Workshop on Taxonomy of Teaching Learning and AssessingDr. N. Asokan
Workshop on Taxonomy of Teaching Learning and Assessing, Bangladesh Psychometric Society (BPS)
, Revised Bloom Taxonomy, Instructional Objectives, Lower order thinking, higher order thinking, Dhaka University
Preview of Taxonomy of Teaching Learning and Assessing WorkshopDr. N. Asokan
The document discusses learning in higher education. It states that learning involves developing analytical skills, critically evaluating knowledge, and making new connections. It also involves acquiring practical skills, exploring problems, and learning to work in teams. All of this assumes direct human engagement, including teacher-student and peer interactions, as learning often occurs informally through social settings.
This document provides information about an upcoming faculty development programme led by Dr. N. Asokan. It includes details about Dr. Asokan's educational and professional background, spanning over 22 years of experience in educational institution development. The document outlines the topics to be covered in the programme, including taxonomy of teaching, learning and assessing, performance excellence, ethics and values, system thinking, and the college of tomorrow. Contact information is provided for Dr. Asokan to learn more about the programme.
Training the Trainers: Faculty Development Meets Information Literacysusangar
This document summarizes a workshop on training faculty to teach information literacy. The workshop covered defining information literacy, barriers to implementing it, and ways for librarians and faculty to collaborate, including using a "train the trainer" approach. It described LMU's experiences developing information literacy sessions, curriculum mapping, and assessment. The workshop provided activities for faculty to learn outcomes, design assignments, and incorporate specific outcomes into courses.
Faculty ( Teachers ) development program - “Growing from Good to Great”Nanda Dave
“Growing from Good to Great”
Practice based workshop for University teachers focusing on raising emotional intelligence
An Assessment Based Workshop Offering You Rich Behavioral Analysis & Psychometric Insights About Your Emotional Quotient And Tips To Enhance The Same
FIRST TIME IN INDIA
Workshop on Taxonomy of Teaching Learning and AssessingDr. N. Asokan
Workshop on Taxonomy of Teaching Learning and Assessing, Bangladesh Psychometric Society (BPS)
, Revised Bloom Taxonomy, Instructional Objectives, Lower order thinking, higher order thinking, Dhaka University
Preview of Taxonomy of Teaching Learning and Assessing WorkshopDr. N. Asokan
The document discusses learning in higher education. It states that learning involves developing analytical skills, critically evaluating knowledge, and making new connections. It also involves acquiring practical skills, exploring problems, and learning to work in teams. All of this assumes direct human engagement, including teacher-student and peer interactions, as learning often occurs informally through social settings.
This document provides information about an upcoming faculty development programme led by Dr. N. Asokan. It includes details about Dr. Asokan's educational and professional background, spanning over 22 years of experience in educational institution development. The document outlines the topics to be covered in the programme, including taxonomy of teaching, learning and assessing, performance excellence, ethics and values, system thinking, and the college of tomorrow. Contact information is provided for Dr. Asokan to learn more about the programme.
Training the Trainers: Faculty Development Meets Information Literacysusangar
This document summarizes a workshop on training faculty to teach information literacy. The workshop covered defining information literacy, barriers to implementing it, and ways for librarians and faculty to collaborate, including using a "train the trainer" approach. It described LMU's experiences developing information literacy sessions, curriculum mapping, and assessment. The workshop provided activities for faculty to learn outcomes, design assignments, and incorporate specific outcomes into courses.
Faculty ( Teachers ) development program - “Growing from Good to Great”Nanda Dave
“Growing from Good to Great”
Practice based workshop for University teachers focusing on raising emotional intelligence
An Assessment Based Workshop Offering You Rich Behavioral Analysis & Psychometric Insights About Your Emotional Quotient And Tips To Enhance The Same
FIRST TIME IN INDIA
This document outlines a faculty development program proposal on research tools and techniques. The objective is to enhance research, teaching, and administrative skills. Expected outcomes include understanding research implications, designing valid research projects, and learning statistical techniques. The course will cover research methods, types of research, the research process, research designs, hypotheses formulation, data collection tools, publishing papers, and plagiarism. A budget of Rs. 102500 is provided to cover remuneration, meals, materials, and miscellaneous expenses. Credentials of the institute are also presented.
Innovative Leadership in Education for the New Normal Timothy Wooi
Objective
To introduce Educators to the Concepts and Features of Innovative Leadership, preparation and effective practices.
Preparing Educators with Innovative Leadership characteristic and features applicable to practice, making a difference in School Improvement.
Developing successful Principals and Leaders to lead school with Innovative Leadership styles, building Relationship, Collaboration and Trust.
Teaching Higher Order Thinking in Schools for IR4.0 PreparationTimothy Wooi
What Is Higher-Order Thinking?
HOT is appropriate teaching strategies and learning environments that facilitate growth in student thinking skills in area of critical, logical, reflective, meta-cognitive, and creative thinking.
This definition is consistent to how higher order thinking skills are learned and developed.
Introduction
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
This document provides information about VVR Exam Preparation, an educational institution that prepares students for civil service exams in India.
VVR was conceptualized by top bureaucrats and educators to work as an associate of the Institute of Mathematical Sciences. It aims to provide superior quality and result-oriented exam preparation strategies. VVR has a track record of helping many students achieve top civil service ranks through its analytical and research-based teaching approach, highly qualified faculty, comprehensive study materials, and integrated teaching methodologies.
The director emphasizes that while self-belief is important for exam success, proper guidance is also needed. VVR promises to provide an able platform and sincere efforts to guide students in the best way throughout their preparation
The document discusses several learning theories and instructional design theories. It summarizes the information processing theory which proposes that the human mind processes information similarly to a computer. It also summarizes Dale's Cone of Learning which classifies learning experiences from active to passive. Finally, it provides overviews of Bruner's educational theory, Bandura's social learning theory, Gagne's nine events of instruction, and Vygotsky's social development theory.
Questions whether used in classroom teaching or for oral / written Examination, are the most important tool for effective teaching & learning. Teachers are expected to have mastery over framing questions.
People often get confused with some of the concepts used in Education. This Presentation is an attempt for the stakeholders to understand clearly & apply correctly the various educational terminologies.
This document outlines a project aimed at developing scientific methods to control the population of invasive African snails (Achatina fulica) in Kilimanoor Gramapanchayat, Thiruvananthapuram district, due to climate changes causing high humidity. A survey found the snails were damaging crops and the environment. The snails can grow up to 16cm long and lay 600-1000 eggs multiple times a year. Current control methods used by 47 residents were found to be unscientific, while 53 residents used no methods. The project will experiment with solutions like copper sulfate to develop effective, permanent solutions to the snail problem impacting local communities.
This document discusses learning theories and program design for training. It introduces various types of learning outcomes and theories of learning such as reinforcement theory, need theory, and expectancy theory. It also discusses adult learning theory and the learning cycle. The document outlines factors to consider in training room design like lighting and seating arrangements. It describes key elements of effective program design such as course parameters, objectives, and detailed lesson plans.
This document discusses new pedagogies for deep learning and provides examples of how to implement them. It advocates for student-centered, inquiry-based, project-driven approaches that develop competencies like creativity, communication, and critical thinking. Deep learning focuses on real-world problems, maximizes student choice, and leverages technology. The document outlines ingredients of deep learning like engagement, competencies, and using pedagogy to connect learning areas. It provides examples of deep learning units and an 8 step process for schools. The overall aim is to transform education to prepare students for a changing world.
