How to improve Teaching delivery methods and achieve Excellence

TEACHING EXCELLENCE
P. N. Rao
University of Northern Iowa
www.uni.edu/~rao

Objectives
 Teaching definition
 Components of teaching
 Qualities of good teaching
 Characteristics of poor teaching
 Good teaching practices
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The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.
--William Arthur Ward
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Teaching
 Oldest and noblest profession
 Have a unique place and
tremendous responsibility
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Teaching
 It requires improvisations,
spontaneity, and handling of
students.
 It requires the use of appropriate
form, style, pace, rhythm and
appropriateness in ways that are
very complex.
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Courtesy
Prof.K.Parvatisam

Teaching
 There is no one way to teach and
no one way to learn.
 It depends on the character of the
teacher, the class, and the subject.
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http://www.londonmet.ac.uk/deliberations/se
da-publications/spencer.cfm

Teaching
 There are three fundamental
dimensions, which form the reference
axes to assess teaching excellence
 Knowledge
 Projection (presentation)
 Rapport
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Courtesy
Prof.K.Parvatisam

Knowledge
Projection
Rapport
1
2
3
Teaching Dimensions
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Teaching Dimensions
 Each of the above factors is a
necessary but not sufficient
condition for teaching excellence
 But each is decisive in its own way
and leads to different teaching
styles
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Knowledge – First Dimension
 The first and foremost requisite of a
teacher is undoubtedly knowledge.
 Knowledge involves understanding of
facts, the capacity to analyze and
synthesize them and to apply them to
new situations
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Courtesy
Prof.K.Parvatisam

Knowledge – First Dimension
 Teachers should see that there is
enough substance with excitement in
the lecture.
 Thus knowledge and projection
(dimensions one and two) should go
hand in hand to create intellectual
excitement.
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THE SECOND DIMENSION
Projection

Projection – Second Dimension
 Projection involves clarity of
presentation.
 The teacher should use concrete
examples wherever possible.
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Courtesy
Prof.K.Parvatisam

 Teacher should encourage the
students to think instead of ramming
the subject down their reluctant
throats.
 Stimulation of enthusiasm in students
is related to the teacher’s own
enthusiasm in the subject.
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 Exciting teaching is not merely
stimulation of emotions, but an
intellectual participation in a process
of discovery
 Eye contact is very important for a
teacher.
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Courtesy
Prof.K.Parvatisam

Rapport – Third Dimension
 An excellent teacher enjoys sharing
knowledge with the students.
 He is concerned with the students as
individuals.
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Courtesy
Prof.K.Parvatisam

 An excellent teacher promotes
positive emotions and avoids
stimulating negative emotions.
 These emotions affect the morale
and motivation of students.
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 Students prefer a smaller class as it
provides a personal relationship with
the teacher.
 Large class breeds an impersonality
which makes rapport difficult or
impossible.
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000
020
103
023
120
123
003
100
Knowledge
Projection
Rapport
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Teaching Dimensions
 The two small cubes shown at the
extreme corners of the large cube are
noteworthy
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Courtesy
Prof.K.Parvatisam

Teaching Dimensions
 The 0-25% quarter cube near the origin
contains the pseudo teachers who should
be eliminated at the qualifying round itself
by the selection committee
 They must be scrupulously kept out of
bounds of any academy as pollution
control measure
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Courtesy
Prof.K.Parvatisam

Teaching Dimensions
 The 75-100% quarter cube contains
the teachers who deserve a place in
the “Portrait of GreatTeachers”
 They are the maestros who never
accept mediocrity
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Teaching Dimensions
 In between these quarter cubes are
teachers in the 25 to 50% annular
cube who “also ran” and who can be
assigned supportive roles.
 A majority of academicians is in the
50 to 75% annular cube which can be
considered an adequate
compartment.
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Teaching Dimensions
 Research shows that students attach more
importance to knowledge and projection
than to rapport.
 They give more weight to the base of the
cube. The students prefer an
approachable and amiable teacher only if
he/she is clear and sound.
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Courtesy
Prof.K.Parvatisam

