Imperatives of reforming Teaching-learning process at Higher Education

Dr. Jagannath K. Dange
Dept. of P G Studies and Research in Education
KUVEMPU UNIVERSITY
SHANKARAGHATTA – 577451, INDIA
E-Mail: jkdange@gmail.com

Session objectives
 Ancient system, Post Industrial and
Contemporary.
 Paradigm Shift in Pedagogy at Higher Education
 Pedagogy, Androgogy and Heutogogy
 Modern Approach to Learning
 Methods of Teaching; Conventional and Modern
 Shifting role of the teachers in present scenario

 Ancient System
 Our ancient system of teaching and learning was
perhaps of high quality with high teacher student
ratio.
 It had flexible schedules and curriculum which
was highly personalized.
 The curriculum covered wide span of subjects
ranging from astronomy to zoology.
 The access to the education system was restricted
to the most fortunate and influential.

 After Industrial Age
 Bulk of economic output was driven by human
labour before Industrial Age. After industrial
revolution, rapid technological transformations
reshaped the meaning of human labour.
 Machines replaced human labour.
 The invention of devices such as steam engine,
automobile, airplane, radio, television, harvester,
and satellites, inverted the labour requirements.
 Real need was for more educated and trained
people to manage these machines and design better
ones.

 Contemporary Situation
 The present situation is characterized by mass
enrolment with focus on rote learning.
 The testing of acquired knowledge is at fixed
intervals.(Semester System)
 One method is adopted to teach them all.
 The primary emphasis is on literacy and
memory over problem-solving and curiosity-driven
exploration.
 Knowledge still limited to books and syllabus.

Traditional Class Room Practices
 In the traditional approach to teaching, course
material is unrelated to what they already know.
 Hence learners treat course material as
disconnected list of knowledge.
 Memorizing facts and procedures without
understanding how or why.
 Learners treat facts and procedures as static
knowledge handed down from all-knowing
authority, the teacher.
 Learners memorize without reflecting on and the
process of learning principles or learning
strategies

Loss of Interest in Learning
 Under the present system many students including
some best, are driven to boredom in learning.
 When bored and unengaged, they are less likely to
learn any thing substantial/significant.
 This is not the fault of the students.
 Ways must be found to engage them in learning.
 Obviously new types of curricula are needed with
the goal of increasing student engagement.

Older Assumptions about Learning .
 It was generally assumed that knowledge is a collection of facts
and procedures.
 The goal of college/university is to transfer these facts and
procedures into students' heads.
 It was felt that the teachers know all about these facts and
procedures and their job is to transmit them to students.
 The way to determine success of learning is to test the students
as to how many facts and procedures they remember,
Superficial Learning
 As a result of such assumptions, the learning becomes superficial
when learners passively take in information from a teacher, a
computer, or a book.
 It is forgotten that the development of understanding is a
continuous process that requires students to construct and
reconstruct what they know from new experiences and ideas,
and prior knowledge and experiences.

 Paradigm Shift in Pedagogy at Higher Education
 from 'conventional' on-campus and off-campus learning, to
networked learning.
 Face-to-face teaching and learning on campus is now also
incorporating some forms of networked learning, freeing
staff and learners to work at times.
 'Distance' in learning is no longer the issue ---one can bring
'network' learners together, whether they happen to be on
campus or off-campus, in the same country or situated
anywhere in the world.
 Networking in learning are the key issues in the higher
education.
 C&IT is seen as important milestone in the future of higher
education.
 Networked Learning is changing the way by giving rise to new
ideas about access to learning

 Changing Dimension of University Experience
 Enrollment in graduate and professional degree programs is growing,
Part-time enrollments continue to grow.
 Changing Dimension of Learning Process
 Students approach the learning process from multiple frameworks,
and helps in developing academic and cognitive development by
their out-of-class experiences.
 Contemporary conversations focusing not only on knowledge
acquisition alone, but also on the processes by which students
acquire new knowledge and skills, how they make sense of the new
ideas, attitudes, people, and experiences they are encountering.
 Students acquire critical, reflective thinking skills, the ability to
gather and evaluate evidence, and the ability to make one's own
informed judgments which would help him/ her to go beyond
relativity.
 Thus, learning is not one-dimensional.