The document discusses various learning theories and outcomes. It describes five types of learner outcomes: verbal information, motor skills, intellectual skills, attitudes, and cognitive strategies. It then covers several learning theories: reinforcement theory, social learning theory, goal theory, need theory, expectancy theory, adult learning theory, and information processing theory. Each theory is explained in one to three sentences. The document also outlines the processes of learning according to information processing theory: expectancy, perception, working storage, semantic encoding, long-term storage, retrieval, generalizing, and gratifying.
The instructional unit is for a 12th grade Career Education class of 24 culturally diverse students with various socioeconomic backgrounds. One student has an emotional disturbance. Students have no prior business education and learn best in pairs or groups with review before tests.
The objectives are for students to create a portfolio over 2 months containing a resume, company introduction, and position of interest. Students will use Microsoft Word or Excel and present their portfolio to the class.
The teacher will provide career examples daily and students will work independently or collaboratively representing the same company. Videos, computers, and websites will also be used. Participation and a rubric will be used to evaluate students and the instructional methods.
This document summarizes different approaches to learning (ATL) skills organized into six categories: thinking skills, research skills, self-management skills, social skills, communication skills, and reflection skills. For each category, specific skills are listed, such as analyzing and evaluating for thinking skills, finding and interpreting information for research skills, managing time and tasks for self-management skills, collaborating and sharing responsibility for social skills, exchanging thoughts and messages for communication skills, and developing new strategies and identifying areas for growth for reflection skills.
Many M.Ed. programs claim to incorporate signature pedagogies in their programs, which often include approaches such as inquiry-based, case-based, and problem-based learning, communities of learners, and more.
Teacher education is unique among disciplines in that we are doing what we are teaching. Metateaching has been defined as thinking about teaching (Timpson 1999), but if metacognition is thinking about thinking, and a meta-language is a language about languages, then metateaching is in fact teaching about teaching. If we combine this with notions of signature pedagogies and the idea that we should be modeling what we are teaching, then what does this mean at the graduate level?
It means that graduate instructors should themselves be modeling what they are teaching. Wouldn’t signature pedagogy in education be one that actually implements the theories and models being studied in order to teach those same theories and models? Shouldn’t it be one that employs experimental designs and invites the students (most of who are teachers) to examine the course design as it’s being taught? Wouldn’t it make sense to have the students have input into the design and/or teaching?
This presentation will examine the common approach to teaching graduate level education courses - the seminar - and suggest an alternate approach that uses the theories and models being taught and where the teaching methodology matches the kind of work the participants will do when they graduate.
Educational technology is a complex field that aims to solve problems in human learning. It involves analyzing learning problems and developing solutions through the use of educational methods, resources, and technology. Technology can serve as both a teacher delivering instruction and a partner in the learning process when used in a constructivist way. When integrated effectively, educational technology can engage students, support different types of learning like collaboration and reflection, and make learning more meaningful.
Computer Science is an interesting subject which helps students to develop their problem solving and computational thinking skills. The problem solving and algorithmic nature of computer science also promotes students’ creativity and innovation. However, teaching of computer science is different from other science subjects and requires special pedagogical skills. This presentation covers these aspects.
BANKING CONCEPT OF EDUCATION EFFECT CREATIVE THINKING BY Muhammad imran Muhammad Imran
This document discusses a research study on the impact of the "banking concept" of education on students' creative thinking. The banking concept refers to a teacher-centered approach where the teacher deposits knowledge into the students' minds without considering whether the information is important or worthwhile.
The study aims to investigate how Pakistan studies is taught at the 9th grade level, the purpose of teaching Pakistan Studies, and how it could be taught more efficiently. It also seeks to identify the impact of the banking concept on students' creative thinking. The research methodology involves qualitative action research through participant observation and class tests on a sample of 27 students. The findings are expected to provide insights on how the teaching methods can enhance critical thinking in Pakistan studies.
This document outlines a faculty development program proposal on research tools and techniques. The objective is to enhance research, teaching, and administrative skills. Expected outcomes include understanding research implications, designing valid research projects, and learning statistical techniques. The course will cover research methods, types of research, the research process, research designs, hypotheses formulation, data collection tools, publishing papers, and plagiarism. A budget of Rs. 102500 is provided to cover remuneration, meals, materials, and miscellaneous expenses. Credentials of the institute are also presented.
Innovative Leadership in Education for the New Normal Timothy Wooi
Objective
To introduce Educators to the Concepts and Features of Innovative Leadership, preparation and effective practices.
Preparing Educators with Innovative Leadership characteristic and features applicable to practice, making a difference in School Improvement.
Developing successful Principals and Leaders to lead school with Innovative Leadership styles, building Relationship, Collaboration and Trust.
Teaching Higher Order Thinking in Schools for IR4.0 PreparationTimothy Wooi
What Is Higher-Order Thinking?
HOT is appropriate teaching strategies and learning environments that facilitate growth in student thinking skills in area of critical, logical, reflective, meta-cognitive, and creative thinking.
This definition is consistent to how higher order thinking skills are learned and developed.
Introduction
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
This document provides information about VVR Exam Preparation, an educational institution that prepares students for civil service exams in India.
VVR was conceptualized by top bureaucrats and educators to work as an associate of the Institute of Mathematical Sciences. It aims to provide superior quality and result-oriented exam preparation strategies. VVR has a track record of helping many students achieve top civil service ranks through its analytical and research-based teaching approach, highly qualified faculty, comprehensive study materials, and integrated teaching methodologies.
The director emphasizes that while self-belief is important for exam success, proper guidance is also needed. VVR promises to provide an able platform and sincere efforts to guide students in the best way throughout their preparation
The document discusses several learning theories and instructional design theories. It summarizes the information processing theory which proposes that the human mind processes information similarly to a computer. It also summarizes Dale's Cone of Learning which classifies learning experiences from active to passive. Finally, it provides overviews of Bruner's educational theory, Bandura's social learning theory, Gagne's nine events of instruction, and Vygotsky's social development theory.
Questions whether used in classroom teaching or for oral / written Examination, are the most important tool for effective teaching & learning. Teachers are expected to have mastery over framing questions.
People often get confused with some of the concepts used in Education. This Presentation is an attempt for the stakeholders to understand clearly & apply correctly the various educational terminologies.
This document outlines a project aimed at developing scientific methods to control the population of invasive African snails (Achatina fulica) in Kilimanoor Gramapanchayat, Thiruvananthapuram district, due to climate changes causing high humidity. A survey found the snails were damaging crops and the environment. The snails can grow up to 16cm long and lay 600-1000 eggs multiple times a year. Current control methods used by 47 residents were found to be unscientific, while 53 residents used no methods. The project will experiment with solutions like copper sulfate to develop effective, permanent solutions to the snail problem impacting local communities.
This document discusses learning theories and program design for training. It introduces various types of learning outcomes and theories of learning such as reinforcement theory, need theory, and expectancy theory. It also discusses adult learning theory and the learning cycle. The document outlines factors to consider in training room design like lighting and seating arrangements. It describes key elements of effective program design such as course parameters, objectives, and detailed lesson plans.
This document discusses new pedagogies for deep learning and provides examples of how to implement them. It advocates for student-centered, inquiry-based, project-driven approaches that develop competencies like creativity, communication, and critical thinking. Deep learning focuses on real-world problems, maximizes student choice, and leverages technology. The document outlines ingredients of deep learning like engagement, competencies, and using pedagogy to connect learning areas. It provides examples of deep learning units and an 8 step process for schools. The overall aim is to transform education to prepare students for a changing world.
