Teaching
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The document discusses the craft of teaching and effective teaching strategies. It outlines the PAH continuum model of pedagogy, andragogy, and heutagogy. It emphasizes the importance of intellectual excitement, interpersonal rapport, understanding how students learn, starting lessons from the student perspective, and facilitating self-managed learning. The document also identifies exemplary teaching traits like subject expertise, clarity of communication, and enthusiasm, and warns against practices like inadequate preparation, boring lectures, and disrespecting students.
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Teaching
- 1. The Craft of Teaching The Craft of Teaching
- 2. Teaching is a profession and a craft that we have to master
- 3. Creating a Learning process with Learners and Resources in context
- 4. Craft of teaching revolves around
- 6. PAH continuum P - PEDAGOGY
- 7. PAH continuum P – PEDAGOGY A – Andragogy
- 8. PAH continuum P – PEDAGOGY A – Andragogy H - Heutagogy
- 9. P – PEDAGOGY Teacher in control where cognitive processes produce subject understanding
- 10. A – ANDRAGOGY Andragogy as teacher learner negotiation in the community
- 11. H – HEUTAGOGY Self directed creative learning where context shaping produces new ideas
- 12. P A H Teacher School Teacher/ Learner Learner Research Cognition Epistemic Cognition Meta-Cognition Adult
- 13. This means negotiating the purpose of LEARNING
- 15. We must support and encourage networked learning &… KNOWLEDGE CREATION
- 16. alls
- 19. Self - organize
- 20. To IGNITE PASSION FOR LEARNING
- 21. “ It makes no sense to decide how one is going to teach before one has made some study of how people learn .” WHEN TEACHING BECOMES LEARNING and yet... Most of our efforts are planned for teaching rather than for learning.
- 22. The teachers astonishing delusion We think we can take a picture, a structure, a working model of something constructed in our minds out of long experience and familiarity, and by turning it into a string of words or actions transplant it whole into the mind of someone else…”
- 23. Changing Paradigm.. From … Teaching Learning Lecturing/listening Active engagement Individual effort Group effort Subjects Inter disciplinary Facts Problem-solving Sage on the stage Guide on the side Spoken/written info All resources
- 24. Understand the magnitude of the changes you want - WHAT SORT OF LEARNING? Show genuine curiosity towards how students think and do things. START WITH THEM Understand that students learn new things and concepts in different ways but there are some basic structures/principles DEFINE YOUR ROLE, DON’T ASSUME IT
- 25. Inadequate preparation Boring lectures Inability to communicate Sarcastic and degrading attitude toward students No awareness of how student learn No concern for the intellectual needs of the students Lack of practical application Presentation of material at too high a level HORRIBLE TEACHING
- 26. Intellectual Excitement Subject Expertise Self Organized / Disciplined Clarity of Communication Engaging Presentation Enthusiasm Interpersonal Rapport Interest in students as individuals Interest in students’ learning Receptive to students’ preferences EXEMPLARY TEACHING
- 27. Intellectual Excitement is about ..
- 28. Enthusiasm
- 29. Knowledge
- 30. Inspiration
- 31. Dedication
- 32. Punctuality
- 33. Organization
- 34. Tolerance
- 38. ABOVE ALL
- 39. ROLE MODEL
- 40. Learning Model that Maps Intellectual and Interpersonal traits Intellectual Excitement Interpersonal rapport 1.Inadequate 2. Marginal 4.Socratic 7. Exemplary Facilitator 9. Complete Exemplar 8. Exemplary Lecturer 6. Intellectual Authority 3. Adequate 5. Competent
- 41. Implications for Faculty Both Intellectual excitement and Interpersonal rapport are required for excellence in teaching.
- 42. Compendium of Learning Principles Develop a structured hierarchy of content. Prepare your lectures. Ensure that the student is active and learning. Practice and provide feedback. Have positive expectations of students. Provide means for students to be challenged yet successful
- 43. Individualize the teaching style. Never pass derogatory remarks. Ask thought-provoking questions. Be enthusiastic and demonstrate the joy of learning. Encourage students to teach other students. Be Extremely careful about what you are doing. Separate teaching from evaluation. Compendium of Learning Principles
- 44. TEACHING / LEARNING CRIME
- 45. AVOID IT..
- 46. Don’t talk about your irrelevant experiences. Practice what you preach. Never Assume anything about the learner. Dress properly Respect your profession Show your concern Respect TIME, Don’t WASTE – students understands your wastage mechanism (FIRING) SINCERELY BE R E G U L A R TEACHING / LEARNING CRIME
- 47. SCAFFHOLDING “ The most important single factor influencing learning is what the learner already knows; ascertain this then you can determine where the gaps are and teach him accordingly”
- 48. SCAFFHOLDING “ Establish what meanings and concepts the learner has already generated from their backgrounds, abilities and experiences and then find ways of helping them generate new meanings and concepts. This is where learning starts.”
- 49. NOT INTERESTED..
- 50. WHERE WE LACK AS TEACHERS..
- 52. Probably we are NOT Open minded
- 53. Probably we OPTED for this profession NOT by choice BUT by compulsion
- 54. OR We DON’T LIKE OUR PROFESSION..
- 55. Leading to
- 56. BURNOUTS
- 58. STRESS BURNOUT
- 59. STRESS BURNOUT Difference
- 62. resulting in lost hours of Productivity
- 65. STOP PISSING Your COLLEAGUES
- 69. ABOVE ALL listen to others
- 70. SLEEP Well..
- 71. And be self directed
- 74. Do Your STUFF
- 75. SUPPORT each other DON’T PULL each other
- 76. Celebrate WHAT it means to be a TEACHER / MENTOR
- 79. REMEMBER.. to ACCEPT the FACTS….
- 80. You are here Because of
- 82. NEVER Think that you are OBLIGING by TEACHING them
- 83. Rather the WE should feel OBLIGED
- 85. ACCEPTANCE as their GURU
- 86. ACCEPTING… The FACTS
- 87. We all are NOT as Good As we think we are WHY?
- 88. ELSE we all MUST be At TOP B Schools IIMs, IIT and NIT
- 89. STOP BLAMMING STUDENTS…
- 90. They are NOT GOOD ACADEMICALLY we all know that We have admitted them
- 91. We have the moral obligation to train them
- 92. AND
- 93. If they all were GOOD Then they would Not be with us
- 94. ELSE they all MUST be At TOP B Schools IIMs, IIT and NIT
- 95. ACCEPT The REALITY
- 96. We are not obliging our students, rather they are obliging us by accepting the way we are…
- 97. THINK NOW BEFORE IT GETS TOOOOO LATE
- 99. Thank You! You can reach me at: [email_address]