Changing Dimension of Teaching
 Teacher's role is no longer to provide instruction but that of
the facilitator of student learning.
 As per constructivist " students and teachers discovering and
constructing knowledge together" .Collaboration, active
engagement, and inclusion characterize these contemporary
instructional approaches.
 Active engagement involves bringing one's experience to
learning, being willing to expand one's understanding,
integrating new perspectives into one's thinking, and
applying that changed thinking to one's own life.
 These forms of teaching are inclusive because they invite all
students' experiences and thoughts into the learning
interaction.
 The trend toward this type of teaching is not about particular
methods but rather about the way educators view knowledge,
authority, and learner capability.

 Changing Dimension of Evaluation
 continuous evaluation as an integral part of the teaching-learning
process, with feedback mechanism for teachers and learners
comparable.
 Focus on outcomes to examination.
 Assessing, knowledge gains will no longer be sufficient; outcomes in
critical thinking, cultural understanding, empathy, citizenship,
and social responsibility.
 Students' potential for independent learning is another intended
outcome of the move toward teaching - learning.
 The developed countries have already experienced the success stories
of the Technology based tertiary education and have been
consistently working on the modern devises of e-learning.

 For global operation of higher education efforts will have to
be made to make the approach cooperative,
multidisciplinary, shared vision, flexible and adaptable.
 In the Republic, Plato uses the phrase 'better and more
complete education',.
 Similarly, the Buddha's discourse indicates the significance
of correctness in the choice of knowledge and ways of
teaching it, for an incorrect choice could be dangerous .
 For meeting future challenges, it necessitates, improving
student learning, productivity, developing civic
leadership, enhancing multi-cultural understanding and
achieving higher levels of educational attainment, all this
necessitate greater integration between curricular and co-
curricular experiences.

 Role of Teacher
 Redefined Can a teacher impart knowledge? The answer is No.
 Can a hook provide knowledge? The answer is No.
 Can the Internet and other repositories provide knowledge? The
answer is again No.
 A teacher, book or Internet etc provide only information and not
the knowledge. The knowledge is learner centric.
 This is the reason why a group of students having exposed to the
same teacher, book or repository of information do not acquire
the same level of knowledge.
 Thus, the role of a teacher is to compliment or facilitate a
learner in his/her learning process.

 Structuring of Delivery Mechanism
 The design of delivery mechanism must focus on
'Structuring of Contents' so that it facilitates the learner to
apply his/her wisdom and make its internalisation easy.
 While preparing for delivery, the teacher him/herself must
seek answers of three questions What, Why and How of
the topic and making these answers clear to the students, viz.
 (a) What is it? The meaning, definition of the topic,
terminology used or to be used and history of evolution of the
topic.
 (b) Why to learn? Usage 'purpose' application of topic and its
relation to the environment.
 (c) How does it function? Technical details and concepts
involved in the topic.

 A known and common method for both the teacher
and student alike for 'structuring of contents‘.
 Further. the delivery plan for each topic can be divided
into three distinct and identifiable stages (with
acronym MSC), viz.
 (a) Must Know: Core concepts of a topic to be known to all
students.
 (b) Should Know: Major aspects of the topic to be known
to at least 70% of the class.
 (c) Could Know: In-depth and finer details of the topic to
be known to top 20% of the class.
 Structuring of contents, in MSC way, shall cater the
needs of all shades of students in a classroom and
help in internalisation of core concepts.

