Introduction to Instructional Process in Higher Education

1. Art of Teaching Dr.R.RAMNATH
AssistantProfessor
DepartmentofEducation
AlagappaUniversity

2. Background

7. Cracy
• Literacy
• Numeracy
• Technocracy

8. Performance Objectives
One can perform
1. Better in communicating a message to any
audience in future.
2. Can use any one of the methods as such or
with modifications in future.
3. One can develop automatism and ex-
tempore teaching by understanding these
concepts and practices.

9. Teaching?
• Intended for learning by inducing a
behavioural change
• It is an art of communicating a
message with impact on audience.

10. Why teaching ?
Teaching creates
knowledge, awareness and
feelings in the taught and
brings about behavioral
change.

11. Teaching process
• Teacher Message Taught
• Well
prepared CLEAR, SENSITIZED
AND RECEPTIVE
ACCURATE
BRIEF
SPECIFIC
• No
Communication
barriers

12. Bloom’s Domain

13. Learning cycle
COGNITIVE
DOMAIN
KNOWING
KNOWLEDGE ATTITUDE PRACTICE
PSYCHOMOTOR AFFECTIVE
DOMAIN DOMAIN
BEING DOING
TEACHING

14. Professor?
• Once the affective domain is enriched
with knowledge and positive attitude
Internalization of the subject will occur.
• Internalization will lead to development
of automatism and command over the
subject.
• Then he/she can profess about that
subject (becomes a professor)

15. Introduction

16. Teaching- An Art
• Be very creative
• Relational between students – feeling and
empathetic
• Teaching is expressive – impulsive
• Teaching is intuitive
• Teaching is a very social activity
• Motivation
• Sublime and unexplainable
• Not routine or formulaic

17. Teaching - Scientific
• Put theory into practice
• We have research on what works and what does not
work, so we can apply that to teaching
• Science is creative and is social construction
• Some teaching is procedural that we can use
• You can measure learning, where they begin and
what they learn
• You can evaluate or assess
• Reliability of methods
• Empirical nature of public accountability and civic

18. What role does technology play?
• Offers different modalities for teaching and learning –
audio, visual
• Integrates us to the rest of the world – and this is a way of
life in our larger world and this is one medium
• Allows us to tap into many more resources than we have in
a traditional classroom
• Technology is a tool - the art that we know can be
translated across media
• PCK – PTCK – Attend to the learning hierarchy of the
content, but also the learning trajectory of the technology –

19. TYPES OF TEACHING
• ACTIVE
• PASSIVE
• LEARNER ORIENTED
• TEACHER ORIENTED

20. Teaching methods
1. Lecture
2. Lecture discussion
3. Seminar
4. Symposium
5. Panel discussion
6. Group discussion
1. Tutorials
2. Role play
3. Integrated teaching
(horizontal and vertical)
4. Talking point sessions
5. Workshops
6. Conferences

21. Criteria of good teaching
• Good Concept ( thorough preparation)
• Organized Content( lesson planning)
• Good Quality and optimum quantity
• Sequence
• Relevance
• Learner oriented

22. • Teacher Centric
• Learner Centric
• Learning Centric

23. Milestones of Teaching

24. TEACHING PRACTICE
1. SET INDUCTION
2. INTRODUCING TOPIC
3. TOPIC ORGANIZATION
4. REINFORCING OR STIMULATING
5. SUMMARIZING

25. Set induction
• Bringing the mood of the audience into the
topic.
• Make sure that your audience is ready to
receive the message you are going to deliver
by any means which will make them attentive
and receptive like:
1. Verbal questioning
2. Handouts
3. Problem/exercises

26. Introduction to the topic
Introduce the topic to the students
by means of
1. Title
2. Learning objectives
3. Performance objectives

27. Organizing the topic
Prepare lesson plan keeping in mind
1. Relevance
2. Sequence
3. Editing
4. Time management

28. Reinforcement
• Make the lesson both comprehensive and
interesting by
• Reinforcing with
1. Facts and figures
2. Problems/exercises
3. Giving Examples
4. Making it a two way lecture discussion by asking few
questions( particularly the students who are not
attentive.

