WELCOME TO FEEDBACK ON USAID In-STEP PHASE-1 PROGRAMME 2 nd April 2014

WELCOME TOFEEDBACK ON USAID In-STEP

PHASE-1 PROGRAMME 2nd April 2014

By Dr. DEEPA RANI SAHOO D.I.E.T., NALANDA (BIHAR)

CORE-LEARNING CLASS AND COURSES IN ASU Facilitator and friend in need

Professionally learning community

and its dimensions Self- realisation Hippocratic oath & its co-relation

with other courses

Co- relation of proposal with supportive classes To pen down gist of understanding

Co-relation of theory with practice

On-line assignment with date of

submission Educational values for every visit

CORE-LEARNING CLASS AND COURSES IN ASU CONTD…

Positive , timely & specific feedback Patience Flexibility Critical analysis Assessment and documentation

Construction of knowledge

CORE-LEARNING CLASS AND COURSES IN ASU CONTD.

LEARNING FROM McREL Creating the environment for

learning Helping students develop

understanding Helping students extend and apply knowledge Home work meant for practice Practice makes one perfect Aim with clear objective Timely and specific feedback

TEACHING-LEARNINGBEFORE PROGRAMME AFTER PROGRAMME1. Rote Learning2. Philosophising the concept3. Focus on definition

4. No clarity of objective

1. Construction2. Critical Analysis

3. Focus on concept clarity4. Clear Objective

5. No scope for clarity of doubts 6. Instructional method7. Attention on certain learner8. No time manegment9. No space for innovation

5. Scope for clarity of doubts6. Interactive method

7. Equity

8. Time management9. Space for innovation

TEACHING- LEARNING CONTD…

10. Almost no relationship between teacher and learner 11. Uncongenial Environment

12. Ill planned lessons13. Periodical evaluation14. No documentation

10. Relationship between teacher and the taught

11. Congenial Environment12. Planned lessons13. Continuous evaluation 14. Documentation

TEACHING- LEARNING CONTD.

DDIET NALANDA - INSTRUCTIVIST CLASSROOM

DIET NALANDA - CONSTRUCTIVIST CLASSROOM

5. No vision6. Good content knowledge7. Subject scholar8. Administrator9. Inexpert decision10. Fixed mindset11. Individual learning

5. Clear vision 6. Good practitioner of knowledge7. Practitioner8. Academic leader9. Expert decision 10. Growth mindset11. Collaborative learning

MY ASSUMPTION OF A TEACHER CONTD.

12. Prompted to get good marks 13. Promote rote learning 14. Take time of students15. Expect perfection from students16. Teacher centered approach

12. Facilitating to get good marks 13. Promote knowledge construction 14. Make time for students15. Respect their students16. Child centered approach

MY ASSUMPTION OF A TEACHER CONTD.

FACTORS TO PROMOTE CHANGE Change -a process , not event Needs Good Leadership Planning with implementers Need to respect others voices Needs continuous effort Need team effort Need Training / Workshop

FACTORS TO PROMOTE CHANGE CONTD. Analytical planning Evidence based decision Supportive to act as synergy Shared values and vision Leaders circle of influence Entry behaviors need attention Spark from emotion not

information

KEY FEATURE OF TEACHING- LEARNING PROCESS

Learner centeredInteractive processInnovative StepsPracticable & flexibleCreativity / construction

of knowledge

ENVIRONMENT MAKING / EQUITY / INDIVIDUAL IDENTITY

Cleanliness of the Campus Gardening in the Campus Games for Students Photo with contribution in the assembly

on birthdays Students with 100 % attendance Faculty members of the month Staff of the month Thanks tree –On 8th March Thanks tree – On 5th September

CO-TEACHING Two or more people sharing

responsibility Shared planning, instruction &

evaluation Creative way to support to co- partners Develop trust among co- partners Help constructive way to handle conflict Co- ordinate to achieve the common goal Dual role—teacher & learner, expert &

novice, giver & recipient of knowledge & skill

Positive interdependence with individual accountability

BENEFITS OF CO-TEACHING Professional development by support &

pressure Reduces Student – teacher ratio Improves programme intensity Individual accountability Positive interdependence Support with pressure Shared vision shared responsibility Flexibility Improves communication skill

CO-TEACHING, CAUSING PARADIGM SHIFT FROM:- Teacher centric to learner centric Fixed design to flexibility Teacher guidance & monitoring to

facilitator & supporter Passive recipient to active participant Knowledge- as given & fixed to as evolve

and created Disciplinary to multidisciplinary Linear to divergent focus Short & few appraisal to multifarious &

continuous

RUBRIC FOR PRESENTATION OF CO- TEACHING

Parameter Scale1. Pre knowledge assessment

0, 1, 2, 32. Objective3. Participation4. Involvement5. Activity6. Students understanding

RUBRIC FOR PRESENTATION OF CO- TEACHING CONTD……

Parameter Scale7. Co- teachers participation

0, 1, 2, 38. Timing for steps9. Revision 10.Quarries answered11.Construction of knowledge

Thank you….