 Process Oriented Approach to Lesson Planning
 The teaching process at generic level, comprises of input,
output, a conversion procedure, action, feedback and
control loops, teachers, study material and infrastructure
and technology.
 Output: The output of the teaching process is `deliverable'.
The word 'deliverable' is deliberately used to give a sense of
tangibility to the output of teaching process. The outcome of
teaching process `information' and that of combined
teaching-learning process is knowledge for the learner.
 Feedback Loop: is to check efficiency and effectiveness of
the process with respect to benchmarks or standards.
 Control Loop: the process is required to initiate corrective
measures if the outcome is not as desired or as per the
benchmarks established.

Conversion Procedure: It entails conversion of study material
into 'deliverable' using a procedure and acting on it within
the framework of given syllabi and time.
The procedure for creating 'deliverables' further includes two
steps, viz.,
(a) Deciding method for delivery.
(b) Creation of deliverables.
Timeframe: The last step in the process planning is to map the
delivery plan on the available time frame in which it is to be
delivered.
Two specific time related constraints will be faced by the teacher,
viz.
(a) Level-1 Constraint: Total number of teaching days available
in a semester/ year. (b)Level-2 Constraint: Total number of
teaching hours available in a semester/ year.

 Create Deliverables
 Decide Method for Delivery: For every topic to be delivered it
is necessary to adopt an appropriate method and is to be
planned in advance.
 The method of delivery shall have large impact on the
learning outcome of students.
 Creation of Deliverables: It is the most creative activity of
the teaching process
 The deliverable is to be created on the basis of method of
delivery. Besides the lecture material; tutorials, case studies,
presentations by the students, projects, assignments etc
are to be created with clear outcome from the learner's
perspective with all seriousness.

Know the Background of the Class: A teacher must be aware of the various
streams (science, commerce etc) from which the students belong to in a class. A
teacher must be aware of the heterogeneity of the class and adopt a
professional approach of communication.
Know the Level of Class: This becomes more pertinent when the linkage of the
current deliverable with the previous stages is higher.
Plan for Depth of Coverage: The background & level of the class, general
pattern of examination papers, syllabi and latest developments need to be
incorporated while planning for the depth of coverage of contents.

 Compile Teaching Material: For every topic the
teacher must scan various repositories of
information and collect material, sequence and
organise it for delivery incorporating the above three
steps.

 Incorporate Real Examples & Display: For relating the
deliverable to the immediate environment, real life examples
are to be incorporated.
 Teaching material so gathered should be converted into object
oriented display such as diagrams, pictures, video etc.
 Digitise Teaching Material: All material so collected, collated
and planned to be delivered is to be converted into digitised
material using IT enabled technologies with proper references.
 Digitising the material helps the teacher to improve on it when
delivered in the repeat cycles. A digitised material can easily be
further researched and generalised to be converted into a book.
 Rehearse & Deliver: Every teacher may not have the best of
oratory skills. The rehearsal, especially in the first few years and
when new subject/paper is to be taught, is a good practice.

 Share the Material: it will be a good practice to share
the teaching material with the students.
 the teacher to make the students interactive during
the conduct of class.
 Sharing of teaching material with the students creates
bondage between students and teacher.
 Feedback & Post Delivery Analysis: As stated above,
the most difficult task of teaching-learning
process is to measure the performance of teachers.
 Feedback from students and peer review are two
known techniques

27
Pedagogy and Andragogy
What’s the Difference?

28
Adult Learning
 What we do have is a mosaic(mixture, variety) of
theories, models, sets of principles, and explanations
that, combined, compose the knowledge base of adult
learning.
 Two important pieces of that mosaic are andragogy
and self-directed learning.
Pedagogy is the discipline that deals with the theory and
practice of teaching.
Pedagogy informs teaching strategies, teacher actions, and
teacher judgments and decisions by taking into
consideration theories of learning, understandings of
students and their needs, and the backgrounds and interests
of individual students.