Teaching Dimensions
 Since most teachers have strong
needs of achievement and success,
they strive to excel and move forward
and upward from the lower regions to
the upper regions of the cube.
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100
 His/her only qualification is that
he/she is rich in knowledge.
 He/she sincerely believes that
recognizing the personal reactions of
the students is irrelevant to teaching.
 He/she has the key to the chest of
knowledge but can’t or won’t open
the chest.
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Courtesy
Prof.K.Parvatisam

000
020
103
023
120
123
003
100
Knowledge
Projection
Rapport
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020
 He/she projects himself/herself
without any knowledge.
 But students easily spot his/her
shallowness.
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003
 He/she has neither knowledge nor the
ability to project, but has infinite
capacity for rapport.
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Courtesy
Prof.K.Parvatisam

000
020
103
023
120
123
003
100
Knowledge
Projection
Rapport
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120
 Though he/she has knowledge and
communication skills, he/she has
absolutely no rapport with the
students.
 He/she keeps the students at bay
sometimes with a snub.
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Courtesy
Prof.K.Parvatisam

103
 Though he/she is amiable and has all
the knowledge, has no capacity to
project.
 He/she cannot “let go” because of
inhibitions, physical defects or stage
fright.
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103
 He/she is good for discussions with a
small group of students or as a
research guide but not with a large
audience.
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023
 He/she can project and please an
audience. He/she has all the skills in
his/her repertoire, but is totally
hollow.
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Courtesy
Prof.K.Parvatisam

000
020
103
023
120
123
003
100
Knowledge
Projection
Rapport
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Characteristics of
Great teachers
 Teach with a conversational quality.
Implies confidence and competence
 Use the whole body to make sure the
message gets out.Voice, gesture,
movement, etc.
Courtesy
Prof.K.Parvatisam

Characteristics of
Great teachers
 Have good strong intentions. Know
what he/she wants to do and drives
himself/herself with that intention
 Will not just try to transfer
information. Help learners struggle
with ideas so they can construct their
understanding
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Characteristics of
Great teachers
 Good teachers do not talk as much as their
less effective colleagues do.
 This is because good teachers involve the
learners—asking questions, framing cases
to solve, forming small groups for
discussion, asking for the views of
learners, pausing to allow students to
think.
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Characteristics of
Great teachers
 When they do talk, good teachers use words
efficiently.
 They make concepts and principles simple
and clear; they give concrete examples to
illustrate abstract points.
 Further, the skilled teacher adapts while
teaching and reflects after having taught.
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Characteristics of
Great teachers
 While it is necessary for a teacher to be
highly knowledgeable in his/ her discipline,
it is perhaps more important to show
enthusiasm and interest in teaching that
discipline.
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Characteristics of
Great teachers
 This excitement for learning is
demonstrated by being a well-organized
and expressive lecturer who presents
information concisely, by involving
students in problem solving, and by
showing how the discipline relates to real
life practice.
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Characteristics of
Great teachers
 Good teachers are always thinking about ways
to improve what and how students learn.
 How can I give students more control over
their learning?
 How can I encourage collaboration among
students?
 How can I provide timely and effective
feedback?
 How can I accommodate learners at various
levels of sophistication?
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Mediocre Teacher
 Mediocre teacher focuses largely on
information transfer
 Acts as if their primary motivation is to
have a sense of control over the student
 Satisfied as long as students get good
grades
 Tend to emphasize on examinations
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Courtesy
Prof.K.Parvatisam

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Deadly sins of poor
lecturers
 Cover the field. Cram in as much as time
allows
 Speak rapidly in one tone . Do not stop
 Read from your notes
 Talk to the board.
Courtesy
Prof.K.Parvatisam

