Introduction Objectives Teaching Skills Set Induction Presentation Identifying Learning Difficulties of Students Preparing Lessons According to the Individual Needs Students’ Evaluation Self Assessment Questions Suggested Readings References

1. UNIT - 8
Teaching Skills
Presented By:
DR. DANIYAL MUSHTAQ
merri786@hotmail.com
1

2. What do we need?
 A critical thinker needs
 Observation; curiosity; objectivity; analytical skills; …???
 A Reflective Practitioner needs
 Introspection; self analysis; unbiased approach …???

3. Some Useful Tools & Techniques
 To promote critical thinking and reflective practice here are
some useful tools and techniques
 Mind Mapping
 Portfolio Development
 Assessment Schedules
 Mentoring and Peer Support

4. Mind Mapping
 Mind Map is a powerful graphic technique which provides a
universal key to unlock the potential of the brain.
 It harnesses the full range of cortical skills – word, image,
number, logic, rhythm, colour and spatial awareness – in a
single, uniquely powerful manner.
 Originated in the late 1960s by Tony Buzan, “Mind Mapping is
a graphical technique for visualizing connections between
several ideas or pieces of information.”

5. How to make mind maps?
 Mind Mapping is the easiest way to put information into your
brain and to take information out of your brain - it's a creative
and effective means of note-taking that literally 'maps out' your
thoughts. And it is so simple.
 According to Michael Michalko, a Mind Map:
 activates your whole brain
 clears your mind of mental clutter
 allows you to focus on the subject

6. e.g. Which factors affect student behavior?
Home Environment
Classroom
Environment
Personality traits Teaching
Student Behavior

7. What are the sources of each factor?
• Teacher qualification
• Brought up
• Size of class and physical
• Socio-economic
Home Classroom
teaching
personality

8. parents
teachers
Head teacher
Friends/
Siblings
Society
WHO CAN HELP IN CHANGING BEHAVIOR?
• S4
• S3
• S2
• S1
F1 F2
F4
F3

9. Principles of Mind Mapping
 The brain works in different ways. Different people think in
different ways.
 There are certain “programs” loaded in your consciousness.
These programs are your “natural thinking software”. You get
them included with your mind when you enter this world.
 The brain works according to certain basic principles, and you
can use mind maps to take advantage of them to improve your
creativity and memory.

10. Techniques to use
 Brain Storming: The map itself is quite similar to what is going on in
your head. It’s all one big mish-mash of information and nothing
seems to be structured.
 The Flow: This is a somewhat different type of mind map, extremely
useful when you need to see the continuity in a system, the step-by-
step plan. It’s easy to get an overview of the chain of events that you
have to follow, the so called step by-step plan, when you use a mind
map.
 The Big Picture: This is a very interesting and effective mind
mapping technique, which also happens to be my personal favorite.
Actually, this technique is very personal. The Big Picture is all about –
to be able to combine all the techniques for best effect.

11. Portfolio Development
 The portfolio is intended to encourage the individuals to become actively
involved in monitoring and reflecting on their own development
 The contents of the portfolio reflect both academic and field experiences that
demonstrate the person’s application of knowledge and skills.
 The portfolio allows you to demonstrate mastery of the competencies of the
program.
 It provides a more complete picture of the interests, abilities and
accomplishments in tangible evidences.
 It encourages the one’s organizational skills, self-assessment of growth, and
awareness of continuing educational needs.
 It is expected that practitioners will continue to develop their portfolios and
as they reflect on their profession and their learning.

12. The Working Portfolio
 The working portfolio is a purposeful collection of student work in
progress.
 The collection is assembled based on clear objectives and guidelines
given by the teacher.
 All portfolios begin as working collections, since it is from these
collections that final selections are made for presentation.
 The advantage of the working collection is that it allows students to take
a second look at what they do, and to think about how they could
improve future work.
 It is a departure from the traditional practice where a first draft of an
assignment was considered as a final product.

13. The Development Portfolio
 The developmental portfolio represents a completed selection of
student work.
 It contains work that shows the student’s progress towards mastery of
set objectives for a topic, theme, or course of work, and provides
evidence of his/her achievement over a period of time.
 This type of portfolio enhances learning through the process of
reviewing, revising, and evaluating the final product.
 Diagnosis may be one use for these portfolios since the feedback
obtained at intervals can shape further instruction and learning for the
student.
 This type of portfolio clearly demonstrates the integration among
instruction, learning, and assessment.

14. The Showcase Portfolio
 The showcase portfolio shows the student’s best work and is
used to support and document accomplishment in a
course/subject area or any learning activity.
 This requires the student to be able to make a selection from a
range of work (working portfolio) using specific criteria.
 These criteria may be determined by an external examining
body, by the teacher, or may be developed by the student in
collaboration with the teacher.