29
Adult Learning
 Lorge focused on adults’ ability to learn rather than
on the speed or rate of learning (that is, when time
pressure was removed), adults up to age seventy did as
well as younger adults.
Andragogy
 In 1968, Malcolm Knowles proposed “a new label and
a new technology” of adult learning to distinguish
it from pre-adult schooling

30
Andragogy (Malcolm Knowles)
Andragogy is the art and science of helping adults
learn:
 Adults desire and enact a tendency toward self-
directedness as they mature
 Adults’ experiences are a rich resource for learning.
They learn more effectively through experimental
activities such as problem solving
 Adults are aware of specific learning needs generated by
real life
 Adults are competency-based learners who wish to apply
knowledge to immediate circumstances
A climate of mutual respect is most important for
learning: trust, support, and caring are essential
components. Learning is pleasant and this should be
emphasized.

31
Principles of adult learning
 Autonomous and self- directed
 Life experiences and knowledge
 Goal- oriented
 Relevancy- oriented
 Practical
 Respect

32
Adult Education is more effective
when it is experience centered,
related to learner’s real needs
and directed by learners
themselves.

33
The Learner
 The learner is dependent
upon the instructor for all
learning
 The teacher/instructor
assumes full responsibility
for what is taught and how
it is learned.
 The teacher/instructor
evaluates learning
 The learner is self-directed
 The learner is responsible
for his/her own learning
 Self-evaluation is
characteristic of this
approach
Pedagogical Andragogical

34
Role of the Learner’s Experience
 The learner comes to the
activity with little
experience that could be
tapped as a resource for
learning
 The experience of the
instructor is most
influential
 Learner brings a greater
volume and quality of
experience
 Adults are a rich resource
for one another
 Different experiences
assure diversity in groups
of adults
 Experience becomes the
source of self-identify

35
Readiness to Learn
 Students are told what
they have to learn in order
to advance to the next level
of mastery
 Any change is likely to
trigger a readiness to learn
 The need to know in order
to perform more
effectively in some aspect
of one’s life
 Ability to assess gaps
between where one is now
and where one wants and
needs to be

36
Orientation to Learning
 Learning is a process of
acquiring prescribed
subject matter
 Content units are
sequenced according to the
logic of the subject matter
 Learners want to perform a
task, solve a problem, live
in a more satisfying way
 Learning must have
relevance to real-life tasks
 Learning is organized
around life/work situations
rather than subject matter
units

37
Motivation for Learning
 Primarily motivated by
external pressures,
competition for grades,
and the consequences of
failure
 Internal motivators: self-
esteem, recognition, better
quality of life, self-
confidence, self-
actualization

38
Andragogy vs. Adult Learning
 Knowles revise his thinking as to whether andragogy
was just for adults and pedagogy just for children.
 Between 1970 and 1980 he moved from an andragogy
versus pedagogy position to representing them on a
continuum ranging from teacher-directed to
student-directed learning.

40
 It is thirty years since Knowles introduced us to the
concept of andragogy as a new way of approaching
adult education.
 Much in the world has changed since that time, and
we all know that the rate of change seems to increase
every year.

41
Heutagogy
 Heutagogy, the study of self-determined learning, may
be viewed as a natural progression from earlier
educational methodologies – in particular from
capability development.

42
Heutagogy
 The concept of truly self-determined learning, called
heutagogy, builds on humanistic theory and
approaches to learning described in the 1950s.
 It is suggested that heutagogy is appropriate to the
needs of learners in the workplace in the twenty-
first century, particularly in the development of
individual capability.

43
The need for Heutagogy
This revolution recognizes the changed world in which
we live.
A world in which:
 information is readily and easily accessible;
 change is so rapid that traditional methods of
training and education are totally inadequate;
 discipline-based knowledge is inappropriate to
prepare for living in modern communities and
workplaces;
 learning is increasingly aligned with what we do;
 modern organizational structures require flexible
learning practices
 There is a need for immediacy of learning.

 Teaching Methods
 The term teaching method refers to the general
principles, pedagogy and management strategies used for
classroom instruction.
 Your choice of teaching method depends on what fits you
— your educational philosophy, classroom demographic,
subject area(s) and mission statement.
 Teaching theories can be organized into four categories
based on two major parameters: a teacher-centered
approach versus a student-centered approach, and high-
tech material use versus low-tech material use.

