellence Excellence" is an inner call a passion once we develop this as a HABIT as a behaviour you neednosupervision. Happiness is a by product of suchperformance. The desire to excel is exclusive of the fact whether someone else appreciates it or not. "Excellence" is a drive from inside,notoutside.Excellenceis not for someone else to no ce but for your own sa sfac on andefficiency An Organiza on exists for a purpose and that purpose is performance Fears, Needs and Focus, Homeostasis, Learning disabili es, Personal Mastery, Likeonomics , Prac cal Intelligence, Return on Luck, Skilled Incompetence, Storytelling, TASK to Mul TASK, TRUST 19
  23. 23. Preparing Professionals of 2020 and beyond Topics includes: Several elements of educa on system An cipated social and economic changes beyond 2020 An cipated social and professional context beyond 2020 An cipated skill sets required beyond 2020 An cipated curriculum, teaching and learning paradigms beyond 2020 The future is unpredictable and will be global. The engineer of 2020 and beyond will need skills to be globally compe ve over the length of her or his careertobecomeglobalci zen. Whatfundamentalanddrama cstransforma on of the educa onal process required for not losing theba lefortheimagina onofouryouth? Howtoenrichandbroadenengineeringeduca on so that technically grounded graduates will be be er prepared to work in a constantly changing globaleconomy? What restric ng of program, realloca on of resources, refocusing of faculty, me and energy required so that our educa onal infrastructure can educate engineers prepared to tackle the challengesoffuture? 20
  24. 24. Teachers as Managers and Leaders (Getting people done through work) • How to incorporate the revolu onary insights shared by great managers everywhere. • To discover what is unique and universal about each person and capitalize on it. • To have the greatest impact possible for the longest period of me. • Different approaches to managing and leading people (students) wax and wane. • Each human’s nature is different. Managers and Leaders must find a mechanism to unleash each human’s nature. • To get the best performance from your people, you have to be able to execute a number of different roles very well. You have to learn how to steer them toward roles that they fit them. The three roles that are the most cri cal if teachers are to achieve something significant in their life and then sustain and expand this achievement, namely the roles of Manager, LeaderandIndividualPerformer. Warren Bennis and Marcus Buckingham confirm that“Leadershipaccountsfor,attheveryleast,15 percentofthesuccessofanyorganiza on”. During the course of our life we will inevitably be exposed to all manner of op ons, opportuni es and pressures. The key to sustaining success is to be able to filter all these possibili es and fasten on to those few that will allow you to express the bestofourselves. Differences between Knowledge, Skill and Talent, Five Fears, Five Needs and One Focus, Three Levers, Twenty Percenters. Three Contenders, Focus on Strengths, Managing Weakness, Thirty four themes of Strength Finders, PerformanceManagement. Human beings are frustratingly complex 21
  25. 25. Leadership through books What the great authors and think tanks thinking very deeply about Changing and succeeding under any condi ons The role of thinking and feeling Seek first to understand, then to be understood The discipline of ge ng things done The art and prac ce of the learning organiza on What the world's greatest managers do differently? How winning companies build leaders at every level? The mckinsey way Why some companies make the leap . . . And others don’t? Leadership in the era of economic uncertainty The unexpected truth behind earning trust, influencing behavior and inspiring ac on How the mighty fall and why some companies never give in? A rough economist explores the hidden side of everything Go from being a good manager to being an extraordinary leader Why some ideas take hold and others come unstuck? How li le things can make a big difference? I am, because we are Elephants can dance …about great managing, great leading and sustained individual success The power of thinking without thinking Develop your talent and those of the people you manage Uncertainty, chaos and luck‐why some thrive despite them all Control your des ny or someone else will The new rules for ge ng things done in difficult mes 22
  26. 26. Issues Related to Research Issues related to Guide – Student Rela onship Issues Related to Research scholars Class Room Research Research Outcomes from Great Books Research Issues and Concerns Assume Nothing, Ques on Everything, Start Thinking, Learn the Truth 23
  27. 27. 24 Ineffec ve Teachers The effec ve teacher is . . . . . . . The effec ve teacher does . . . . . . . The effec ve teacher thinks . . . . . . . Six Beliefs about Learning and Teaching Stumbling block of a new teacher Low Expecta ons Trap Energizing and Empowering Experienced Teachers Highly Effective Teacher Born to Teach, Born and should not Teach, Should never have been Born
  28. 28. Mathematics is Mental weight training It is a means to end (for most people), not an end in itself. Through Math exercises you can improve your ability to think logically So that you can be a better Engineer, Mariner, Manager, Leader, Architect, or Parent. Intended Participants Teachers of School Polytechnic Engineering Art & Science Educa onal Administrators Managers, Leaders and decision makers of an educa onal ins tu ons are most welcome to par cipate. Days 1 | 3 | 5 Methodology Lecture Discussion The course uses par cipa ve discussion, cases and prac cal assignments to achieve the learning objec ve. Par cipants are encouraged to bring their problems to the course with an objec ve to learn through guided prac ces and experience sharing Guided Prac ce Contact : Dr. N. Asokan  : 9445191369 Sessions 90 minutes 4 Sessions / Day