Deadly sins of poor
lecturers
 Never entertain questions
 Try to impress students with his/her
knowledge
 Leave no time for summary or
questions at the end
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 Some of the ideas in this presentation
are taken from
 Dr. K. P. P. Pillai - Diagnostics of
teaching excellence, Indian Journal of
Technical Education, vol. 13, No. 1,
Jan-June 1990
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McMillan, W. (2007).”Then you get a teacher” – Guidelines
for excellence in teaching. MEDICAL TEACHER, 29: pp 209-217
 teacher familiarity with the subject knowledge;
 speaking clearly enough for all students to be
able to hear;
 making eye contact with individuals in the class;
 being approachable, including being available
outside set class times;
 encouraging clarifying questions;
 providing students with key notes prior to the
class; and
 sharing learning outcomes with students at the
beginning of the class.
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Planning a course
 As explained earlier that ‘knowledge’
alone, in those being taught, is not
enough.
 Although ‘learners’ often like formal
lectures, the unidirectional transfer of
knowledge using formal lectures is
not, by itself, effective learning.
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http://www.euteach.com/euteach_home/euteach_curriculum/euteach_planning/euteach_guide.htm

Planning a course
 The contemporary teaching
methodologies which emphasize
‘interactivity’ have been shown to be a
more effective basis for increasing
competence.
 The teaching methodologies that a
teacher chooses to use should be in
accordance with the teaching ‘objectives’.
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Planning a course
 Set your teaching objectives
 Choose your teaching methodologies
for meeting your teaching objectives
 Decide how you will evaluate your
teaching outcomes to see if you have
met your objectives.
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Teaching Practice
 Basics
 Student level
 Reference material
 Lecture material Delivery
 Interaction
 Technology
 Teaching resources
 Evaluation
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Basics
 Face the students
 Don’t read from notes
 Don’t dictate notes
 Prepare for lecture well
 Always prepare for one class in advance
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Basics
 Leave sufficient time for interaction
 Prepare class notes in the form of bullet
points
 Prepare OHP/PPT transparencies where
facilities are available
 Make presentations in the logical order
 Maintain decent attitude
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Student level
 Understand the overall level of the
students
 Use common denominator or average
approach
 Make the class as interactive as possible
 Always be available to the students
 Maintain electronic communication
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Reference Material
 Try to use a single textbook for most of the
syllabus
 Use reputed textbooks (not Khurmi,
Khanna, etc.)
 Give references from which you are
developing your notes/lectures
 Be honest with the students
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Reference Material
 If possible maintain your web site
 Give reference to all web resources
available
 MIT open course ware
(http://ocw.mit.edu/courses/)
 IIT course note packets (NPTEL.iitm.ac.in)
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Lecture Delivery
 Use simple language for teaching – use
mother tongue for explanation where
feasible
 Combine theory along with analytical aspects
where feasible
 If possible arrange industrial visits to
complement lectures
 Use simple practical examples (day-to-day) to
explain concepts
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Interaction
 Ensure your message is received – ask
frequent questions
 Try to remember the names of students – call
them by their given names (not Gupta but
Alok)
 If possible strictly follow a seating plan in a
specified class room – easy for taking
attendance and remembering the person
 Use extra curricular activities with students
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Technology
 Add some cartoons or jokes to lighten the
class room atmosphere
 Counsel the students in their personal
matters where feasible
 Use technology for presentations –
colour/graphics/ animations/movies
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Teaching Resources
 Use a mentor system
 Maintain a course file as a department
resource
 Use physical models where needed to
help with understanding the concepts
 UseYoutube videos to complement
the teaching
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3Turret. 3Y Axes. Dual
Spindle Multi Axis

Teaching Resources
 Make use of charts – self prepared or
commercial
 Use computer simulations where
feasible
 Always prepare a course plan in the
beginning
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MEMS Pressure Sensors
MEMS pressure sensors use a
flexible diaphragm as the
sensing device. One side of
the diaphragm is exposed to a
sealed, fixed, reference
pressure. The other side is
open to the elements. The
diaphragm moves with a
change in the external
pressure.
MEMS Pressure Sensor
From SCME SCO MEMS
Applications

