Quality education

02/18/15

QUALITY EDUCATIONQUALITY EDUCATION

Presented by:

Manmohan Joshi

02/18/15Quality Education by Manmohan

Joshi

Education:Education:

A process of effecting desirable changes in students’ behaviour

Direction of these changes determined by objectives of teaching


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Quality Education:Quality Education:

Supports a rights based approach to all educational endeavours

Based on the four pillars of education and provides skills for:

Learning to know Learning to live together Learning to do Learning to be


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Quality education……Quality education……

Views the learner as an individual, and educates to create individual competency in all four roles

Is locally relevant and culturally appropriate Is informed of the past, is relevant to the

present, and prepares individuals for the future


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Quality education……Quality education……

Builds: Knowledge Life skills Perspectives Attitudes & valuesProvides skills for employability Is measurable


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Curriculum FrameworkCurriculum Framework

Learning: function of doing undergoing & testing (includes acquisition of habits, skills &

appreciations)Emphasis on thinking skillsNeed to use Information technology


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Curriculum framework……Curriculum framework……

Quality of books/course material: To have clearly defined objectives To be kept up to date – based on: New information/knowledge Classroom experience Level of comprehension of learners Preparation and use of supplementary material Preparation of material in time


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Transaction of CurriculumTransaction of Curriculum

Planning:Term plan: distribution of units/sub-units: Teaching time Testing time Revision time Final examination timeDaily lesson plan


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Teaching MethodologyTeaching Methodology

We often teach as we ourselves were taught, rather than in the way we were trained to teach.

Many in higher education without trainingKnowledge of subject only not sufficient for

effective teaching


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Teaching methodology……Teaching methodology……

Many teaching skills common to all subjects:

Management of teaching environment Use of teaching material Communication and presentation skills Interpersonal skills Assessment


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Interactive teaching: Explore the links between teaching, learning and

formal assessment: How we learn Compare this with the way we teach Investigate our assessment methods – effect on the

quality of our students’ learning Encouraging to learn for the future – not for

examination alone


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Teaching methodology…….Teaching methodology…….

Interactive lectures: Make them meaningful experiences for

students Look at concentration spans How to activate students during breaks Presentation skills to maintain interest


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Learning, teaching and assessment: Ask yourself: How can we understand the learning needs of

students who are less able than we were? What makes students want to learn more and to

continue to do so? How can the relationship between learning and

assessment be strengthened? How to encourage better performance through

positive and constructive feedback?


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Lecturing: Ask yourself:

What are the ways of making lectures more interactive?

How can we improve our lecturing through student feedback?


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Teaching methodology…….Teaching methodology…….

Seminars & group discussions: They encourage students:

To compare their ideas with each other To give expression to their understanding of a

subject To develop skills in listening To draw out information To persuade others to their way of thinking To develop cooperation and teamwork


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Interactive teaching methodsInteractive teaching methods

Class discussion Whole group participates Teacher leads, coaches Discussion groups: Used for larger groups Reduces anxiety Structured for homogeneity or diversity Teacher to circulate to ensure effectiveness


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Interactive teaching Interactive teaching methods……..methods……..

Group projects: Teacher as consultant/facilitator Encourage skills in:• Interpersonal relationships• Negotiation• Teamwork


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Interactive teaching Interactive teaching methods……..methods……..

Peer teaching: Useful when great variance in levels of

learning Those who have mastered skill coach others Must ensure peer teachers are competent Can be used to master components of a task

– particularly useful for technical subjects


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Experiential teaching methodsExperiential teaching methods

Field/clinical: Provides real-life experience Student completes tasks while being

observed and/or reports back and receives feedback

Requires careful planning


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Experiential teachingExperiential teaching methods………. methods……….

Laboratory: Hands-on practice Good control by the teacherRole-playing: Useful for interpersonal skills Allows practice in lower-threat environment


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Experiential teachingExperiential teaching methods………. methods……….

Simulations/games: Facilitate practice in all areas Require well-structured materials Immediate feedback; highly interactiveDrill: Repetitions of tasks to build auto. Response Useful for lower cognitive domains


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Classroom InteractionClassroom Interaction

Critical thinking: students to think, speak & be listened to

Collaborative learning: encourage peer-to-peer interaction and cooperation

Value of group learning: student talk, listen, question, and so learn


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Classroom Interaction……..Classroom Interaction……..

Designing group tasks: Related to the course Related to subsequent testsTeacher’s role: Monitor unobtrusively Focus on what the group discovered and not

what teacher knows or thinks


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Interactive Classroom:Interactive Classroom:Encourage students’ interaction:Encourage students’ interaction:

Begin class with a controversy or problem.

Instead of: “We are going to cover this……”

Begin with: “ Here’s the question we want to

answer.” Use silence to encourage reflectionArrange and use classroom space to

encourage interaction


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Skilful QuestioningSkilful Questioning

As teachers we ask tens of thousands of questions that we already know the answer to!

The only point of asking questions is: To raise issues about which the teacher

needs information About which the pupils need to think


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Teachers use Questions for Teachers use Questions for many reasons:many reasons:

To provide students with an explanationTo allow students to use prior knowledgeTo check and correct, evaluate students’

understandingAs a classroom management strategy


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On the students’ part Q’s can:On the students’ part Q’s can:

Encourage students to review or revise work

Engage in active listening and thinking

Actively involve in learning process


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Teacher assesses efficacy of Teacher assesses efficacy of teaching-learning processteaching-learning process

Via questioning students learn more as they become active participants rather than passive observers.