The document discusses various learning theories and outcomes. It describes five types of learner outcomes: verbal information, motor skills, intellectual skills, attitudes, and cognitive strategies. It then covers several learning theories: reinforcement theory, social learning theory, goal theory, need theory, expectancy theory, adult learning theory, and information processing theory. Each theory is explained in one to three sentences. The document also outlines the processes of learning according to information processing theory: expectancy, perception, working storage, semantic encoding, long-term storage, retrieval, generalizing, and gratifying.
The instructional unit is for a 12th grade Career Education class of 24 culturally diverse students with various socioeconomic backgrounds. One student has an emotional disturbance. Students have no prior business education and learn best in pairs or groups with review before tests.
The objectives are for students to create a portfolio over 2 months containing a resume, company introduction, and position of interest. Students will use Microsoft Word or Excel and present their portfolio to the class.
The teacher will provide career examples daily and students will work independently or collaboratively representing the same company. Videos, computers, and websites will also be used. Participation and a rubric will be used to evaluate students and the instructional methods.
This document summarizes different approaches to learning (ATL) skills organized into six categories: thinking skills, research skills, self-management skills, social skills, communication skills, and reflection skills. For each category, specific skills are listed, such as analyzing and evaluating for thinking skills, finding and interpreting information for research skills, managing time and tasks for self-management skills, collaborating and sharing responsibility for social skills, exchanging thoughts and messages for communication skills, and developing new strategies and identifying areas for growth for reflection skills.
Many M.Ed. programs claim to incorporate signature pedagogies in their programs, which often include approaches such as inquiry-based, case-based, and problem-based learning, communities of learners, and more.
Teacher education is unique among disciplines in that we are doing what we are teaching. Metateaching has been defined as thinking about teaching (Timpson 1999), but if metacognition is thinking about thinking, and a meta-language is a language about languages, then metateaching is in fact teaching about teaching. If we combine this with notions of signature pedagogies and the idea that we should be modeling what we are teaching, then what does this mean at the graduate level?
It means that graduate instructors should themselves be modeling what they are teaching. Wouldn’t signature pedagogy in education be one that actually implements the theories and models being studied in order to teach those same theories and models? Shouldn’t it be one that employs experimental designs and invites the students (most of who are teachers) to examine the course design as it’s being taught? Wouldn’t it make sense to have the students have input into the design and/or teaching?
This presentation will examine the common approach to teaching graduate level education courses - the seminar - and suggest an alternate approach that uses the theories and models being taught and where the teaching methodology matches the kind of work the participants will do when they graduate.
Educational technology is a complex field that aims to solve problems in human learning. It involves analyzing learning problems and developing solutions through the use of educational methods, resources, and technology. Technology can serve as both a teacher delivering instruction and a partner in the learning process when used in a constructivist way. When integrated effectively, educational technology can engage students, support different types of learning like collaboration and reflection, and make learning more meaningful.
Computer Science is an interesting subject which helps students to develop their problem solving and computational thinking skills. The problem solving and algorithmic nature of computer science also promotes students’ creativity and innovation. However, teaching of computer science is different from other science subjects and requires special pedagogical skills. This presentation covers these aspects.
BANKING CONCEPT OF EDUCATION EFFECT CREATIVE THINKING BY Muhammad imran Muhammad Imran
This document discusses a research study on the impact of the "banking concept" of education on students' creative thinking. The banking concept refers to a teacher-centered approach where the teacher deposits knowledge into the students' minds without considering whether the information is important or worthwhile.
The study aims to investigate how Pakistan studies is taught at the 9th grade level, the purpose of teaching Pakistan Studies, and how it could be taught more efficiently. It also seeks to identify the impact of the banking concept on students' creative thinking. The research methodology involves qualitative action research through participant observation and class tests on a sample of 27 students. The findings are expected to provide insights on how the teaching methods can enhance critical thinking in Pakistan studies.
Roles and Functions of Educational Technology in the 21st Century EducationEden Joyce Arenasa
To prepare students to play their role in the 21st century society we are a part of, it is necessary for them to learn about educational technology's roles and functions to be guided accordingly.
Education and the essence of learning have shaped human beings and the society to where they stand today.
Had it not been for education, chances are we would still be living under the rocks.
The document discusses effective teaching methods for adults. It emphasizes the importance of consistency when teaching adults and avoiding frequent changes, as this can confuse learners. It also stresses introducing new assessment methods to provide multiple opportunities for learners to demonstrate their knowledge in various ways through assignments, projects, and participation. The conclusion reiterates that effective teaching requires caring about learners, being patient, motivating those who lack confidence, and thinking creatively to help all learners succeed.
This document discusses key elements needed to build a perfect school system. It begins with an agenda outlining topics like defining a best model school, vision/mission, challenges, and best practices. It states the model school should provide all students with a high-quality education tailored to their needs. Several elements are identified as important, including modern facilities, high-quality teachers, and a curriculum addressing individual student needs/interests. The document then explores topics like the importance of education, developing a vision/mission, ensuring a strong curriculum, innovative teaching methods, and hiring quality teachers.
Presentation literate environment analysisImsoreal Ja
The document discusses creating a literate environment for students that promotes reading, writing, listening and speaking. It emphasizes the importance of getting to know students' interests and abilities through assessments in order to group students and select appropriate texts. The author learned about analyzing texts using tools like the literacy matrix and gained strategies for teaching students to be strategic thinkers. The course helped the author improve their approach to literacy instruction and environment.
This document discusses concepts related to teaching as a profession. It defines teaching and outlines its objectives, nature, and characteristics. Teaching is defined as a complex process aimed at bringing about socially desirable behavioral changes. Its nature is described as dynamic, social, and humane. Key characteristics of teaching include content knowledge, pedagogical knowledge, technological knowledge, professional attitude, and reflective practice. The document also discusses the concept of continuing professional development for teachers, which involves keeping their professional knowledge and skills updated through lifelong learning. Teacher professional ethics and accountability are also emphasized.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
The main purpose of this research was to study the relationship of the teachers’ perception
towards their organizational culture and their level of job satisfaction at Kantana Institute in Thailand
during the academic year 2021-2022. A total of one hundred and twenty-three (123) from the English
department under International Education at Kantana Institute were surveyed for this study. The main resource of data was the questionnaire that investigated the teacher’s perception towards
organizational culture and their job satisfaction at Kantana Institute. The collected data were analyzed
by using the mean, standard deviation, and Pearson Product Moment Correlation Coefficient. The
research findings indicated that the level of organizational culture was high in the school and from the
results of the teachers’ job satisfaction. The correlation analysis result showed there was a strong
positive relationship between teachers’ perception towards organizational culture and their level of
job satisfaction. The recommendations based on the results showed 1) Teachers constantly improve
their adaptability, increase their sense of responsibility as teachers, and actively communicate with
administrators to reflect their views on the surrounding environment, 2) Future researchers should
extend their studies to public and private higher education institutions to better assess lecturers’ job
satisfaction and organizational culture, and 3) Managers' perceptions of organizational culture and job satisfaction also need to be considered. In order to have a deeper understanding and be more accurate, descriptive explanatory exploratory research, qualitative, qualitative, and quantitative research
methods should all be considered.
The document contains summaries of perspectives on instructional leadership from several individuals:
- Mr. Alan Ray emphasizes having a shared school vision, monitoring student data, and building trust with faculty and students.
- Anthony Stewart stresses the importance of relationships and using research on best practices to guide instructional improvements.
- Mr. Keeton describes the shifting role of educational leaders to focus on instructional strategies and using data to tailor supports.