Evaluation
 Make seminar an integral part of the
course evaluation (not feasible in large
classes)
 Use group activities where feasible
 Use library topics for some advanced
topics in the course (not feasible in large
classes)
 Frequently change the courses taught
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Good teachers
 ''allow you to interrupt during their lecture to
ask questions—not questions, but to explain
again.They make time available after hours
for, not consultation, but maybe just to
repeat work and... they are willing to help
you... It also makes it easier to study that
subject... you understand it.'‘
 McMillan,W. (2007).”Then you get a teacher” – Guidelines for
excellence in teaching. MEDICALTEACHER, 29: pp 209-217
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About a good teacher
 ''She was so positive with everything and she
influenced us in such a way that you want to
impress her.You... want to do well...The way
she gives class... you understand. If you don't
understand, she won't embarrass you in class
...That really made it easy for me and I could
see that in my results as well.'‘
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Some lecturers
 ''Sometimes when you are busy writing
something from the board ... they take it
down too quickly. And then we don't get all
the information that we need or the page
that is going to be important for your
studies.'‘
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Carolin Kreber, Teaching Excellence, Teaching Expertise, and the
Scholarship of Teaching, Innovative Higher Education, Vol. 27, No.
1, Fall 2002, pp 5 - 23
 People often ask me how I manage to receive such good
evaluations. I tell them ‘the secret is you have to love the
classroom!You have to find enjoyment in engaging with
students. And you have to be attentive to what’s happening. In
my view, there is nothing more motivating and gratifying than
seeing the light come on in students’ eyes. I have not always
been a good teacher.When I first started teaching I had no idea
about how to teach. I made many mistakes, such as overloading
students with readings, filling my lectures with far too much
content, and not showing any flexibility in my teaching. I
deliberately filled my lectures as I was afraid that students could
ask me questions that I would not know the answer to. Over time
I realized what worked in my classes and what didn’t. I also
became more comfortable with not knowing everything. I kept
the approaches that worked and threw out the bad stuff.The
students like it, and this shows in the excellent work they are
doing.
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ACORN Model of teaching
Action It is possible to effectively change things only
when a teaching professor actually tries out a new
idea.
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idea.
Communication Changes are successful only when the new ideas
effectively communicated and implemented.
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idea.
Ownership Support for change is extremely important and is
critical. Only strong commitment for accepting
changes demonstrates genuine leadership.
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idea.
Reflection Feedback helps towards thoughtful evaluation of
the changes implemented. Only reflection can
provide a tool for continuous improvement.
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idea.
Reflection Feedback helps towards thoughtful evaluation of
the changes implemented. Only reflection can
provide a tool for continuous improvement.
Nurture Implemented changes deliver results only when
nurtured and promoted with necessary support
systems, documentation and infrastructures.
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 Mysore Narayanan (2005) - Assessment and
Technology Enhanced Learning at Miami
University, Proceedings of the 2005 American
Society for Engineering Education Annual
Conference & Exposition, American Society
for Engineering Education.
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Twelve Assessment Techniques
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1. Instructional Effectiveness
 Graded Home works, Assignments, Lab reports,
quizzes, examinations document instructional
effectiveness to an extent.
 The process followed in the classroom and
effective classroom time management can be
and needs to be evaluated by the students.
 The principle is to assess whether the course
objectives have been achieved by the students.
 The 52 “Teaching Goals Inventory” suggested by
Angelo and Cross proves to be an extremely
useful assessment tool that can be successfully
used by instructors in their classroom activities.
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Angelo, Thomas A. and Cross, Patricia K. (1993) : Classroom Assessment
Techniques. 2nd Edition. San Francisco : Jossey-Bass Publishers

2. Portfolio Analysis
 The Course Portfolio as aTool for Continuous
Improvement ofTeaching and Learning has been
discussed in the Journal on Excellence in College
Teaching. (J.E.C.T.) byWilliam Cerbin.
 This article explains how to use learning-
centered course portfolios to improve teaching
and learning.
 The article also provides rationale for using
teaching portfolios that focus on individual
courses. Further it also includes a discussion of
portfolio of his own teaching. (Seldin, Annis &
Zubizarreta, 1995; Murray, 1995).
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Cerbin, W. (1993). Fostering a culture of teaching as scholarship. The Teaching Professor, 7(3), 1-2.

