The document discusses the concept of a 'paradigm shift' in education, emphasizing the importance of critical thinking and creativity in teaching. It references key educational philosophies and frameworks, including Bloom's revised taxonomy, highlighting the differences between lower and higher order thinking questions. Additionally, it features quotes from influential figures that stress the significance of willpower, creativity, and the role of teachers in student motivation.

1. A PARADIGM SHIFTA PARADIGM SHIFT
Prof. K. Jeyakumar, M.E., Ph.D.,
SCAD Group of Institutions

2. I cannot teach anybody anything; I
can only make them think.
– Socrates
The measure of a man is what he
does with power. – Plato
We are what we repeatedly do.
Excellence, then, is not an act, but
a habit - Aristotle

7. Climbing to the top demands
strength, whether it is to the top
of Mount Everest or to the top of
your career.
– APJ Abdul Kalam

9. A good teacher makes you
think even when you don’t
want to.
(Fisher, 1998, Teaching Thinking)
The mind is not a vessel to be
filled, but a fire to be ignited.
Plutarch

10. AICTE - Model CurriculumAICTE - Model Curriculum

11. Mandatory Induction program
- 3 weeks duration
 Physical activity
 Creative Arts
 Universal Human Values
 Literary
 Proficiency Modules
 Lectures by Eminent People
 Visits to local Areas
 Familiarization to Dept./Branch & Innovations

12. BLOOM’S REVISED TAXONOMYBLOOM’S REVISED TAXONOMY
CreatingCreating
Generating new ideas, products, or ways of viewing thingsGenerating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.Designing, constructing, planning, producing, inventing.
EvaluatingEvaluating
Justifying a decision or course of actionJustifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judgingChecking, hypothesising, critiquing, experimenting, judging
Analysing Analysing
Breaking information into parts to explore understandings and relationshipsBreaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, findingComparing, organising, deconstructing, interrogating, finding
ApplyingApplying
Using information in another familiar situationUsing information in another familiar situation
Implementing, carrying out, using, executingImplementing, carrying out, using, executing
UnderstandingUnderstanding
Explaining ideas or conceptsExplaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explainingInterpreting, summarising, paraphrasing, classifying, explaining
RememberingRemembering
Recalling informationRecalling information
Recognising, listing, describing, retrieving, naming, findingRecognising, listing, describing, retrieving, naming, finding

13. Lower Order QuestionsLower Order Questions
Lower level questions are those at the
remembering, understanding and lower level
application levels of the taxonomy.
Usually questions at the lower levels are
appropriate for:
 Evaluating students preparation and
comprehension
 Diagnosing students strengths and weaknesses
 Reviewing and/or summarizing content
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

14. Higher Order QuestionsHigher Order Questions
Higher level questions are those requiring complex
application, analysis, evaluation or creation skills.
Questions at higher levels of the taxonomy are
usually most appropriate for:
 Encouraging students to think more deeply and
critically
 Problem solving
 Encouraging discussions
 Stimulating students to seek information on their
own
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

16. Strength does not come from
physical capacity. It comes from
an indomitable will.
In a gentle way, you can shake
the world. – Mahatma Gandhi

17. Technology is just a tool. In
terms of getting the kids
working together and
motivating them, the
teacher is the most
important.
– Bill Gates

18. I think a simple rule of
business success is, if you do
the things that are easier
first, then you can actually
make a lot of progress.
- Zuckerberg

19. A turtle makes progress when it
sticks its neck out.

20. A PARADIGM SHIFTA PARADIGM SHIFT
Break inside out. Not outside in
Prof. K.Jeyakumar
SCAD Group of Institutions