15. Stages of Portfolio Development
Goal Identification Identifying a vision that will guide the portfolio development.
Collecting
Gathering artifacts that demonstrate the student's professional development. Some of
these artifacts will ultimately become the portfolio entries.
Selecting
Reflecting and identifying artifacts that are most relevant and meaningful to the
student's purpose, beliefs and philosophy. These become the portfolio entries.
Categorizing Identifying the developing themes of the portfolio.
Connecting
Making a linkage between the items selected and the goal of the portfolio. This is the
thinking -through stage that formulates the reflections.
Reflecting
Making each entry relevant and meaningful by writing about why the entry is
included in the portfolio. This reflection ties the individual entry to the overall
portfolio document
Sharing Presenting and discussing the portfolio to program faculty

16. ASSESSMENT SCHEDULES
 Assessment remains a major concern in developing programs
to enhance students’ critical thinking skills.
 Until a concept can be defined and assessed, adequate models
for teaching are difficult to develop.
 Despite the lack of a comprehensive theory of critical thinking,
varied efforts have been made to develop assessment tools.
 Assessment schedules for periodic review and reflection can be
useful way for improvement

17. 1.Commercially available standardized tests
 Instead of using teachers made test a better approach is considered to
be the application of standardized tests
 These instruments have been carefully developed and tested for
reliability and validity, and all have been widely used as measures for
testing people’s ability to think critically.
 These standardized, commercially available essay test of general
ability provide several advantages over multiple choice tests or
instructor-developed essay tests, including student-generated
responses, carefully established validity and reliability, and
recognition.

18. Researcher or instructor designed assessments
 Researchers have provided examples and criteria for instructors interested in
developing assessment techniques for such purposes as testing domain-specific
critical thinking, testing for transfer, evaluating a critical thinking program,
formative evaluations, or determining grades.
 While teacher made tests can and should be used within the classroom to assess
critical thinking, their use in educational research projects examining the
effectiveness of various methods or models to teach for critical thinking has
important limitations.
 Instruments designed for a specific experimental method or model for critical
thinking may best capture its strengths, but the resulting variety of instruments
and assessment techniques has led to difficulties comparing the results of
educational studies.

19. Teaching students to assess their own thinking
 Perhaps the most appropriate way to assess students’ critical thinking
abilities is to teach them to assess their own thinking.
 Paul has written extensively on teaching students to assess their own work,
and he has argued that to the extent that students need feedback from
instructors, they have not achieved a high level of critical thinking
(Foundation for Critical Thinking, 1996).
 Angelo and Cross (1993) have also emphasized the importance of student
self-assessment techniques.
 While highly appropriated for classroom use, however, it requires a deep
understanding of critical thinking and a tremendous commitment from both
the instructor and the students.
 Further, this method of assessment, for many obvious reasons, does not
meet the requirements of rigorous educational research.

20. Mentoring and Peer Support
 Last but not the least, mentoring is much useful in developing critical
thinking and reflective practices
 Mentoring is a relationship between two individuals based on a
mutual desire for development towards career goals and objectives.
 In a mentoring relationship, the two individuals are referred to as the
“mentor” and the “mentee” (the individual being mentored).
 Mentoring provides development opportunities for both partners.
 In mentoring, there is no reporting relationship between the mentor
and the mentee (i.e., a manager would not mentor a direct report).

21. Benefits of Mentoring
 A mentoring relationship can provide a mentee with:
 greater clarity on life and career choices and their own career goals
 new insight on the organizational culture different perspectives and values
 the opportunity to develop new networks of contacts
 access to new resources
 greater career satisfaction and increased likelihood of career
 success development in areas not typically address through training or on the job
 Through the mentoring process mentors have the opportunity to enhance their
leadership skills and expand their perspectives by:
 seeing the business world through different eyes being challenged on perceived
wisdom
 increasing their awareness of issues at other levels of the organization
 meeting new members of the organization

22. Types of Mentoring
Formal
 Structured programs frequently match mentors and
trainee focused on specific goals
 Provides accountability based on formal contracts
between mentor and trainee
Natural
 Initiated by mentor – one person reaching out to
another
 Implicit – usually people with much in common
Peer
 Individuals in similar positions (e. g., have small
children) providing support, empathy, and advice
 Individuals in similar stage of career mentoring on
options and career goals
Situational
 Mentoring for a specific purpose/skill
 Generally short-term
 Common at all stages of the career
Supervisory
 Not all supervisors are comfortable also being a
mentor
 Possibility of conflict of interest
Trainee initiated
 Begins with an interaction with a chosen mentor – it
may develop into a mentoring relationship: build
bridges

23. Phases of Mentoring
Building Rapport- Sharing perspectives
Scaffolding for professional growth and
providing consultation
Resolving and removing support for
independent growth

24. Thank you
 There are many other tools and techniques that you can easily
find online.
 You can design and devise your own methods.
Keep exploring!!!