Faculty Development Program (FDP)
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Transcript of Faculty Development Program (FDP)
Faculty Development Programme
Academic Delivery
Performance with Purpose
What If?
What Next?
Contact : Dr. N. Asokan
[email protected] | : 9445191369
Resource Person
22 years of experience in the development of sound Educa�onal Ins�tu�onsTaxonomy of Teaching, Learning and AssessingFaculty Development Programmes
Educa�onPh.D in Material Science –Engineering Educa�on, Faculty of Engineering& Technology, 2007, University of Madras, Chennai.
M.E., Materials Science, Dept.of Metallurgy, 1991, Regional Engineering College, Trichy 620015.
M.ScPhysics with Electronics, 1987, Na�onal College, Trichy 620001..Industry ExperienceHeavy Alloy Penetrator Project(Min.of Defence), Trichy
Lakshmi Precision Screws Ltd, Rohtak, Haryana.
STAR HR & Training Services Pvt Ltd, Chennai .(Cap�ve Talent Sourcing Company of ETA‐ASCON & ETA STAR, Dubai)
Execu�ve LeadershipTeam BuilderIns�tu�on BuilderChange Leader Life Long Learner.
Former Principal VelTech Group of Ins�tuions, ChennaiMount Zion College of Engg. & Tech Puduko�aiSAMS College of Engg. & Tech , ChennaiSree Sastha Group of Ins�tuions, Chennai Dr. N. Asokan
TABLE OF CONTENTS
Taxonomy Evaluation Micro Teaching Performance Excellence
01 02 03 04INTRO
07 08 09 10SystemTeaching
Pages 2-4 Page 7 Pages 8-11 Pages 12-13 Page 19
Page 15 Page 20
2020
05
College of Tomorrow
Pages 16-17
06
EthicsValues
Page 14
11
Page 23
Research Issues
12
Page 24
HighlyEffec�ve Teacher
Leadership Books
Page 22
TeacherManagerLeader
Page 21
Tamil Nadu Agricultural University, Coimbatore
ManonmaniumSundaranarUniversity, Tirunelveli
ISTE- Working Professional Learning Project
AVC College ofEngineering, Mayiladuturai
Vel TechGroup ofInstitutions, Chennai
Sree SasthaGroup ofInstitutions, Chennai
Alpha College of Engg.&Tech,Chennai
Surabi Polytechnic College, Namakkal
AMK Polytechnic College, Chennai
STAR HR & Training Services PVT Ltd, Chennai
MIET Group ofInstitutions, Trichy
JNN College of Engg.&Tech,Chennai
Sudharsan Engineering College, Pudukottai
Balaji Institute of Engg & Tech.,Chennai
SAMS College of Engg.&Tech,Chennai
PITSThanjavur
700 Teachers Learned
Kalasalingam UniversityMountZion College ofEngg & Tech Pudukottai
ETA/ETA ASCONDubai
EnggDiplomaNursingManagement
EnggDiplomaNursingEducation
EnggArts &Science
1
Mahathma GandhiInsti. TechnologyPudukottai
We are losing the battle for the
imagination of our youth with
existing education system. As we
t h i n k a b o u t t h e p l e t h o r a o f
challenges and opportunities, it is
important , to remember that
students are driven by passion,
curiosity, engagement, and dreams.
I t ’s based on facult ies ’
capabilities, their reliability,
the i r learnabi l i ty , the i r
strengths, and their talents.
T h e F a c u l � e s , E d u c a � o n a l Administrators Managers, Leaders a n d d e c i s i o n m a k e r s o f a n educa�onal ins�tu�ons are most welcome to par�cipate.
It is more important that students are
distracted by every hour of the
waking day through electronic
gadgets, mass media, purposeless,
meaningless and insignificant peer
conversation.
There is a need for a dramatic and
fundamental transformation of the
educational process.
It requires healthy life style, warm
relationships, intense focus, fanatic
discipline, and incisive thinking to
effectively garnering attention and
holding interest for gadget –friendly
world.
Genesis2
Issues and Concerns of Teachers
? What is important for students to learn in the limited classroom �me available?