- A research article outlines benefits of professional learning communities for school improvement, teacher development, and student learning.
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIETs, IASEs, and CTEs for pre-service and in-service teacher training. However, it notes that fully implementing these policies faces challenges and loopholes remain.
Professional development of teachers in higher educationAlexander Decker
This document summarizes the key policies and objectives for the professional development of teachers in higher education in India. It discusses how professional development aims to continually improve teachers' skills and knowledge to meet changing needs, and how this benefits both students and accountability. The main policies outlined include establishing institutions like DIET, IASE, and CTE to provide pre-service and in-service training. However, gaps remain in fully implementing these policies. Suggestions are made to strengthen professional development and close gaps to improve the education system.
Course 605 discussion Here the discussions question , please wr.docxfaithxdunce63732
Course 605 discussion
Here the discussion's question , please write one page for the discussion
Please discuss the following excerpt from page 57.
"Hence, in planning, teachers need to know something about the intellectual predicaments of their students and the questions that logically arise in such predicaments. Teachers, then, create lesson plans that will answer these questions."
Discuss the following excerpt from chapter 4 in association with the implementation of the educational movement toward the Common Core Standards. Existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform (p. 82).
The first student discussion
Chapter 3: C.M.B. Macmillan and James Garrison introduced an 'erotetic' concept of teaching. In this concept, teachers are encouraged to answer questions of students given their intllectual predicaments. In other words, "to teach someone something is to answer that person's questions about some subject matter" (Noddings, pg 57). The authors note, however, that this is not intended to restrict teachers to simply answer questions that students may ask. Rather, the intention is to 'open a huge and fascinating domain for analysis' (Nodding, pg 57). Teachers are encouraged to prepare lessons in such a way that the instruction and activites answer the questions that students 'ought' to ask. The authors state that teachers, while planning, need to be aware of their student's 'intellectual predicaments' in order to create lesson plans that will answer the needs/questions of their students. I tend to agree with the authors. As classroom teachers, we are tasked with the need to deeply understand our student's needs. Even a portion of the RISE teacher evaluation model assigns credibility to a teacher who is able to preemptively address student questions/needs before they arise. In order to do so, a teacher must have a fundamental understanding of their student's capacity.
Chapter 4: Existentialist place emphasis on the individual as a free agent, giving the individual a sense of responsibility, choice and self-determination. Many educational movements have had little effect on education. Noddings (page 61) suggests that one reason for this seemingly lack of impact may be related to our society being dominated by technology and a longstanding faith in scientific progress and control. Even Dewey maintained fundamental support for our nation's faith in science. Philosophers, like Dewey, helped to contribute clarity and consistency. Therefore, they continue to impact our educational framework as noted by continued citation in recent research articles. Therefore, it seems that "existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform" (Noddings, pg 82). In applying the implementation of the movement toward Common Core Standards, existentialism seems to promote s.
Everyone have their own perception of their teachers...
But, every teacher has an untold story...
... and here is one, which is a common one for most of your Teachers...
My Article for October 2018 focuses on the story of every teacher which they never share with their students...
This document summarizes the introduction chapter of a thesis on the impact of higher order thinking on student performance in higher education. It discusses how critical thinking skills are important for students' academic and career success but are not always developed. The study aims to identify student cognitive levels, thinking limitations, learning preferences, effective teaching methods, and the impact of these factors on academic performance. It signifies the importance of the study for ensuring equal opportunities in education and developing students' problem-solving abilities for future careers.
This study examined the effectiveness of innovative instructional strategies for teaching educational psychology to B.Ed. trainees. 60 student trainees were randomly assigned to experimental and control groups. The experimental group was taught using innovative strategies like concept maps, blogs, and cooperative learning, while the control group was taught using traditional methods. Both groups were given a pre-test and post-test on educational psychology. The study found no significant difference between the groups' pre-test scores, but a significant difference between their post-test scores, with the experimental group scoring higher. The experimental group also had higher retention scores on a follow-up test 25 days later, suggesting innovative strategies are more effective for teaching and learning educational psychology.
DISCUSSION ISSUES ON TEACHING APPROACHESFatin Amira
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
1. The document discusses creating knowledge-generating school cultures through change leadership in education. It outlines challenges in today's changing world and how schools need to adapt instruction to focus on rigor, relevance, and relationships.
2. Key ideas presented include understanding the skills needed in today's knowledge economy, using data to improve teaching, and developing a shared vision of excellent instruction. The "seven disciplines of instruction" framework is introduced to strengthen teaching practices.
3. Creating knowledge-generating school cultures requires developing collaborative communities focused on continuous learning and generating new solutions, rather than isolated compliance. School leaders must model desired behaviors and facilitate improvement of teaching.
Similar to Book preview: Higher Order Cognitive Abilities by Dr.N.Asokan (20)
This document provides information about Dr. N. Asokan as a resource person, including his contact details and online profiles. It then discusses several topics relevant to Industry 4.0 including skills, knowledge, talent, competencies, technology, higher-order thinking, problem-solving, critical thinking, creativity, and the digital skills divide. It notes that markets are volatile, products have short lifecycles, and complexity is increasing, necessitating Industry 4.0's aim to help companies use data for quicker results and more agility. Key skills for Industry 4.0 include systems thinking, relationships, learning agility, problem identification and solving. The document emphasizes lifelong learning, self-discipline, emotional and practical intelligence,
Dr.N.Asokan, Entrepreneur Characteristics, Purpose, Fanatic Discipline, Life Long Self Learning, Competency, Service Mindset, Personal Mastery, High Energy, Trusted Relationship, Story Telling, System Thinking, Mentor, Grey Area, Complexity
Simplicity, MACAPPSTUDIO, Rethink
The Mckinsey Way Book Summary by Dr.N.AsokanDr. N. Asokan
This document summarizes key concepts from the book "The McKinsey Way" about how McKinsey Consulting approaches problem solving. Some of the main ideas discussed include developing an initial hypothesis to structure problem solving, testing hypotheses with facts, leveraging past solutions but tailoring approaches to individual clients, and assembling effective teams. The document also provides tips for managing hierarchy by making one's boss look good through high quality work.
Economic Uncertainty by RAM CHARAN Book summaryDr. N. Asokan
The document discusses the challenges of leadership during economic uncertainty and volatility. It provides advice for CEOs and other leaders on how to manage their companies during difficult times. Some of the key points made include:
1) Leaders must make bold changes, including cutting costs and raising cash, to prepare their companies for potential worst-case scenarios. They need to continuously monitor the situation and be willing to change strategies quickly.
2) CEOs should communicate frequently with employees, be highly involved in operations, and make decisions with speed. They must also inspire confidence during uncertain times.
3) Financial managers must focus intensely on cash generation and conservation. All parts of the company need to work together towards this goal of cutting
Execution Book by Larry Bossidy and Ram Charan SummaryDr. N. Asokan
The document discusses the importance of execution in business. It defines execution as the systematic process of rigorously implementing strategy through questioning, analysis, and follow-through. The key to execution is linking strategy to operations and people. Execution requires clear goals, accountability, expanding capabilities, and rewarding performance. It is the job of leaders to execute through behaviors like knowing the business, insisting on realism, following through on commitments, and coaching others.
The document announces a national live webinar on educational leadership to take place on May 23rd, 2020 from 10am to 12pm. The resource person will be Dr. N. Asokan who will discuss various topics related to career paths, competencies, goals, leadership, and motivation in the teaching profession. The webinar aims to provide guidance to teachers on their professional development from early to senior roles in their careers.
