The Craft of TeachingThe Craft of TeachingThe Craft of Teaching The Craft of Teaching

Teaching is a professionTeaching is a professionTeaching is a professionTeaching is a professionand a and a craft craft that we have to masterthat we have to masterand a and a craft craft that we have to masterthat we have to master

Creating a Learning processCreating a Learning processwith Learners and Resources in with Learners and Resources in

context context

Craft of teaching Craft of teaching revolves aroundrevolves aroundCraft of teaching Craft of teaching revolves aroundrevolves around

PAH continuumPAH continuumPAH continuumPAH continuum

PAH continuumPAH continuumPP - PEDAGOGY - PEDAGOGY

PAH continuumPAH continuumPP - PEDAGOGY - PEDAGOGY

PAH continuumPAH continuumPP – PEDAGOGY – PEDAGOGYAA – Andragogy – Andragogy

PAH continuumPAH continuumPP – PEDAGOGY – PEDAGOGYAA – Andragogy – Andragogy

PAHPAH continuum continuumPP – PEDAGOGY – PEDAGOGYAA – Andragogy – AndragogyHH - Heutagogy- Heutagogy

PAHPAH continuum continuumPP – PEDAGOGY – PEDAGOGYAA – Andragogy – AndragogyHH - Heutagogy- Heutagogy

PP – PEDAGOGY – PEDAGOGYPP – PEDAGOGY – PEDAGOGYTeacher in control where cognitive Teacher in control where cognitive processes produce subject processes produce subject understandingunderstanding

AA – ANDRAGOGY – ANDRAGOGYAA – ANDRAGOGY – ANDRAGOGYAndragogy as teacher learner Andragogy as teacher learner negotiation in the communitynegotiation in the community

HH – HEUTAGOGY – HEUTAGOGYHH – HEUTAGOGY – HEUTAGOGYSelf directed creative learning where Self directed creative learning where context shaping produces new ideascontext shaping produces new ideas

PP AA HH

TeacherTeacher

SchoolSchool

Teacher/Teacher/LearnerLearner

LearnerLearner

ResearchResearch

CognitionCognition EpistemiEpistemic c

CognitioCognitionn

Meta-Meta-CognitioCognitio

nn

AdultAdult

This means This means negotiating the negotiating the purposepurpose

of of LEARNINGLEARNING

Enable self-managed learningEnable self-managed learningEnable self-managed learningEnable self-managed learning

We must support and encourage We must support and encourage networked learning &…networked learning &…

KNOWLEDGE CREATION KNOWLEDGE CREATION

allsalls

Self - organizeSelf - organize

To IGNITE PASSION To IGNITE PASSION FORFOR

LEARNINGLEARNING

““It makes no sense to decide how one is going to teach It makes no sense to decide how one is going to teach before one has made some study of how people learnbefore one has made some study of how people learn.” .”

WHEN TEACHING BECOMES LEARNINGWHEN TEACHING BECOMES LEARNING and yet...and yet...

Most of our efforts are planned for teaching rather Most of our efforts are planned for teaching rather than for learning.than for learning.

The teachers astonishing delusionThe teachers astonishing delusion

We think we can take a picture, a structure, a working We think we can take a picture, a structure, a working model of something constructed in our minds out of long model of something constructed in our minds out of long

experience and familiarity, and by turning it into a string of experience and familiarity, and by turning it into a string of words or actions words or actions transplanttransplant it whole into the mind of it whole into the mind of

someone else…”someone else…”

From …From …TeachingTeaching LearningLearningTeachingTeaching LearningLearning

Lecturing/listeningLecturing/listening Active engagement Active engagementLecturing/listeningLecturing/listening Active engagement Active engagement

Individual effortIndividual effort Group effortGroup effortIndividual effortIndividual effort Group effortGroup effortSubjectsSubjects Inter disciplinary Inter disciplinarySubjectsSubjects Inter disciplinary Inter disciplinary

FactsFacts Problem-solvingProblem-solvingFactsFacts Problem-solvingProblem-solving

Sage on the stageSage on the stage Guide on the sideGuide on the sideSage on the stageSage on the stage Guide on the sideGuide on the sideSpoken/written infoSpoken/written info All resources All resourcesSpoken/written infoSpoken/written info All resources All resources

Changing Paradigm..Changing Paradigm..

Understand the magnitude of the changes Understand the magnitude of the changes you want - you want - WHAT SORT OF LEARNING?WHAT SORT OF LEARNING?