? How does one plan and deliver
instruc�on that will result in high levels of learning for large number of students?
? How does one select or design
assessment instruments and procedures that provide accurate informa�on about how wel l students are learning?
? H o w d o e s o n e e n s u re t h at ob jec�ves , inst ruc�on, and assessment are consistent with one another?
To help teachers systema�cally plan a way of effec�vely facilita�ng students’ learning.
To help teachers translate standards into a common language for c o m p a r i s o n w i t h w h a t t h e y personally hope to achieve, to present the variety of possibili�es for considera�on.
To help teachers analyze their o b j e c � v e s , i n s t r u c � o n a n d assessment.
Determine the alignment of objectives, instruction and assessment
3
Performance with Purpose
Our career, indeed our life, has a
purpose. When we are working within
our purpose, we are happy and have a
good chance of “being in the zone”. We
may be aware of our purpose or we may
be seeking purpose. We may be
conscious about the purpose or we may
be unaware of it.
Performance with Purpose will help to be
compe��ve and profitable today and
tomorrow. We are determining how to
best focus our efforts, in order to have
the greatest impact. As with any complex
ini�a�ve, it's important to be flexible and
responsive to a changing world. Change
is “absolutely necessary” and will
happen.
A top priority for us will be to refocus the energy of the organiza�on, energy of an individual, on our purpose and on the performance necessary to accomplish it
How many wise decisions we take per day to fulfill the purpose?
quartz
1
2
3
45
6
7
8
910
Performance for the day: Thousand of �ny choices,
in an endless procession, that confronts us every minute, unable to intellectualize, compelled us to react ins�nc�vely
(decisions), follows the path of least resistance.
Performance defined as any outcome that is deemed valuable by either an
external or internal customer
4
INSTRUCTIONAL OBJECTIVES
Syllabus | Course | Programme Educational objectives : NAAC / NBA
Instructional objectives are statements, which communicate in behavioural terms the expected performance of the students at the end of instruction.
Learning should result in a change in the behaviour.
Behaviour refers to any observable activity displayed by a learner.
Instructional objectives are written in behavioural terms and therefore these are known as “Behavioural Objectives”.
They should specify what the learner will be able to do on completion of the learning
Objectives must be stated in terms of learner’s terminal behaviour.
5
Learning Outcomes
Gains a more complete understanding of Objectives.
Make decisions about what is worth teaching in the classroom.
Make better decisions about how to teach and assess in terms of the objectives.
Enrichment in the learning, teaching, and assessing competencies.
Expand the capacity of individual and Organization for Best Performance
Makes working environment and life easier
6
Taxonomy for Teaching Learning, and Assessing
Cogni�ve ProcessKnowledge Dimension
Factual knowledge
Conceptual Knowledge
Procedural Knowledge
Meta‐Cogni�ve Knowledge
Knowledge: “Historically shared knowledge” that defines the subject ma�er of a par�cular discipline. It is not sta�c; Changes are made as new ideas and evidence are accepted by the scholarly community. The term Knowledge to reflect our belief that disciplines are constantly changing and evolving in terms of the knowledge that shares a consensus of acceptance within discipline.
Cogni�ve Process: It means paying a�en�on to relevant incoming informa�on, mentally organizing incoming informa�on into a coherent representa�on and mentally integra�ng incoming informa�on with exis�ng knowledge.
7
BASIC CONCEPTS OF EVALUATION
• Evaluation may be defined as a systematic process of determining the extent to which instructional objectives are achieved by students.
• Evalua�on includes both quan�ta�ve and qualita�ve descrip�ons of student behaviour plus value judgements concerning the desirability of that behaviour.
Quantitative description of student’s pe r f o rmance (Measu remen t ) AND / OR
Q u a l i t a t i v e d e s c r i p t i o n o f s t u d e n t ’ s p e r f o r m a n c e ( N o n - m e a s u r e m e n t )
+ VALUE JUDGEMENTS
Evalua�on =
8
An achievement test is an instrument designed to measure the
degree to which a student has a�ained the objec�ves of
instruc�on. So achievement tests can be administered for all
the subjects included in the curriculum at regular intervals of
�me or towards the end of each unit and even towards the end
of each semester.