2. Portfolio Analysis
 Cerbin indicates that the objective of a
Course Portfolio is to:
 (a) Assess more fully the substance and
complexity of teaching,
 (b) Connect assessment of teaching with
assessment of learning, and
 (c) Foster better teaching and learning.
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Cerbin, W. (1993). Fostering a culture of teaching as scholarship. The Teaching Professor, 7(3), 1-2.

3. Assessing Prior Knowledge
 Dr.Thomas Angelo, ofVictoria University,
Wellington, New Zealand discusses techniques
for assessing course – related knowledge and
skills Angelo and Cross (1993) have provided
seven techniques, often called declarative
learning.
 Several, or all of these techniques help the
instructors to assess prior knowledge.The
principle to emphasize on the “value-added”
nature of university higher educational
methodologies.
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Angelo, Thomas A. and Cross, Patricia K. (1993) : Classroom Assessment
Techniques. 2nd Edition. San Francisco : Jossey-Bass Publishers

4. Self Assessment
 The students should be provided with an
opportunity to express their “satisfaction-
rating” of courses, laboratory experiences
and the educational experience as a whole.
 This serves as a very useful tool and provides
valuable assessment data upon which the
department can take appropriate action to
stay at the “edge of technological
advancements.”
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Brown, Sally & Race, Phil (2000). 500 Tips on Assessment. London, United
Kingdom : Kogan Page Publishers.

5. Group Assessment
 Alumni and their cumulative experience in
‘real-world’ situations will provide invaluable
data to the faculty and administrators.(Young
&Young, 1999).
 Mary Huba and Jann Freed have emphasized
several aspects of group assessment and
have suggested rubrics and provided
interesting examples. (Huba & Freed, 2000).
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Young, C. O., Sr., & Young, L. H. (1999). Assessing learning in interactive courses. Journal on Excellence in
College Teaching, 10 (1), 63-76.
Huba, Mary E. & Freed, Jann E (2000). Learner-Centered Assessment on College Campuses. Shifting the
Focus fromTeaching to Learning. Needham Heights, Massachusetts : Allyn & Bacon.

5. Group Assessment
 It is a common practice in a university
atmosphere to conduct Alumni Surveys,
Employer Surveys, Co-op and Internship
Employment Surveys, Senior Exit Interviews,
etc.
 Assimilation and consolidation of these data
often prove to be very valuable to ensure
continuous quality improvement.
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Young, C. O., Sr., & Young, L. H. (1999). Assessing learning in interactive courses.
Journal on Excellence in College Teaching, 10 (1), 63-76.

6. Peer Assessment
 Peer Assessment must be a part of the
Teaching Evaluations Plan and should be
practiced by almost all the faculty in any
given department.
 Peer assessment procedures are a mandatory
requirement in Senior Design Projects.
(Muchinsky, 1995, Nelson, 1991, Brown, Race
and Smith, 1996).
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Muchinsky, P. (1995). Peer Review of Teaching: Lessons Learned from Military and Industrial Research on Peer
Assessment.. Journal on Excellence in College Teaching, 6(3), 17-30.
Nelson, C. E. (1991, November). Fostering critical thinking across the curriculum.Workshop presented at the
11th Annual Lilly Conference on CollegeTeaching, Miami University, Oxford, OH.

7. Program Reviews
 University’s internal program review by itself
should provide valuable assessment data to
the department.
 The objective of the review should be to
judge the quality of the program as well as its
centrality to the University. (Slater, 2000).
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Slater, Timothy F. The National Institute for Science Education's (NISE) College Level
One (CL-1) Team. Madison :University of Wisconsin. http://flaguide.org/

7. Program Reviews
 It is of course very well known that nationally
recognized external agencies are always capable
of helping the departments in establishing and
attaining specific goals and objectives.
 Regional accreditation agencies also provide
valuable feedback.
 It is important to note that the curriculum
content can be developed utilizing specific
techniques and meet the demands depending
upon anticipated growth.
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8. Established Performance
 It is very valuable to create a track record
that effectively documents student
learning and establish performance levels
and criteria. (Norman, 1980).
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Norman, D. A. (1980). What goes on in the mind of the learner. In W. J. McKeachie
(Ed.), Learning, Cognition and College Teaching. New Directions for Teaching and
Learning, No. 2. San Francisco : Jossey - Bass