29. Stimulation
• Make it more interesting and lively by
1. Repetition of the main points
2. Stressing the important ones
3. Pauses to make something more effective
4. Relevant personal experiences
5. Purposeful body movements, gestures,
voice modulations, eye contact etc.

30. Teaching flows
• Teaching is a flow ( stream) of
thoughts.
• It is a continuous process , hence
there should be no unwanted
interruptions.

31. A Teacher

32. “Natural” Teacher
• Natural teacher finds the profession
exhilarating. They do not work
themselves.
• “NATURAL TEACHERS WORK SMART,
NOT HARD .”

33. Natural Teacher’s - Characteristics
• Good Instincts
– Don’t have a clue
– Common Sense
• Make Management Affordable
• Make Management Look Easy
• Make Method Out of Magic

34. Teacher -An Eclectic
• Subject Specific
• Industry Specific
• ICT skills
• Communication Skills
• Presentation Skills
• Interpersonal Skills
• Tutoring
• Mentoring
• Generic Problem Solving Skills

35. Multiple roles of a teacher
• must be content expert,
• a diagnostician,
• a rescuer,
• a patient communicator,
• a manager and leader,
• a student of human behavior.

36. A Classroom ?

37. A Positive Classroom
• Classroom Structure
• Limit-Setting
• Responsibility Training
– Omission Training
• Back-up System

38. 3 Areas of Classroom Management
• Discipline
• Instruction
• Motivation

39. Elements to Discipline
• Get students on task
• Keep students on task
• Suppression of disruption
• Building patterns of cooperation
• Mutual respect within the classroom

40. Art of Teaching

41. Instruction
• How do you produce mastery and independent
learning in all students without working yourself to
death?
• Effective instruction requires the integration of all
modalities of learning at every step of
performance:
–The Verbal (Say)
–The Visual (See)
–The Physical (Do)

42. Motivation
• How do you get conscientiousness and
hard work from all of your students?
• Quality control to classroom work
• Incentives for diligence

43. UYOT
• Work at the art of teaching, but find your own
style.
• Stay focused on captivating and inspiring
students.
• Use humor, but carefully.
• Take risks, make mistakes.
• Don’t be afraid to be theatrical.
• Don’t be afraid to be stern.

44. BYOT/BYOD

45. Teaching Skills - Grid

47. Learn-Feel-Do
This popular description of the stages
of knowledge
• It is easy to focus on the cognitive [
knowledge]
• It is harder to teach students the emotional
meaning
• It is even harder to coach them through the
process

48. VAT?
I feeling We feeling
External Motivation Internal Motivation
They will be broken from outside They will be broken from inside
Single Skill Many Skills
They will say NO for all They will say YES for all
Waiting for opportunities Creating Opportunities
Ordinary
Teacher
Value
Added
Teacher

49. Teaching in the 21st Century
• Collaborative Learning
• Teaching Technology
• International Teaching

51. Pedagogical Tools in The Art of Teaching
• Inquiry Activities
• How to Read This
Chapter
• Invitations to Inquiry
• Cases to Consider
• Science Teachers Talk
• Research Matters
Column
• Science Teaching
• Problems and
Extensions
• Reflective Teaching
• Microteaching
• International
Connections
• On the Web
• Readings

52. Pedagogical Tools

53. Teachers’ Voices: Interview Findings

54. Teachers’ Understandings of ‘Inspiring Teachers’
Characteristics
Participants identified the main characteristics as:
• Having and transmitting enthusiasm
• Cultivating positive relationship with students
• Making learning purposeful and relevant for students
• Being flexible and adapting their practice
• Promoting a safe and stimulating classroom climate
• Establishing clear and positive classroom management
• Being reflective about their own practice and developing
collaboratively
• Bringing innovation to the classroom.