ACHIEVEMENT TEST
TABLE OF SPECIFICATIONS: A test of achievement is a test of student’s ability to display desired behaviour in relation to a specific subject or content area. Therefore, the two important aspects that we should specify for an achievement test are:
the type of things the student should be able to do (i.e. ABILITIES)
the subject matter in which (s)he should be able to do them (i.e. CONTENT)
By analysing both of these for a particular situation, it is possible to produce a Table of Specifications for the test. This is a two way-chart, which relates CONTENT and ABILITIES by assigning suitable weightages for testing purposes.
9
WRITING OBJECTIVE TEST ITEMS
To a p p r e c i a te t h e i m p o r t a n c e o f constructing test items To construct good quality matched response and multiple- choice items. To confirm whether a given selection type item satisfies all the rules and guide lines. To edit and modify a given item
Comple�on Items
True/False Items
Matched Response
Mul�ple Choice Items
10
STRUCTURED ESSAY QUESTIONS
To apply the principles of construc�on and scoring of structured essay ques�ons.
To dis�nguish between objec�ve type items and essay ques�ons by sta�ng the six differences between them.
To list the five guidelines for scoring the answers to essay tests. To modify the given open ended ques�on into a structured essay ques�on.
To list the eight rules for construc�ng structured essay ques�ons
To state the need for structured essay ques�on in the evalua�on process.
11
PLANNING FOR TEACHING
Course Plan, Unit Plan, Lesson Plan, P r e ‐ r e q u i s i t e k n o w l e d g e ,S t r u c t u r e d S t a ff s y l l a b u s , M a p p i n g o f t o p i c s a n d s u b j e c t s , and Course File
Dis�nguish between Macro Planning and Micro Planning
Iden�fy Units of Instruc�on in a given syllabus
Prepare a Course Plan for a given course
Prepare an Unit Plan for a given Unit of Instruc�on
Dis�nguish between the Phases of ‘Cogni�ve Lesson’ and ‘Skill
Lesson’
Iden�fy the ac�vi�es of the teacher and the students in the
various phases of a lesson
Prepare a Lesson Plan for a given set of Cogni�ve Objec�ves
Prepare a Lesson Plan for a given set of objec�ves in the
Psychomotor Domain
State the eight reasons that necessitate planning for teaching
712
MICRO TEACHING
Micro–teaching with peers is a simulated experience.
Simula�on is by defini�on “ar�ficial”.
Simula�on involves role playing.
Micro‐teaching is a teacher training procedure which allows the teacher to prac�ce a specific teaching skill by presen�ng a small lesson to a small group of students (his own peers) with an opportunity to observe the performance on video tape.
The teacher teaches a class of 4 to 5 students for a dura�on of 5 to 10 minutes. The number of instruc�onal objec�ves will be just one or two.
It is followed up by discussion and lesson cri�que.
13
Human Values and Ethics
Maslow’s Hierarchy of Human Needs,
Beliefs,
Limiting Beliefs,
Values,
Moral Values,
Human Values,
Ethics,
Moral Dilemma,
Growing Mindset
14
System Thinking
The educational system is very complex system consists of many
variances, unknowns, and uncertainties. Complexity can easily
undermine confidence and responsibility.
System thinking is a discipline for seeing the “structures” that
underlie complex situations. As we enter the “age of
interdependence”, humankind have the capacity to create far
more information than anyone can absorb, to foster far greater
interdependence than anyone can manage to accelerate
change faster than anyone’s ability to keep pace.
System thinking forms a rich language for describing a vast array
of interrelationships and patterns of change. Ultimately, it
simplifies life by helping us see the deeper patterns lying behind
the events and details.
Concepts include: Definition, Different systems, Learning disabilities, Prisoners of the system, Laws of system thinking, Systems archetypes, Personal mastery, Mental models, Shared Vision, and Team learning.