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Webinar on Teachers to Educational LeaderDr. N. Asokan
webinar on Teachers to Educational Leader, CPSC, Dr.N.Asokan, Career Path in Teaching Profession
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Stretch Goal, Sprint Goal & Step Goal
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Expectations of Boss & Employee
Time Spent @ Work NOT Equal Experience
First half of the Career NOT EQUAL TO Second Half of the Career
TMRR Learning Model : Target, Measure, Review ,Reflex
Leader : Leadership = (Position + Content) X Values
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Issues Related to Research
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Knowledge, Skill, Talent, Life Long Self Learning, Problem Solving Skills, Lower & Higher Order Thinking Skills, Fanatic Discipline
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Dr.N.Asokan, Educational administrator, Educational Manager, Career Path in Teaching Profession
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Non Obvious, Future Predicting Skills, curating ideas, INSTANT KNOWLEDGE, ATTENTION WEALTH, HUMAN MODE, Light- Speed Learning, deep expert, fear of missing out
Rohit Bhargava is a trend curator and author who helps companies understand present trends to predict future trends. His book Non-Obvious discusses developing a "non-obvious" way of thinking to see what others miss. It identifies 10 megatrends, such as amplified identity and instant knowledge. The book reviews past trend predictions and discusses curating trends through the Haystack Method. It aims to help readers anticipate and win the future through creative, non-obvious thinking.
National Education Policy 2019, Rashtriya Shiksha Aayog
School Education, Higher Education, Professional Education,National Research Foundation, Teacher Education,Education Technology,Vocational Education,Promotion of Indian Languages Adult Education
The document discusses bridging the gap between industry and academia to improve student employability. It focuses on how universities can work more closely with companies to ensure their curriculum and skills training prepares students for real-world jobs upon graduation in 3 sentences or less.
Program Educational Objectives, Course Objectives, Program Outcomes, Outcome Based lesson Plan, NBA, NAAC, lower order thinking skills, higher order thinking skills, Bloom's revised taxonomy
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Este documento discute a educação baseada em resultados e como implementá-la, incluindo: definir objetivos e resultados de aprendizagem em diferentes níveis institucionais e de programa; considerar as expectativas dos interessados; e abordar questões e preocupações dos professores.
Isjcresm: “Engineering Education Transformation for the Future Students”Dr. N. Asokan
The engineering education sector is entering a period of rapid and fundamental change, where the world’s most highly-rated programs would no longer be confined to small boutique programs.
The sustainable consumption of resources and climate change adaptation, supporting and investing in engineering education is essential for the improvement of societies.
The education and training of future engineers is necessary to develop innovative solutions to these challenges and to improve the quality of life for all.
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These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Book preview: Higher Order Cognitive Abilities by Dr.N.Asokan
1. I
A Textbook on
Higher Order Cognitive Abilities
(Revised Bloom's Taxonomy
And
Staff Structured Syllabus)
Jupiter Publications Consortium
22/102, Second Street, Venkatesa Nagar
Virugambakkam, Chennai 600 092. T.N, India.
E-Mail: director@jpc.in.net|
Phone: 97909 11374
Dr.N.Asokan Ph.D.
4. IV
No people can rise above the level of its
Teachers – Marcus Tullius Cicero (43 BC)
The globalization of the world economy, The New Education Policy
2020 and higher education are driving profound changes in the
education system. Worldwide adaptation of Outcome-Based Education
framework and enhanced focus on higher-order learning and
professional skills necessitates a paradigm shift in traditional practices
of curriculum design, education delivery and assessment. In recent
years, worldwide sweeping reforms are being undertaken to bringabout
essential changes in education in terms of what to teach (content) and
how to teach (knowledge delivery) and how to assess (student
learning).
It is hard to imagine a teacher or school leader who is not aware of the
importance of teaching higher-order thinking skills to prepare young
men and women to live in the 21st Century. However, the extent to
which higher-order thinking skills are taught and assessed continues to
be an area of debate, with many teachers and employers expressing
concern that young people' cannot think'.
"Higher-order" cognitive tasks typically include reasoning, decision
making, problem-solving, and thinking. In each of these tasks, the
PREFACE
5. V
information that has been previously received, processed, and stored
by basic cognitive processes gets used, combined, reformatted, or
manipulated by higher-order cognitive functions.
I believe this book assist and answer four most important organizing
questions of Teachers, who traditionally have struggled with issues and
concerns about education, teaching and learning.
1. What is essential for students to learn in the limited classroom
time available?
2. How does one plan and deliver instruction that will result in high
levels of learning for many students?
3. How does one select or design assessment instruments and
procedures that provide accurate information about how well
students are learning?
4. How does one ensure that objectives, instruction, and
assessment are consistent with one another?
This book is written to provide a standard way of thinking about, and a
shared vocabulary for talking about teaching that enhances
communication among teachers themselves and teachers, teacher
educators, curriculum coordinators, assessment specialists,
educationist, educational administrators, and academic leaders.
October 2020 Dr. N.Asokan
6. VI
ACKNOWLEDGEMENT
I owe a debt of gratitude to many people for their hand in
helping this work come to life.
I would like to thank my Research Guide and Supervisor Dr.
D.Brahadeeswaran, who has been a great motivator and such a
wonderful human being. His instinct of helping people in learning for
upgrading their knowledge was a gift of Almighty. His unflinching trust,
confidence in my capabilities and timely words of appreciation have
made me expedite this publication.
I thank Dr.S.Mohankumar, for his years of support, challenge,
and professionalism, and for his extraordinary ability to come up with
publishing ideas that have never been tried before and make them
work.
I thank T.V.Selvi, my life partner and best friend, for inspiring
me, for being my most severe critic, and for her unyielding belief in me.
After twenty-six years, which I considered to be an excellent start to an
enduring marriage, I still feel lucky every single day.
Finally, I would like to thank Prof. S. Magesh, Managing Editor,
Jupiter Publications Consortium, Chennai, for his incredible work in
editing and publishing this book.
7. VII
FOREWORD
Becoming a Highly Effective Teacher
I am delighted to write the forward for the first edition of the
book titled "Higher Order Cognitive Abilities" by Dr. N. Asokan
M.Sc., M.E., Ph.D. My association with him spans over sixteen years
since the time I have become his Research Supervisor and Guide.
Dr.N. Asokan is an institution builder, having 25 years of experience in
the development of sound Educational Institutions. He has
demonstrated excellence in determining & formulating policies,
executing & implementing strategies and providing overall direction to
the growth of the educational institutions. His academic delivery and
academic audit are highly commendable.
Asokan's book seems to address the issues and concerns of
every teacher is undergoing inside and outside the classroom daily on
delivering the subject content to fulfil its objectives.
It focuses on what the teacher truly cares about-qualities that
contribute to the students' overall success- and how they ultimately
lead to an inspiring teacher.
Every teacher must reinvent themselves every few years.
Reading this book- with the importance of higher-order cognitive
abilities and meaningful learning, seven different cognitive levels of
Ohm's law (example) and sample questions of each level, awareness
8. VIII
gap for employability, deliberate practice to master the skills, preparing
the structured staff syllabus using specific instructional objectives –
have given the new insights to teachers in their continuing journey of
life long self-learning.
While Asokan has an incredible track record as an educational
leader, in his heart, he remains both a student of human behaviour as
well as a teacher who loves to share his insights with those around
him.I feel sure that the reader can benefit a great deal from Asokan's
work to enhance the teaching competency towards developing
educational leadership.