Methods of Teaching:
Way of facilitation of learning.
Teaching methods can be divided into two types
1. Conventional methods:
2. Modern methods:
Conventional methods:
Lecture method
Dialogue mode
Discussion method
activity method.

Modern methods:
a) Project method:
John Dewey, American philosopher cum educator. Laid stress on providing different
kind of rich experience to children.
It is characterized by high level student activity, enthusiasm, interest and
commitment.
Philosopher Propounded: John Dewey
According to Parker – A project is a unit of activity in which pupils are made responsible
for planning and purposing.
According to W.H. Kilpatrick ‘A project is a whole – hearted purposeful activity
proceeding in a social environment.

Principles underlying project Method
Principle of Sociability
Principle of Unity
Principle of Correlation
Principle of Interest
Principle of Freedom
Principle of Reality
Principle of Purpose
Principle of Experience
Steps of Project Method
Providing a situation
Choosing and purposing
Executing
Evaluating
Recording

g) Discovery method: problems are given to discover something,
Students be given more opportunities for independent study projects to arrive
generalizations.
b) Problem solving method: Teacher and pupils attempt in a conscious,
planned and purposeful effort to arrive at some solution. There are two
procedures in problem solving.
Inductive
and Deductive

Inductive –Deductive Method
In inductive method of teaching the pupils are led from
particular instance to general conclusion. In this method the
concrete examples are furnished to students who derive
certain conclusion on its basis.
Deductive Method
It is reverse of inductive method. In this method rules,
principles and generalizations are provided to the students
and then they are asked to verify them with the help of
particular examples.
The students
Rules, Laws,
Principles etc.
Examples
Illustrations
Verifying

Based on the size of the group, teaching methods are classified into,
Large group small group
teaching method teaching method
Lecture, Demonstration, Group discussion, Role playing,
Seminar, Panel discussion, Brainstorming, Project method,
Team teaching. Simulation and Tutorials.

Teaching methods
 Lecture Method – Teacher centered
 Demonstration Method
 Seminar – Structured group discussion that may follow a
format lecture
 Planning
 Organizing
 Presenting
Panel Discussion – Two or More speakers discuss on a topic
and Present it to the group of students and can raise the
question.
Team Teaching – Team work of Two or more teachers
Project approach:

 Small Group Teaching
Teacher is able to give individual attention
More actively participate in learning
Two-way communication
Objectives can be realized

Group discussion – Exchange of ideas
Simulation
 Presenting a problem or Event in a simulated
condition-micro teaching
 Presentation made as near as possible to real
situation
 Ex – Mini working model of an Aeroplane is used
to train pilots.
 Modification of student Behaviour.
 Helping students to assume new roles in the
future.

Role Playing –
 Laboratory method of Instruction, Involving dramatization of a
situation by Two or more students under the guidance of a teacher
with specific purpose – in a problem situation
 Ex – The adolescent boy who has problem of adjustment at home with
his parents and sisters.
 Could play a particular incident
 This creates awareness.
Buzz group technique
 It is a patent (open) discussion group technique with a high degree of
student involvement
 Dividing class into sub groups of 6 or 7 in each discussion leader for
each sub group
 Active participation of students – goal oriented

Brainstorming
 Basically designed to promote creativity.
 It is a discussion form which enables the group to do
Collective creative linking
 Time is limited to 3-5 min
 Every one allowed comment upon
 It leads to the generation of new ideas and approaches to the
study of the topics.

 Modern Approach to Learning
 emphasize importance of deeper conceptual
understanding by creating proper learning
environment. Necessary to recognize the importance
of building on learner's prior knowledge. And
reflection of what they have learnt and the contextual
importance of their knowledge.