15
College of Tomorrow
There is a need for a drama�c and fundamental
transforma�on of the educa�onal process. It’s based
on facul�es’ capabili�es, their reliability, their
learnability, their strengths, and their talents. It
requires healthy life style, warm rela�onships,
intense focus, fana�c discipline, and incisive thinking
to effec�vely garnering a�en�on and holding
interest for gadget –friendly world.
The College of Tomorrow is to make professional
courses a�rac�ve and fully engaging, making
colleges exci�ng, crea�ve, adventurous, rigorous,
demanding and empowering milieu, to listen, learn
and lead to innova�ons that will keep us free, secure,
healthy and thriving in a vibrant economy.
16
Visionary ExerciseWith an increasingly mobile society, cynicism about corporate life, and an expanding entrepreneurial segment of the economy, organiza�ons need more than ever to have a clear understanding of their purpose in order to make work meaningful and thereby a�ract, retain, and mo�vate outstanding people. Organiza�ons will need to draw on the full crea�ve energy and talent of their people.
Purpose (Mission) captures the soul of the organiza�on. Purpose gets at the deeper reasons for an organiza�on’s existence beyond just making money. Vision has become one of the most overused – and less understood‐ word in the language. The word vision conjures up all kinds of i m a g e s . We t h i n k o f o u t s t a n d i n g achievements. We think of audacious, exhilara�ng goals that galvanize people. All of us know vision is important, but what exactly is it? It can truly be said that happens un�l there is vision. But it is equally true that a vision with no underlying sense of purpose (Mission), no calling, is just a good idea – all “sound and fury, signifying nothing”.
MissionPosi�ve Vision
Nega�ve Vision Objec�ves
Core values Dialogue
Discussion Discovery Process
Crea�ve processProcess ques�ons
Culture, andAlignment
17
Overview of Successful Education
The twenty‐first century challenges professional educators to design teaching, learning and assessing process to strategically and holis�cally target students development, including cogni�ve, psychomotor, social and affec�ve domains.
It is the responsibility of the professional organiza�ons, teachers and ins�tu�ons to “ mould the students in terms of Knowledge, and Skill set to face the real prac�cal life in profession and in person” rather than saying “ it is your life lead it the way you want”
There has to be focus on teaching, learning, assessing and pedagogy as well as a learner‐centric approach where the teacher is the facilitator in the acquisi�on of knowledge and values and teaching in skills.
It is be�er to teach the students by understanding individual’s competency rather than wait for them to learn something from the world and then show them the right way to go about it. Core areas of educa�on, Mapping of core areas of educa�on, Lifelong Learning,
Limi�ng beliefs, Assump�ons and Thought, Power of powerlessness, Synchroniza�on, Knowledge, Skill, Talent, Values, Technology Competency, Change, Culture, and Quality of Life.
18
Performance Excellence:Road map to next level of excellence
Excellence" is an inner call a passion once we develop this as a HABIT as a behaviour you need no supervision.
Happiness is a by product of such performance.
The desire to excel is exclusive of the fact whether someone else appreciates it or not.
"Excellence" is a drive from inside, not outside. Excellence is not for someone else to no�ce but for your own sa�sfac�on and efficiency
An Organiza�on exists for a purpose and that purpose is performance
Fears, Needs and Focus, Homeostasis, Learning disabili�es, Personal Mastery, Likeonomics , Prac�cal Intelligence, Return on Luck, Skilled Incompetence, Storytelling, TASK to Mul�TASK, TRUST
19
Preparing Professionals of 2020 and beyond
Topics includes:
Several elements of educa�on system
An�cipated social and economic changes beyond 2020
An�cipated social and professional context beyond 2020
An�cipated skill sets required beyond 2020
An�cipated curriculum, teaching and learning paradigms
beyond 2020
The future is unpredictable and will be global. The engineer of 2020 and beyond will need skills to be globally compe��ve over the length of her or his career to become global ci�zen.
What fundamental and drama�cs transforma�on of the educa�onal process required for not losing the ba�le for the imagina�on of our youth? How to enrich and broaden engineering educa�on so that technically grounded graduates will be be�er prepared to work in a constantly changing global economy? What restric�ng of program, realloca�on of resources, refocusing of faculty, �me and energy required so that our educa�onal infrastructure can educate engineers prepared to tackle the challenges of future?