I wish Dr. N. Asokan for great success and happy journey in all
the academic career as well!
Prof. Dr. D. Brahadeeswaran
Professor Emeritus
Academic Staff College
VIT University
Vellore-632014, India
Former Professor and Head,
Department of Policy Planning & Educational Research
National Institute of Technical Teachers' Training and
Research(NITTTR)
(Ministry of HRD, Govt. of India), Chennai. India
9. IX
S.no Content Page
No
Part 1
Background
Two important Educational Goals
Importance of Higher Order Thinking Abilities:
Revised Bloom's Taxonomy
Three Types of Learning
Problem Solving and Critical Thinking:
Creative thinking:
Seven different difficulties level (Cognitive Process
Dimension) of Ohm's Law
To solve a mathematical word problem, five different
thinking levels are required
To write an Essay, four different thinking levels are
required
List of Course Objectives / Competencies and
associated General Objectives / Problem Solving /
Critical thinking / Creative thinking for each of the
Course Objectives / Competencies in Mechanical &
Computer Science Engineering Program.
TABLE OF CONTENTS
10. X
Educational Experiences:
Assessing higher-order abilities
Rubrics:
Open Book Examination
Samples questions for Revised Blooms Taxonomy
levels:
Exercise 1. Choose a Course taught by you and
construct at least three Learning Activities OR
Questions testing Higher Order Abilities.
Exercise 2. Direction: Classify each of the following
objectives / HOT questions into the appropriate
category of (i) Knowledge dimension (ii) Cognitive
dimension and write the name of specific category in
the appropriate cell.
Part 2
Staff Structured Syllabus
Issues and Concerns of Teachers
Definition of Instructional Objectives
Need for Instructional Objectives
Advantages of Specific Instructional Objectives
General Objectives and Specific Objectives
Teaching and Testing at The Minimum Level
11. XI
General Rules for Stating Specific Instructional
Objectives
Taxonomy of Educational Objectives
Sample Staff Structured Syllabus:
Sample Course Plan
Sample Question Paper setting
Exercise on Classification of Objectives
As per Revised Bloom's Taxonomy
Conclusions:
Part 3
Skills Gap:
Skills Mismatch
Awareness Gap
Future Skills
Practice:
Purposeful practice
Deliberate practice
12. XII
Background:
Education, the world over, is going through a revolution, the
transformations are extraordinary in scope and diversity. The chronic
neglect of undergraduate education is morally untenable and
economically unsupportable and is a detriment to society
Workplaces are transforming themselves rapidly in the 21st century.
The number of jobs that require routine skills – both physical and
cognitive – are reducing at an alarming pace. Technologies like
Artificial Intelligence, Machine Learning, Blockchain, Cloud Computing,
etc., are eliminating the highly skilled jobs in many organizations.
According to a report by the World Economic Forum, 65% of the
students entering primary and secondary schools and colleges now will
be employed in jobs that do not exist today. Employment is shifting
from being a lifetime commitment to being a taxi-cab relationship –
intimate, engaging, intense and short term.
A great useful book 'Building Universities that Matter' by Pankaj
Chandra; suggests the first purpose of education is to create good
citizens; an educated society usually has the higher rule of law,
diversity tolerance, and peace. The second purpose of education is to
prepare youth for livelihoods and incomes. The third purpose is to help
find one's life-long passion for learning and one is meaning in that life.
Higher education institutions must reflect on how successful they have
13. XIII
been in the first and third – they are tough to measure - but on the
second, employers are clear that the system often does not work for
them.
National Education Policy 2020 chaired by the Kasturirangan
Committee, starts with the following lines 'Higher education is a critical
contributor to sustainable livelihoods and socio-economic development
of the nation'. The recommendations point towards the fact that the
future of work, powered by digitalization, automation, machine learning
and artificial intelligence, shall require professionals with creative and
multi-disciplinary skills – which necessitates that the current higher
education system is re-imagined, revamped and re-energized to fulfil
the aspirations of the students.
The International Commission on Education for the Twenty-first
Century chaired by Jacques Delors, submitted to UNESCO in 1996.
The Report argued that education throughout life was based on four
pillars:
i) Learning to know - acquiring a body of knowledge and
learning how to learn, to benefit from the opportunity’s
education provides throughout life.
ii) ii) Learning to do - acquiring not only an occupational skill
but also the competence to deal with many situations and
14. XIV
work in teams, and a package of skills that enables one to
deal with the various challenges of working life.
iii) iii) Learning to live together - developing an understanding
of other people and an appreciation of interdependence in a
spirit of respect for the values of pluralism, mutual
understanding, and peace; and
iv) iv) Learning to be - developing one's personality and being
able to act with autonomy, judgement and personal
responsibility while ensuring that education does not
disregard any aspect of the potential of a person: memory,
reasoning, aesthetic sense, physical capacities and
communication skills.
Such an articulation of a broad view of education encompassing the
holistic development of students with special emphasis on the
development of the creative potential and unleash the potential of each
individual, in all its richness and complexity, has grown increasingly
popular in recent year. The recent reports from UNESCO, the OECD,
the World Bank, the World Economic Forum, and the Brookings
Institution have highlighted the broad consensus that has developed.
Students must develop not only cognitive skills - both 'foundational
skills' of literacy and numeracy, lower-order cognitive skills and 'higher-
order' cognitive skills such as critical thinking, creative thinking and
problem-solving skills - but also social and emotional skills, also
referred to as 'soft skills', including cultural awareness and empathy,
perseverance and grit, teamwork and leadership, among others. The
15. XV
process by which children and adults acquire these competencies is
also referred to as Social and Emotional Learning (SEL). Based on the
developments that have taken place in the world of cognitive science,
there is now deep engagement with the idea that all learners must
acquire these social and emotional competencies and that all learners
should become more academically, socially and emotionally competent.
The direction of the global education development agenda is reflected
in the sustainable development goal 4 (SDG4) of the 2030 Agenda for
Sustainable Development. SDG4 seeks to "ensure inclusive and
equitable quality education and promote lifelong learning opportunities
for all" by 2030. Five of the seven targets of SDG4 focus on outcome-
based quality education (Higher Order Thinking Abilities).
Science, Technology, Engineering, and Mathematics (STEM) have
shown positive learning outcomes. More explicitly, the outcomes here
include, among other things, increased critical thinking abilities,
creative thinking abilities, higher order thinking and deeper learning,
mastery of content, problem-solving, teamwork and communication
skills besides general engagement and enjoyment of learning.
Globalization and the demands of a knowledge economy and a
knowledge society call for an emphasis on the need for acquisition of
new skills by learners regularly, for them to 'learn how to learn' and
become lifelong learners. The globalization of the world economy, The
New Education Policy 2020 and higher education are driving profound
changes in the education system, and enhanced focus on higher-order
16. XVI
learning and professional skills necessitate a paradigm shift in
traditional practices of curriculum design, education delivery and
assessment.
In recent years, worldwide sweeping reforms are being undertaken to
bring about essential changes in education in terms of 'what to teach',
the curriculum content as per the stakeholder's expectations, 'how to
teach', the delivery of curriculum content in terms of learners point of
view rather than teachers point of view and 'how to assess', the
students learning on intended learning objectives.
Though some Indian universities and colleges have started adopting
Higher Order Thinking Abilities framework for their programs, very little
attention is being given curriculum formation stages, delivering the
content and connecting examination questions/ assessment tools. The
absence of proper mapping between curricula, teaching learning
process, and assessment tools lead to an inaccurate and unreliable
measurement of attainment of learning objectives of Higher Order
Thinking Abilities by the students.