Deep Learning
• Deep learning is based on the ability to relate ideas and
concepts to previous knowledge and experiences.
• Learners interpret their knowledge into interrelated
conceptual systems.
• Learners look for patterns and underlying principles.
• They evolve new ideas and relate them to conclusions,
dialogs through which knowledge is created and reflect
on their own understanding.
Value of Computers for Deep Learning
• Computers can represent abstract knowledge in concrete
forms and can articulate ideas in visual and verbal forms.
• Hence learners know how to manipulate and revise their
developing knowledge. Internet-based networks can
share and combine their ideas and understanding for
collaborative learning.

 Emerging Trends
 Humanity's accumulated knowledge is freely available on the
internet and is indexed and searchable.
 Flipped classrooms are becoming increasingly popular.
 On-demand tutoring, personalized course structure to meet
individual needs are becoming possible.
 Problem solving, curiosity, and innovation are the key to
effecting teaching and learning.
 Next Generation Education
 In not too distant a future, all good educational institutions will be
networked.
 Every student and teacher will possess a smart device.
 Extensive use of free open knowledge resources will enhance the
up gradation of knowledge, acquiring new knowledge and lifelong
learning. Incentives will be available for investments to develop
high- quality educational content.

An Innovative Learning Scheme
 IQWST (Investigating and Questioning our World through
Science and Technology) is meant to transform adolescents into
scientists,
 This scheme was developed over a decade by science education,
literacy, and learning science specialists from the University of
Michigan, Northwestern University, Michigan State University,
and the Weizmann Institute of Science. Israel, supported by
funding from the U.S. National Science Foundation.
Typical Units of IQWST
 Chemistry 1: How Can I Smell Things from a Distance'
 Chemistry 2: How Can I Make Ness Stuff From Old Stuff?
 Chemistry 3: How Does Food Provide My Body with Energy?
 Earth Science 1: How Does Water Shape Our World?
 Earth Science 2: What Makes the Weather Change?
 Earth Science 3: How Is the Earth Changing?
 Life Science 2: What's Going On Inside of Me?
 Life Science 3: Why Do Organisms Look The Way They Do?

HILT- Harvard Institute for learning and Teaching
 HILT's mission is to catalyze innovation and
excellence in learning and teaching at Harvard.
Four sub-goals were developed in HILT's inaugural year:
 Building on Harvard's strengths in teaching and
learning;
 Meeting the educational needs of students (both
technological and pedagogical);
 Strengthening the science of learning; and
 Developing a robust network at Harvard around
teaching and learning innovation.
(www.hilt.harvard.edu)

 Class Room Environment
 Having seen the variety of new approaches to teaching
and learning, it is important to recognize the crucial
role of the class room environments.
 These include proper acoustics(auditory), comfortable
room temperature, adequate lighting, suitable
furniture, sufficient number and size of black
boards, other teaching aids such as projectors,
screens, laptops and adequate number of power
outlets.
 Teaching Innovations
 There are very many innovative methods of teaching such
as reciprocal teaching, using MOOCs constructively,
adopting flipped class rooms, collaborative learning
and so on.

Reciprocal Teaching
 Reciprocal teaching means a dialogue between teachers
and students for jointly constructing the meaning of
text.
 It is designed to enhance comprehension by enabling
students to take on a more active role in discussing their
texts.
 improving both comprehension and in-class
interaction.
 In this context, teacher credibility is a critical factor in
students' achievement.
 Students are highly perceptive about knowing which
teachers can make a difference to their learning. Instilling
confidence through credible teaching will give the
students reassurance and confidence to invest in the
lesson's content.