Students are encouraged to understand rather than just receiving knowledge.


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Classification of QuestionsClassification of Questions

‘Open’ questions: designed to elicit more than one possible answer – a detailed response.

Ex: What do you think the world would be like if there were no cars?

‘Closed’ questions: designed to elicit just the required answer.

Ex: When was the Rustaq fort built?


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Quality of questionsQuality of questions

Questions should be: Clear Brief In a natural and simple language Thought provoking & distributed widely Having balance between ‘fact’ and

‘thought’ questions


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Effective questioning strategyEffective questioning strategy

Wait time: Students have opportunity to think before answering.

Students are encouraged to consult with their partner/group to formulate answer.

Teacher involves a number of students in the answer to a single question creating an opportunity for discussion, ex:

What do you think? Do you agree with the answer?


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Continued…..Continued…..

Appropriateness of questions; fitness for purpose

Quality and range of questions Opportunities for students to formulate their

own questions

The better the questioning, the more reliable the evidence collected by the teacher to evaluate the teaching-learning process.


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RecapitulationRecapitulation

At the end of every sub-unit/point

At the beginning of the class before starting a new unit/sub-unit/point

At the end of the unit


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Class workClass work

Supervise/go roundCheckGuide/assistPair workGroup work


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Home workHome work

Type of home work: Written Oral Project work – individual/groupCheckingFollow-up


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RevisionRevision

Revision test Oral Written Practice examinationRemedial action


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Teaching aidsTeaching aids

Board and markerFlash cardsCharts OHPPowerPoint Presentation-good for revisionField visits


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Reflective TeachingReflective Teaching

What is reflective teaching? It is a form of: Problem solving Thinking to resolve an issue Involves active chaining Careful ordering of ideas linking each with

its predecessors


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Reflective teaching……Reflective teaching……

Reflection a key component of teacher development

Self-enquiry & critical thinking help in: assessing strengths and weaknesses taking remedial action


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Reflective teaching…….Reflective teaching…….

Reflective actions integrate with personal attitudes:

Open-mindedness Responsibility Whole-heartednessReflective actions bring balance between

thought and action


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Reflective teaching…….Reflective teaching…….

It is about using opportunities to systematically:

Explore Question Frame and re-frame Challenge own teaching Make informed choicesReflection is the heart of good teaching


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Principles of ReflectionPrinciples of Reflection

Teacher to be interested in the problem Issue to be owned by teacher – not imposed Solution is rested in the teacher Systematic procedures necessary Issue to be derived from teacher’s

experience Ideas once tested to lead to some action Reflexive action to redefine practice in

teaching


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Relationship between methodology and Relationship between methodology and reflection:reflection:

Reflection a process to integrate theory into practice

Link between learnt knowledge and practice Reflection is more than ‘thinking’ Focuses on day-to-day classroom teaching Improvement through reflection Process aimed at becoming a ‘critically

reflective teacher’


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Skills for a good reflective teacherSkills for a good reflective teacher

Self-initiated inquiry: Reinforce points of strength

Improve weak points Incorporates new theories in teachingOpenness and creativityDevelops himself/herself: through reading,

conferences & workshops, discussion with colleagues

Regular in reflection


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Reflective teaching……….Reflective teaching……….

How does reflective teaching integrate theory into practice?

Exploring Teaching “Shall I teach?”: teacher-centred/student-centred approachAcademic Preparation “What shall I

teach?”: content and amount of knowledge


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Understanding Learners “How do students learn?”:

knowing students & strategies of learning will help in planning lessons

Organizing for Teaching “How shall I teach?”

to be built around the needs of students as well the target outcomes


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Education and the cultural context “Why do we teach?”:

Teaching is done in social context Environment affects teaching Teachers need to know:o The aims of educationo The culture of their students


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Types of ReflectionTypes of Reflection

Pre-lesson reflection: Anticipate events & plan accordingly Tasks, organization of tasks, time for each,

the way to introduce it Techniques & strategies Language, skills, visual aids Classroom environment


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Types of Reflection……..Types of Reflection……..

Reflection-in-action: On-the-spot experience, try, check success Makes teacher’s performance thoughtful

and practical Helps in integrating theory and practice


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Types of Reflection……..Types of Reflection……..

Reflection-on-action: Questions an event/situation that occurred

in the classroom Plenty of time to think about Write down the observations Think and plan remedial action Discuss with colleague or consult reference


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Activities for development of Activities for development of reflective teachingreflective teaching

Action research

Audio or video recording of lessons

Reflection sheet

Peer observation


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How do teachers reflect on their How do teachers reflect on their teaching? (sequence of strategies…)teaching? (sequence of strategies…)

Teach! The teacher gives the lessonThink back. Describe. The teacher describes the events

in his lesson Investigate reasons that led to themRe-frame events in the light of several

theoretical frameworks


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How do teachers reflect on their How do teachers reflect on their teaching? (sequence of strategies…)teaching? (sequence of strategies…)

Generate multiple understandingsDecide what to do nextStart it all over again

“Reflection on one’s teaching is a practice that requires discipline, openness, continuity and detachment.”


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EvaluationEvaluation

Note: “Technology of Evaluation (including setting question papers)” to be discussed separately.


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THANK YOU!THANK YOU!

Quality education

Education

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