Learning in higher education means it involves the development of
analytical and other intellectual skills, the ability to deconstruct and
evaluate given knowledge critically, and the creativity to make new
connections and syntheses. It also means to acquire practical skills,
17. XVII
explore, inquire, seek solutions to complex problems, and learn to work
in teams and more.
Two findings from research in cognitive science point to the critical role
of context in learning and thinking.
1. The nature of the cognitive process depends on the subject
matter to which it is applied. For example, learning to plan
solutions to mathematics problem is different from learning to
plan the composition of literary essays. Consequently,
experience in planning in mathematics does not necessarily
help a student learn to plan essay compositions.
2. The nature of a process depends on the authenticity of the
task to which it is applied. For example, learning to generate
writing plans (without writing an essay) is different from learning
to generate plans within the context of producing an essay.
18. XVIII
The curriculum should clearly define, delivering the content to ensure.
Connecting examination questions/ assessment tools should test
Transfer of Knowledge viz. ability to apply knowledge in familiar and
unfamiliar situations, solve complex problems logically and scientifically
with evidence, analyzing how elements fit or function within a structure,
evaluate concerning criteria and standards and unusual design
products with an emphasis on originality or uniqueness.
Courses are the building blocks of a program. The learning
environments the teachers create, activities, and learning experience,
teaching strategies, learning activities, assessments and resources
should all be designed and organized to assist students in achieving
the ability to store the knowledge in the long term memory and develop
the ability to transfer of knowledge to the real-life and professional life
situations, whenever it is demanded to solve the problems.
General Objectives give useful guidance at the program level and
course level for the curriculum design, delivery, and assessment of
student learning. They are vvery general statements, which describe in
implicit terms the overall aims of the whole teaching-learning process.
They are not explicit. General objectives are stated in broad term to
encompass a class or domain of student performance. However, they
represent relatively high-level generic goals that are not directly
measurable. Real observability and measurability of the general
objectives at the program level and course level is very difficult.
19. XIX
To connect high-level general objectives with course content, course
learning objectives, learning outcomes and assessment, there is a
necessity to write down the 'specific instructional objectives' to bring
further clarity and specificity to the general objectives.
Specific instructional objectives for promoting retention are reasonably
easy to construct; teachers have more difficulty in formulating, teaching,
and assessing objectives aimed at promoting transfer.
The difference between everyday first order thinking, and higher-order
thinking is TREMENDOUS. We all have this essential predictive ability,
but most people do not spend much time cultivating it. To do so is to
engage in higher-order thinking.
Someone who is good at higher-order thinking can:
Reduce complex information by using appropriate mental
models,
Think backwards and forwards several steps to anticipate
outcomes or reverse-engineer other ideas,
Combine different ideas into a synthesis, and innovate
See the big picture and (system thinking) think from a system's
standpoint,
20. XX
Higher-order thinking is the ability to take a combination of related
ideas or components (that interact together) and imagine what the
result would be if you did X or Y.
21. XXI
Revised Bloom's Taxonomy
A group of cognitive psychologists, curriculum theorists and
instructional researchers, and testing and assessment specialists
published in 2001 a revision of Bloom's Taxonomy with the title A
Taxonomy for Teaching, Learning, and Assessment. This title
draws attention away from the somewhat static notion of "educational
objectives" (in Bloom's original title) and points to a more dynamic
conception of classification.
While each category contained subcategories, all lying along a
continuum from simple to complex and concrete to abstract, the
taxonomy is popularly remembered according to the six main
categories.
The authors of the revised taxonomy, Anderson and Krathwohl,
underscore this dynamism, using verbs and gerunds to label their
categories and subcategories (rather than the nouns of the original
taxonomy). These "action words" describe the cognitive processes by
which thinkers encounter and work with knowledge.
Conscious efforts to map the curriculum and assessment to these
levels can help the programs to aim for higher-level abilities which go
beyond remembering or Understanding, and require application,
analysis, Evaluation or creation.
22. XXII
Revised Bloom's taxonomy in the cognitive domain includes a variety
of thinking, knowledge, and application of knowledge. It is a popular
framework in education to structure the assessment as it characterizes
complexity and higher-order abilities.
Definitions:
Knowledge: "Historically shared knowledge" that defines the subject
matter of a particular discipline. It is not static; Changes are made as
new ideas, and evidence are accepted by the scholarly community.
The term Knowledge to reflect our belief that disciplines are continually
changing and evolving in terms of the knowledge that shares a
consensus of acceptance within the discipline. Two types of knowledge,
one is so far constant, means no researcher has challenged. For
example, Ohm's law, Newton's law of gravitation etc., another type of
knowledge is continually changing, where the researchers are
continually challenging the ancient knowledge and creating new
knowledge. For example, Artificial Intelligence, Cloud computing etc.,
Teachers must continually unlearn and relearn wherever and whenever
knowledge is continually changing.
Cognitive Process: Professionals wanted to transfer knowledge,
which is the second educational goal. In between knowing the
knowledge and applying the knowledge, there is a process called
Cognitive, i.e., Thinking. Without thinking, knowledge cannot be
transferred to the given situation to solve the problem.
23. XXIII
Cognitive means are paying attention to relevant incoming information;
undivided attention is the most and essential requirement for thinking.
Mentally organizing incoming information into a coherent
representation and mentally integrating incoming information with
existing knowledge is essential for thinking.
Taxonomy for teaching and learning can be represented in two
dimensions, namely Knowledge dimension and Cognitive Process
dimension.
24. XXIV
Reasoning: A student is asked to offer a reason for a given event.
Why does air enter a bicycle tire pump when you pull up on the handle?
The answer, it is forced in because the air pressure is less inside the
pump than outside, involves finding a principle that accounts for a
given event.
Troubleshooting: A student is asked to diagnose what could have
gone wrong in a malfunctioning system. Suppose you pull up and press
down on the handle of a bicycle tire pump several times, but no air
comes out. What is wrong? A student must find an explanation for a
symptom. "There is a hole in the cylinder" or "A valve is stuck in the
open position".
Redesigning: A student is asked to change the system to accomplish
some goal. How could you improve a bicycle tire pump so that it would
be more efficient? A student must imagine altering one or more of the
components in the system. "Apply lubricant between the piston and the
cylinder."
Predicting: A student is asked to change in one part of a system will
affect a change in another part of a system. What would happen if you
increased the diameter of the cylinder in a bicycle tire pump? Student
"operate" the mental model of the pump to see that the amount of air
moving through the pump could be increased by increasing the
diameter of the cylinder.
25. XXV
Creative thinking:
Create involves putting elements together to form a coherent or
functional whole. Students make a new product by mentally
reorganizing some elements or parts into a pattern or structure does
not present before. The processes involved in Create are generally
coordinated with the student's previous learning experiences. Create a
call for unique products that all students can and will do.
The student must draw upon elements from many sources and put
them together into a novel structure or pattern relative to his or her
prior knowledge, results in a new product or construction of an original
product, that is, something can be observed, and that is more than the
beginning's materials. It requires aspects of the different cognitive
process categories to some extent. Create may or may not include
originality or uniqueness.
Creative Process:
The creative process can be broken into three phases:
1. Problem Representation: in which a student attempts to
understand the task and generate possible solutions
2. Solution Planning: in which a student examines the possibilities
and devices a workable plan
3. Solution Execution: in which a student successfully carries out
the plan.