 Adopting Flipped Class Rooms
 Students study a topic at home by watching a video prepared or
set by their tutor in advance of their regular lesson.
 It provides the opportunity, for them to ask questions and platfom
practical activities under their teachers guidance.
 Flipped learning allows for a much more interactive lesson, with
the teacher helping students when they are stuck. It's sometimes
also called 'inverted classroom', or 'reverse teaching'.
 Virtual Learning Environment
 VLE is an online system that allows teachers to share educational
materials with their pupils via the web. Examples include
Moodle, WebCT.
 It opens up an infinite number of channels in the format of
forums, discussion threads, polls, surveys — instant feedback
either as a group or individually. In VLE students can hand in their
assignments through secure virtual `hand-in' folders. It can
feature Embedded content such as YouTube which can be
embedded in the homepage

 Collaborative Learning
 Collaborative Learning encourages team work and
mutual support. it can bring a competitive
dimension to learning which can motivate students
to strive harder for results.
 It exposes them to other people's thought processes
and problem solving abilities.
 Because the answer isn't supplied by the teacher or a
textbook - they have to work it out for themselves.

 This is new environment also involves a change in the roles
of both teachers and students.
 The role of the teacher will change from knowledge
transmitter to that of learning facilitator, knowledge
guide, knowledge navigator and co-learner with the
student.
 The new role does not diminish the importance of the
teacher but requires new knowledge and skills.
 Students will have greater responsibility for their own
learning in this environment as they seek out, find,
synthesize, and share their knowledge with others.
 ICTs provide powerful effete tools to support the shift to
student centered learning and the new roles of teachers
and students.
Shifting role of the teachers in present scenario

 The teacher plays an important role in shaping and
moulding the personality of a child.
 The success of student depends essentially upon the
competence of the teachers, their sense of dedication and
their identification with the interests of the students
committed to their care.
1. Encourage Thinking:
 Teachers are being challenged to utilize new approaches
and methods in an effort to improve learning outcomes:
They have to seek improved ways of teaching by developing
new programmes and instructional strategies such as
enquiry approaches, Simulation games, computer
assisted instructions and programmed learning material.

2. The information Provider
 A traditional responsibility of the teachers is to pass on to
students the information, knowledge and understanding
on a topic appropriate at the stage of their studies.
3. The Role Model
 The teacher should model or exemplify what should be
learned. Students learn not just from what their teachers
say but from what they see in the practice and the
knowledge, Skills and attitudes they exhibit.
4. Teachers as a Facilitator
 The key role of teacher is as a facilitator and a support to
ensuring, learning. Teacher is the one who facilitates
learners to realize their potentials, articulate their
personal and context specific experiences in ways that are
acceptable in the wider context of our nation.

5. Teacher as a Participant in the Learners Efforts
 Teachers have to recognize that in a learner centered
situation curriculum evolves and is not pre-designed
teacher is merely prepared for providing possible supports
in the process of learning.
 Every subsequent learning situation cumulatively provides
better insight to teacher in discerning learner needs and
creates pool and identities varied learning supports.
 In this sense. Teacher is a participant in the learner's efforts at
evolving learning experiences and helping to develop
programme for learning.
6. Teacher to Find his Own Teaching Style
 There is no one method that is effective in causing all
learners to learn in similar ways.
 Each teacher has to find one's style of teaching through
perceptive practice.

7. Recognize Himself as a Professional
 Teacher needs to recognize himself or herself as a
'professional'. S/He should be endowed with the
necessary knowledge, attitude, competence, and
commitment, and enthusiasm, spirit of seeking
new ways and means, capable of reflection and
sensitive. S/He should he perceptive not only to the
learners and the institution but also to the emergent
concerns in the larger social perspective within
which one function.
8. Teacher's Sensitivity to Student's Needs and
Problems
 One of the most important characteristics of good
teacher is the ability to identify student's problems
and needs.

Every Tom, Dick and Harry can't teach,
Teaching requires passion and it’s a mission

Thank You
Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga
jkdange@gmail.com
http://jkdange.blogspot.com

Imperatives of reforming Teaching-learning process at Higher Education

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Imperatives of reforming Teaching-learning process at Higher Education

Similar to Imperatives of reforming Teaching-learning process at Higher Education (20)

More from jagannath Dange

More from jagannath Dange (20)

Recently uploaded

Recently uploaded (20)

Imperatives of reforming Teaching-learning process at Higher Education