20
Teachers as Managers and Leaders (Getting people done through work)
• How to incorporate the revolu�onary
insights shared by great managers
everywhere.
• To discover what is unique and
universal about each person and
capitalize on it.
• To have the greatest impact possible
for the longest period of �me.
• Different approaches to managing
and leading people (students) wax
and wane.
• Each human’s nature is different.
Managers and Leaders must find a
mechanism to unleash each human’s
nature.
• To get the best performance from
your people, you have to be able to
execute a number of different roles
very well. You have to learn how to
steer them toward roles that they fit
them.
The three roles that are the most cri�cal if teachers are to achieve something significant in their life and then sustain and expand this achievement, namely the roles of Manager, Leader and Individual Performer.
Warren Bennis and Marcus Buckingham confirm that “Leadership accounts for, at the very least, 15 percent of the success of any organiza�on”. During the course of our life we will inevitably be exposed to all manner of op�ons, opportuni�es and pressures. The key to sustaining success is to be able to filter all these possibili�es and fasten on to those few that will allow you to express the best of ourselves.
Differences between Knowledge, Skill and Talent, Five Fears, Five Needs and One Focus, Three Levers, Twenty Percenters. Three Contenders, Focus on Strengths, Managing Weakness, Thirty four themes of Strength Finders, Performance Management.
Human beings are frustratingly complex
21
Leadership through booksWhat the great authors and think tanks thinking very deeply about
Changing and succeeding under any condi�ons
The role of thinking and feeling
Seek first to understand, then to be understood
The discipline of ge�ng things done
The art and prac�ce of the learning organiza�on
What the world's greatest managers do differently?
How winning companies build leaders at every level?
The mckinsey way
Why some companies make the leap . . . And others don’t?
Leadership in the era of economic uncertainty
The unexpected truth behind earning trust, influencing behavior and inspiring ac�on
How the mighty fall and why some companies never give in?
A rough economist explores the hidden side of everything
Go from being a good manager to being an extraordinary leader
Why some ideas take hold and others come unstuck?
How li�le things can make a big difference?
I am, because we are
Elephants can dance
…about great managing, great leading and sustained individual success
The power of thinking without thinking
Develop your talent and those of the people you manage
Uncertainty, chaos and luck‐why some thrive despite them all
Control your des�ny or someone else will
The new rules for ge�ng things done in difficult �mes
22
Issues Related to Research
Issues related to Guide – Student Rela�onship
Issues Related to Research scholars
Class Room Research
Research Outcomes from Great Books
Research Issues
and Concerns
Assume Nothing, Ques�on Everything, Start Thinking, Learn the Truth
23
24
Ineffec�ve Teachers
The effec�ve teacher is . . . . . . .
The effec�ve teacher does . . . . . . .
The effec�ve teacher thinks . . . . . . .
Six Beliefs about Learning and Teaching
Stumbling block of a new teacher
Low Expecta�ons Trap
Energizing and Empowering Experienced Teachers
Highly
Effective
Teacher
Born to Teach, Born and should not Teach, Should never have been Born
Mathematicsis
Mental weight trainingIt is a means to end (for most people), not an end in itself.
Through Math
exercises
you can
improve
your ability to
think logically
So that you can be
a better
Engineer, Mariner, Manager,
Leader, Architect, or Parent.
Intended Participants Teachers of
School Polytechnic EngineeringArt & Science
Educa�onal AdministratorsManagers, Leaders and decision makers of an educa�onal ins�tu�ons are most welcome to par�cipate.
Days1 | 3 | 5
Methodology Lecture Discussion
The course uses par�cipa�ve discussion, cases and prac�cal assignments to achieve the learning objec�ve.
Par�cipants are encouraged to bring their problems to the course with an objec�ve to learn through guided prac�ces and experience sharing
Guided Prac�ce
Contact : Dr. N. Asokan
: 9445191369
Sessions90 minutes
4 Sessions / Day