55. THE TEACHERS’ VOICES: INTERVIEW FINDINGS
(Teddlie et al., 2006)
Inspiring
Teaching
Enthusiasm
Positive
relationships
Flexibility
Purposeful
and relevant
teaching with
variety &
interest
Safe and
stimulating
classroom
climate
Positive
Classroom
Management
Reflectiveness
and
collaboration
Innovative
These characteristics of inspiring teachers overlap:

56. Observations of classroom practice (qualitative)
• Figure shows key
themes from the
field notes in order
of frequency
Lesson structure & activities
Questioning & feedback
Classroom management
Pupil behaviours
Relationships/Interactions
Classroom environment
Climate for
learning
Subject
knowledge

57. RELATIVE IMPORTANCE OF TEACHER ATTRIBUTES: RANKING SHEETS
• High response rate (16 of 17 teachers, 8 of 9 headteachers)
• Several constructs showed differences between headteachers’ and
teachers’ mean rank scores (Hedge’s g >=0.8), but mostly similar across
groups. Rank 1 most important
1
3
5
7
9
11
13
15
17
Teachers (N=16)
Headteachers (N=8)

58. RELATIVE IMPORTANCE OF TEACHER ATTRIBUTES (TEACHERS’)
0
2
4
6
8
10
12
14
Teachers (N=16) Number of
times chosen in top 3
Teachers (N=16) Number of
times chosen in bottom 3

59. PUPILS’ VOICES: OPEN ENDED COMMENTS –
What Makes a Good lesson?

60. Approximately 80% of pupils answered an optional question asking what they
thought helped to make a good lesson, and things they enjoyed that supported
their learning
Open ended, written comments showed they valued:
• group work and collaboration
• varied lesson activities, group arrangements and topics
• a range of resources, from handouts to ICT
• a prompt start and appropriate lesson pace
• a clear structure with a strong focus on learning and progress
• lessons attuned to student interest and enjoyment
• clarity about what to do and how to improve their work
• interactive teaching approaches and individual support
• positive relationships with their teachers
Pupils’ Voices: What pupils value in lessons

61. •
• Most commonly mentioned themes:
– Groupwork/collaboration (~21% of secondary, 12% of primary students)
“Working in groups and pairs sometimes, not working independently all the time.” (Female, Key
Stage 3, Art)
– Variety (~16% overall)
“The teacher makes the lesson interesting. I don’t usually find this lesson boring because she has
many different ideas for what we can do in class.” (Female, Key Stage 3, English)
– Specific resources (~14% overall)
“…Class videos about the subject that is being taught helps me learn” (Male, Key Stage 5, History)
– Student interest/enjoyment (~15% overall)
“…Teacher tries to do something that everyone likes.” (Male, Key Stage 3, Physical Education)
– Clarity (~11% overall)
“We know exactly how we will do the work.” (Male, Key Stage 3, Geography)
– Relationships (~18% overall)
“…My teacher always is KIND.” (Female, Key Stage 2, Primary)
Pupil views : What makes ‘a good lesson’

62. Triangulation, Integration & Synthesis
Teachers’ Voices
Pupils’
Perspectives
Observations of
Classroom
Practice
Positive relationships
Good classroom/behaviour management
Positive & supportive climate
Formative feedback
High quality learning experiences
Enjoyment for students & teachers
Having & transmitting
enthusiasm
Innovation & variety
Instructional clarity
Interactive learning
Varied activities
Good lesson pace
Knowing & caring for pupils
Pupil choice & input
Engagement & motivation
Purpose/relevance of learning
Strong links between
effective/inspiring teaching
High expectations
Commitment to teaching

