Improving Academic Performance : Small tips for Engineering Teachers

1. Improving Academic
Performance
Prof. Dr.C.M.Sedani
BE,M.Tech,PhD(Mech),PGDBM,MBA(HRM)
Principal PVPIT Pune
cmsedani@gmail.com

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Theory
Practical
Application
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 As Per Hattie (2009):
“ It is student themselves, not
teachers who decide what they
will learn. Thus we must attend
to what students are thinking,
what their goals are, and what
they want to engage in learning
in class.”

4. Frame Work for API
 Sections
 1. What is Academic Performance
Improvement?
 2.How to Improve Academic Performance?
 3.Reflection
 4.Next Steps
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5. Journey for Academic Performance
IMPROVEMENT
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Understanding
How to
Improve
Refection Next Steps

6. SECTION 1
 Understanding
Academic
Performance
Improvement
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7. Six Signposts of Excellence :
 Teachers
 Passion of Teaching
 Awareness of Curriculum
 Attaining of Goals and Objectives
 Moving from Single idea to Multiple ideas
 Teaching environment
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8. TEACHERS
Teachers
are the
most
influencing
factor in
learning
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9. PASSION OF TEACHING
 Teachers need to be directive, Influential,
caring and actively engaged in the passion of
teaching and learning .
 Teacher need to be aware of what each and
every student is thinking and knowing and
construct the meaning in the light of
knowledge
 Teacher must understand the concept and
shall develop proficient knowledge of the
subject. He may use appropriate feedback for
Progressive moves of students.
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10. AWARENESS OF CURRICULAM
 Learning intentions of their lessons
 Understanding their students
 Understanding the gap of students current
knowledge and required knowledge
 The goals, objectives and Teaching plans
for successful teaching
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11. Attaining Goals and Objectives
Strategies to :
 Understand subject teaching requirements
 Academic Planning and teaching Plans
 Preparation and development of course
materials
 Teaching Aids and Communication
 Knowledge construction
 Implementation Plans
 Ideas relative to intended learning
 Feedback
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12. Single point Idea to Multiple:
 Moving from Single Idea to Multiple Ideas:
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Teaching Learning
Single
Point Idea
Correlate Extend
Multiple
Ideas

13. Teaching Environment
 Need to create classroom, staffroom and
college environment where error is
welcomed as a learning opportunity
,where discarding of incorrect knowledge
and understanding is welcomed and
where participant can feel safe to learn,
relearn, and explore knowledge
understanding.
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14. Simple Checklist:
 Identify Behavior of Teacher (Directive,
influencing, Caring and actively engaged in
Teaching Learning Process)
 Strategies might help teacher understands what
students are thinking and knowing
 Department and Institutional requirements for
improving Academic performance of students
 Strategies used to determine gap between “what
students know and what they are to be taught”
 What does it mean for students to “Construct”
their knowledge and intended learning
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15. Critical Success Factors :
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API
Learning
Time
Use of
Quality
Data
Teacher
Quality
Student
Involvement
Merits Toppers

16. Decisions to Make about:
 What Teaching Materials to Choose
 How to teach more effectively
 What is best to teach next
 How to keep students engaged and Busy
 What activities provoke the interest of
students
 How to Maximize the challenges of
learning goals and create structure for
students to learn via the challeneges
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17. SECTION 2:
 HOW TO
IMPROVE
ACADEMIC
PERFORMANCE?
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18. ACADEMIC PERFORMANCE
 Improving Academic performance relies
on effective data-informed instruction, a
climate of high expectations, and a
learning environment that is collaborative
and reflective.
 It targets What?(Viable Curriculum)
How?(Effective Instructions)
and When?(Set Standards)
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19. CEA Model
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Climate To Keep Improving Students
Performance
Expectations
Assessment
Level of learning tasks that
engages students consistently
Ability to Motivate and evaluate
for developing an achieved
growth mindset of students

20. Texas Essential Knowledge and
Skills (TEKS) Model
 Three Components:
Written Curriculum
Tested Curriculum
Taught Curriculum
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21. Understanding Tested Curriculum
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Cognitive
Skills
TEACHING
Intelligence
Generating Analogies
Logical Thinking
Memory Techniques
Monitoring One’s Knowledge
Short Term Base Skilled Trainings
Creating Intellectual Environments