26. XXVI
4. Five different thinking levels are required
to solve a mathematical word problem,
Interpreting To understand each sentence in the problem
Recalling To retrieve the relevant Factual Knowledge needed to
solve the problem
Organizing To build a coherent representation of the key
information in the problem (Conceptual Knowledge)
Planning To devise a solution plan
Producing To carry out the plan (Procedural Knowledge)
27. XXVII
Creative Process & Critical Thinking: Modern tool usage: Create,
select, and apply appropriate techniques, resources, and modern
engineering and IT tools including prediction and modelling to complex
engineering activities with an understanding of the limitations.
Course Objectives /
Competencies
General Objectives / Higher Order
Thinking Abilities
5.1 Demonstrate the
ability to identify/create
modern
engineering tools,
techniques
and resources
5.1.1 Identify modern engineering tools such
as computer-aided drafting, modelling and
analysis, techniques, and resources for
engineering activities
5.1.2 Create/adapt/modify/extend tools and
techniques to solve engineering problems
5.2 Demonstrate an
ability to select and
apply discipline-specific
tools, techniques, and
resources
5.2.1 Identify the strengths and limitations of
tools for (i) acquiring information, (ii)
modelling and simulating (iii) monitoring
system performance, and (iv) creating
engineering designs.
5.2.2 Demonstrate proficiency in using
discipline-specific tools
5.3 Demonstrate an
ability to evaluate the
suitability and
limitations of tools used
to solve an engineering
problem
5.3.1 Discuss limitations and validate tools,
techniques, and resources
5.3.2 Verify the credibility of results from tool
use regarding the accuracy and limitations,
and the assumptions inherent in their use.
28. XXVIII
Part 2
Staff Structured Syllabus Model
Science Technology Engineering:
Science: Knowledge ascertained by observation and experiment,
critically tested, systemized, and brought under general Principles.
SCIENCE at one end, concerned with Concepts, Theories, Proofs and
Explanations.
Technology: The Practice, Description and Terminology of any or all of
applied sciences of Commercial Value passing through’ the technology,
tangible processes, products, and results reaching ENGINNERING,
concerned about Design, Costs, Productivity, Regulation and Patenting.
The gap between science, technology and engineering is filled by
Creative and Innovative efforts of Scientists, Engineers and
Entrepreneurs.
Learning in Higher Education involves
development of analytical and other intellectual skills,
the ability to critically deconstruct and evaluate given
knowledge, and
the creativity to make new connections and syntheses.
29. XXIX
to acquire practical skills,
explore, inquire, seek solutions to complex problems,
learn to work in teams and more.
All these by and large assume direct human engagement – not just
teacher-student interaction, but also peer interactions, including
informal ones.
Learning often happens through osmosis in social settings.
Definition: Staff Structured Syllabus means converting the given
subject syllabus into a set of specific instructional objectives (Learning
Objectives) by reading the syllabus in between lines, breadth and
depth to decide what is essential to be discussed in every class with
limited availability of time, based on Bloom's Taxonomy.
Staff Structured Syllabus objectives:
To acquire a body of knowledge & master the content
To develop creative, critical thinking & problem-solving abilities
To develop higher-order thinking abilities
To learn deeper learning
To create a new system that is aligned with the aspirational goals of
21st-century education
30. XXX
To transform and reinvigorate the education system to respond to the
requirements of fast-changing, knowledge-based societies
To deal with many situations with the various challenges of working life
Remember the Issues and Concerns of Teachers to answer,
31. XXXI
1. What is essential for students to learn in the limited classroom
time available?
2. How does one plan and deliver instruction that will result in high
levels of learning for many students?
3. How does one select or design assessment instruments and
procedures that provide accurate information about how well
students are learning?
4. How does one ensure that objectives, instruction, and
assessment are consistent with one another?
Answers to the above four organizing questions are
1. The specific instructional objectives are the important learning
objectives to be discussed in the class with limited time
available.
2. The Course plan helps a teacher to plan and how to deliver the
specific instructional objectives. (57 periods ELECTRON
DEVICES AND CIRCUITS paper and 16 periods for BUSINESS
ENVIRONMENT paper).
3. When a teacher wants to assess the students' mastery of
intended learning objectives, the representative sample from
the same specific instructional objectives detailed in the sample
for staff structured syllabus will be used directly.
32. XXXII
4. When the same specific instructional objectives used as
learning objectives, discussed in the class and used to assess,
so they are consistent with one another.
33. XXXIII
Skills Mismatch
ONE of the most heard platitudes about the labour market in India is
that a severe “skills mismatch characterises it”. Moreover, this, in turn,
is presented as the chief problem of the labour market and the leading
cause of the high rates of open unemployment among the youth and
the persistently low remuneration for those who are forced to remain in
informal activities. This approach is summarized neatly in the official
website of the National Skills Development Council of the Government
of India: “In rapidly growing economies like India with a vast and ever-
increasing population, the problem is two-fold. On the one hand, there
is a severe paucity of highly trained, quality labour, while on the other;
large sections of the population possess little or no job skills.”
Three kinds of skill gaps have been identified as necessary in the
Indian labour market. The first is that of “overeducation” when persons
with tertiary education (degrees, diplomas and/or some sort of
professional training) are hired for jobs that do not require such
qualifications. A now-classic example is a post of signalman in the
Indian Railways. This job effectively requires only education up to
Class V but is hugely sought after by graduates (often with B.Tech and
MBA degrees) because it promises a regular salary with permanent
employment, and is therefore rationed out among such overqualified
aspirants. This is not because these people have not been trained or
are not skilled, but because the relative remuneration over the life cycle
34. XXXIV
even in such low-skilled occupations is deemed to be better than that in
many higher-skilled jobs and because there are not enough skilled jobs
to meet the demands of all the aspirants. Ultimately, this is a mismatch
created by insufficiency of job openings for more skilled jobs and is,
therefore, a failure of the much-glorified market mechanism at the
macro level and in specific sectors.
The second skills mismatch relates to the well-known situation where
people who have been provided technical education (say, in
engineering) end up in occupations that do not require those skills: the
phenomenon of young people with civil engineering degrees choosing
higher-paid jobs in marketing, or doctors sitting for the Indian
Administrative Services examinations to join the elite bureaucracy, and
so on. Once again, this is because market signals generate these
perverse incentives by making some professions significantly more
lucrative or socially valorised. This then causes people with such
professional or technical education (costly also to society when this
training has been publicly provided) to choose activities that effectively
waste those expensively acquired skills.
The third kind of skills mismatch is the “quality gap” when the skills that
workers are supposed to possess according to their qualifications are
found to be lacking by their employers. This, too, is quite evident in
many places and activities. Surveys of employers, especially those in
the corporate sector, regularly reveal that most of them are not
35. XXXV
confident that existing educational institutions will generate the talents
and skills they require in entry-level workers. This is not about a lack of
training per se; instead, it is a comment on the nature of the training,
which comes not just from specific and dedicated “training institutes”
but more generally from institutions of higher education.
So now one has a better understanding of the nature of the skills
mismatch in India. It turns out that this is a result of three interlinked
factors: not enough skilled jobs; perverse market signals and incentives
causing people to shift to jobs that do not require the skills they were
trained in; and low quality higher education generating poor
employability. These are not problems that can be solved with more
training, mainly if the training inadvertently replicates these problems.
Given this context, it is no longer just an opportunity for India but also
an obligation for us to support countries around the world who look up
to the rich talent that India is bestowed with. Our entire focus should be
on what we can do to become the skills powerhouse for India and the
world! Just like Intel promoted “Intel Inside” we have an opportunity to
promote “India Inside”.