63. process philosophy

66. If I can not
understand
the way you teach,
will you teach me
the way
I can learn?

67. What should do for nurturing skills ?
Teaching of
Appreciation
MC
P(2)
EE
MV
P(3)
SE
OR
P(4)
OE
EW
P(1)
TE

68. Product
Quantum innovations
Quantum
Process
Quantity
People
Capacity Building
Prestige
Competency Development
Position
Core Competence
Power
Teaching
intended
for

69. Teaching Process
IMPLEMENT
PLAN EVALUATE
Feedbacks and Reflection

71. EXAMPLES OF TEACHING APPROACHES
TEACHER-CENTERED LEARNER-CENTERED
SUBJECT-MATTER CENTER LEARNING-CENTERED
TEACHER DOMINATED INTERACTIVE
“BANKING” APPROACH CONSTRUCTIVIST
DISCIPLINAL INTEGRATED
INDIVIDUALISTIC COLLABORATIVE
INDIRECT, GUIDED DIRECT

73. Three models of teaching anchored on Skills
• Events of Learning of Robert Gagne
• Reception learning of David Ausubel
• Discovery learning of Jerome Bruner

75. Task - Decomposition

76. The difference is ...
• Goal - state of the system that a human wants
to accomplish.
• Task - activities required, used, or deemed
necessary to achieve a goal.
• Actions - steps required to complete the task.

77. Strategic Self Regulation Skills: POME
• P repare
• O rganize
• M onitor
• E valuate
environmental structuring
organizing & transforming
keeping records, monitoring;
reviewing tests
self evaluation

78. P S P D
P – Prediction
S - Sustainability
P - Profit
D – De-Risking

79. G O S S A U
Gathering
Organization
Storing
Sharing
Analyzing
Utilizing

80. INTERNALIZING THE SKILLS
Known Problems
1
Known Solutions
Known Problems
3
System wide reforms
Known Problems
4
Scaling the Peak
Known Problems
2
Unknown Solutions

81. SEQUENCE OF SKILLS
Knowledge
Skills
Values
Persistence
Applicability

82. LEARNING CYCLE FOR SKILLS
Concrete
Experience
Reflective
Observation
Active
Experiments
Abstract
Conceptualization
kolb's reflective model

84. Learning Styles
CE
Accommodators Diverges
AE RO
Converges Assimilators
AC

85. OUT OF CLASSROOM
Destination (Envisioning the lg.desired for
Students)
Anticipation
Fascination (wanting to cultivate sense of
fascination to the subject matter)
Motivation (seeking fuel students motivation
to learn further)

86. Classify the knowledge as
• Procedural Knowledge
• Decorative Knowledge
• Episodic Knowledge
• Holistic Knowledge
• Wisdom

87. Ethics in Knowledge
• Procedural
Knowledge
• Decorative
Knowledge
 Episodic
Knowledge
 Holistic
Knowledge
Wisdom

88. DELIVERY STYLE (EXECUTION OF
IDEAS)
Clarity Authenticity Outlining Transitions
Relevancy
Humour Voice modulation Liveliness
Variety Energy Eye contact Spontaneity
A proper close Repetition An open forum
(if necessary)

89. Unilateral Bilateral Unilateral
Instructor Talk
Student
Talk

90. Classroom Cake
• Concept = Dough – 80%
• Method = Water – 10%
• Evaluation = Sugar – 5%
• Approach =Egg – 2%
• Evidences = Yeast – 2%
• Humour = Decoration – 1%

92. PITFALLS TO AVOID
Complacency
Ignoring people
Forgetting names
Lack of Interaction
Common belief on all persons
Lack of appreciation
Ingratitude

93. PITFALLS TO AVOID
 Being rude and sarcastic pride
 Vanity
 Arrogance
 Anger
 Jealously
 Procrastination
 Indecision
 Criticism

94. W W W
Win Win Win
Win for INDIVIDUAL
Win for Organization
Win for Society

95. THANK YOU
rrnathedu@gmail.com
rrnathedn@yahoo.co.in