22. Teach Like a Champion
 For having high expectations for all
students is grounded in one’s theory of
intelligence .
 When students are assigned low level
tasks , it provides low expectations for the
students. Mindset influences how we
teach .Your efforts creates ability and
develops smarter students .
 A slogan to follow: Teach Like a Champion
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23. Develop Feedback Mechanism
 Developing Feedback Mechanism with
students:
1. Understanding the task /taught
2. Participates in Feedback Process
3. Taking opportunity of feedback to
edit/revise their work
4. To adopt Practice-perform-feedback-
perform Model
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24. Checklist:
Practicing Feedback Mechanism:
 Clarity of the learning goals for the
students
 Evidence about prior learning and current
understanding of students
 Understanding how to close gap between
the two
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25. Discussion
Discuss what you think the
impact on increase
academic performance
would be, if every teacher
practices effective
feedback Mechanism?
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26. Section 3 :
Reflection
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27. Drcmsedani_iap@2017 27
Read the Quote :
 “Academic Feedback is more strongly and
consistently related to achievement than any
other teacher behavior. This relationship is
consistent and when feedback with corrective
procedures is used , most students can attain
the same level of achievement as the top
20% of the students”

28. Reflection:
 It improves resource Planning.
 It yields Impressive student results.
 It improves teachers for improving their
teaching practice.
 Feedback advances learning for students,
teachers and all educators.
 It identifies higher expectations.
 It communicates gap in learning and
expectations of students.
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29. Checklist:
 What do we want?
 What do we believe?
 What do we know?
Now finally Ask yourself:
WHAT WE DO?
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30. SECTION 4 : Next Steps
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31. Define your Learning Environment
Read each column , and
complete next column with
your remark to define your
learning practices.
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32. Environment Tick Your Remark
Teacher Growth and
Development
Is individually defined
by teachers
Yes
No
Not sure
Teaching goals are
defined
Yes
No Not sure
Student feedback is
taken
Feedback is known to
you
Feedback has HOD’s
comment
Class room teaching
is mostly blackboard
written
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33. Instruction closely
dictated from books
Worksheets prepared
by you given to
students
Students are active in
class
Questionnaire session
is encouraged in class
Student are given
opportunity to speak
Students remains
only physically
present in class
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34. Assignments are
given to students
Practical are
performed by same
teacher who teaches
theory
Assignments and
practical journals are
seriously Assessed
Result analysis of
your subject is
carried out
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35. Check where you are now:
Department involves in teachers
growth
HOD involves you subject choice
You prepare the course file with
self prepared notes?
Additional information's apart
from curriculum is added in your
notes?
You develop the question Bank?
LCD or other means of teaching
aids are used ?
Prior to start of topic , scope is
defined to students?
Your medium of teaching is
English only?
Do use charts /models to give an
example or illustration ? Drcmsedani_iap@2017 35

36. Do You solve unsolved Numerical
in class?
Students are encouraged to ask
difficulties?
After end of every topic , do you
connect with students?
Students gap in learning and
understanding is identified?
Do you omit tough portion in
teaching?
Students are able to track their
progress via test scores and
practical conductions?
Student feedback is taken and
provided with proper resource
material?
Teacher student feel control in
learning environment? Drcmsedani_iap@2017 36

37. Students are advised to prepare
the subject in effective way?
Some good learning habits tips
are given to students?
Weak students are identified and
counseling is initiated?
Do You adopt critical solving
techniques in class?
Students are active in selecting
learning goals , seeking
resources?
You keep varied learning material
With different collections?
Do You encourage students to
participate in learning?
Have you initiate disciplinary
action to irregular or
undisciplined student? Drcmsedani_iap@2017 37

38. Improvement is now concluded
as:
 Increased use of Quality data to teach
 Increased Classroom teaching
effectiveness
 Increased student involvement
 Increased Learning Time
 Initiated Feedback Mechanism
 Improved Teaching Climate
 Improved Teacher Quality
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39. Thanking You !!!
Dr.C.M.Sedani
cmsedani@gmail.com
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