8. Established Performance
 Cambridge,Williams and Norman have
indicated a variety of actions that can be
taken to document performance levels of
graduates.
 These methods suggested by eminent
scholars in the area of Cognitive Science can
effectively document the level, and establish
the standard for student learning
accomplishments.
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9. Student Feedback
 Nichols and Nichols have stressed the
importance of assessing student outcomes.
(Nichols & Nichols, 2001).
 Students should always be encouraged to
voice their opinion, discuss their ideas and
provide constructive feedback to the faculty
and the department as a whole.
 The department should consider this to be a
very valuable tool that would be helpful to
the faculty as well as students.
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Nichols, James O. & Nichols, Karen W. (2001). The Nichols Guides to Institutional Effectiveness and Student
Outcomes Assessment. Flemington, New Jersey : Agathon Press

10. Industry Feedback
 Twice a year, the department of engineering
technology meets with an Industrial Advisory
Council to obtain valuable insight in to a
variety of topics.
 The council consists of several experts from a
wide variety of industries who have
volunteered to donate their time and
expertise to benefit the faculty, staff and
student body of Miami University.
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Schwartz, Peter & Webb, Graham (2002). Assessment : Case Studies, Experience, and
Practice from Higher Education. Herndon, Virginia : Stylus Publishing

10. Industry Feedback
 The Industrial Advisory Council has helped
the department in a number of ways and the
council continues to take an active role and
helps the department procure valuable
assessment data.
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Schwartz, Peter & Webb, Graham (2002). Assessment : Case Studies, Experience, and
Practice from Higher Education. Herndon, Virginia : Stylus Publishing

11. Employer Feedback
 Saxe has stressed the importance of closing
the loop and suggests several methods to
implement such an assessment tool
effectively.
 Employers who encourage co-op or summer
internships can help the department in a
number of ways.
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Saxe, S. (1990, June). Peer influence and learning. Training and Development
Journal, 42 (6), 50-53.

11. Employer Feedback
 It is possible to obtain significant feedback
data from employers who can assess and
comment about students’ technical
knowledge as well as on–the–job
performance capabilities. (Saxe, 1990 June,
Bennett & O'Brien, 1994, June, Perry, 1970,
1981, 1984).
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Saxe, S. (1990, June). Peer influence and learning. Training and Development Journal, 42 (6), 50-
53.
Bennett, J. K., & O'Brien, M. J. (1994, June).The building blocks of the learning organization.
Training, 31 (6), 41-49.
Perry, W. G., Jr. (1970). Forms of Intellectual and Ethical Development in the CollegeYears : A
scheme. NewYork : Holt, Rinehart, and Winston.

12. Departmental Activities
 Novak and Gowin have stressed the
importance of learner interactions. (Novak &
Gowin, 1984).
 Norman also talks about the learner’s mental
preparedness in the articleWhat goes on in
the mind of the learner. (Norman, 1980).
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Novak, J. D. and Gowin, D. B.(1984). Learning How to Learn. NewYork : Cambridge University Press.
Norman, D.A. (1980). What goes on in the mind of the learner. InW. J. McKeachie (Ed.), Learning, Cognition
and CollegeTeaching. New Directions forTeaching and Learning, No. 2. San Francisco : Jossey - Bass

12. Departmental Activities
 Importance of co-operative learning,
student’s study habits, laboratory activities,
field trips, service learning, cognition and
college teaching must be discussed in
departmental meetings and appropriate
actions must be put in place. (Novak &
Gowin, 1984, Norman, 1980, Ausubel, 1968).
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Novak, J. D. and Gowin, D. B.(1984). Learning How to Learn. NewYork : Cambridge
University Press.
Ausubel, D. P. (1968). Educational Psychology : A CognitiveView.Troy, MO. : Holt, Rinehart
& Winston.

Summing up
 Be enthusiastic about your teaching and
interested in the well-being of your
students
 Prepare well for your teaching
 Teach knowledge in the context of solving
authentic engineering problems
 Always be thinking about and working on
the improvement of your teaching and
your students’ learning.
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