Show genuine curiosity towards how Show genuine curiosity towards how students think and do things. students think and do things. START WITH THEMSTART WITH THEM

Understand that students learn new things Understand that students learn new things and concepts in different ways but there and concepts in different ways but there are some basic structures/principlesare some basic structures/principlesDEFINE YOUR ROLE, DON’T ASSUME ITDEFINE YOUR ROLE, DON’T ASSUME IT

Inadequate preparationInadequate preparationBoring lecturesBoring lecturesInability to communicateInability to communicateSarcastic and degrading attitude toward Sarcastic and degrading attitude toward studentsstudentsNo awareness of how student learn No awareness of how student learn No concern for the intellectual needs of No concern for the intellectual needs of the studentsthe studentsLack of practical applicationLack of practical applicationPresentation of material at too high a Presentation of material at too high a levellevel

HORRIBLE TEACHING

HORRIBLE TEACHING

Intellectual ExcitementIntellectual ExcitementSubject ExpertiseSubject ExpertiseSelf Organized / DisciplinedSelf Organized / DisciplinedClarity of CommunicationClarity of CommunicationEngaging PresentationEngaging PresentationEnthusiasmEnthusiasm

Interpersonal RapportInterpersonal Rapport Interest in students as individualsInterest in students as individuals Interest in students’ learningInterest in students’ learning Receptive to students’ preferences Receptive to students’ preferences

EXEMPLARY TEACHING

EXEMPLARY TEACHING

Intellectual Excitement is about .. Intellectual Excitement is about ..

EnthusiasmEnthusiasm

KnowledgeKnowledgeKnowledgeKnowledge

InspirationInspirationInspirationInspiration

DedicationDedicationDedicationDedication

PunctualityPunctualityPunctualityPunctuality

OrganizationOrganizationOrganizationOrganization

ToleranceToleranceToleranceTolerance

Clarity of ThoughtClarity of ThoughtClarity of ThoughtClarity of Thought

Genuinely InterestedGenuinely InterestedGenuinely InterestedGenuinely Interested

Empathetic and CaringEmpathetic and Caring

Empathetic and CaringEmpathetic and Caring

ABOVE ALLABOVE ALL

ABOVE ALLABOVE ALL

ROLE MODELROLE MODEL

ROLE MODELROLE MODEL

Learning Model that Maps Learning Model that Maps Intellectual and Interpersonal traitsIntellectual and Interpersonal traits

Learning Model that Maps Learning Model that Maps Intellectual and Interpersonal traitsIntellectual and Interpersonal traits

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Interpersonal rapportInterpersonal rapportInterpersonal rapportInterpersonal rapport

1.Inadequate1.Inadequate1.Inadequate1.Inadequate 2. Marginal2. Marginal2. Marginal2. Marginal 4.Socratic4.Socratic4.Socratic4.Socratic

7. Exemplary7. ExemplaryFacilitatorFacilitator

7. Exemplary7. ExemplaryFacilitatorFacilitator

9. Complete9. CompleteExemplarExemplar

9. Complete9. CompleteExemplarExemplar

8. Exemplary8. ExemplaryLecturerLecturer

8. Exemplary8. ExemplaryLecturerLecturer

6. Intellectual6. IntellectualAuthorityAuthority

6. Intellectual6. IntellectualAuthorityAuthority

3. Adequate3. Adequate3. Adequate3. Adequate 5. Competent5. Competent5. Competent5. Competent

Implications for FacultyImplications for Faculty Implications for FacultyImplications for Faculty

Both Both Intellectual excitementIntellectual excitement andand Interpersonal rapportInterpersonal rapport are required for are required for

excellence in teaching.excellence in teaching.

Compendium of Compendium of Learning PrinciplesLearning 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

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 ExtremelyExtremely careful about what you are doing.Separate teaching from evaluation.

Compendium of Compendium of Learning PrinciplesLearning Principles

TEACHING / LEARNING CRIME TEACHING / LEARNING CRIME

AVOID IT.. AVOID IT..

Don’t talk about your irrelevant experiences.Practice what you preach.Never Assume anything about the learner.Dress properlyRespect your professionShow your concernRespect TIME, Don’t WASTE – students understands your wastage mechanism (FIRING)SINCERELY BE R E G U L A R

TEACHING / LEARNING CRIME TEACHING / LEARNING CRIME

SCAFFHOLDING SCAFFHOLDING

“ “The most important The most important single factor influencing single factor influencing learning is what the learning is what the learner already knows; learner already knows; ascertain this then you ascertain this then you can determine where the can determine where the gaps are and teach him gaps are and teach him accordingly”accordingly”

“ “The most important The most important single factor influencing single factor influencing learning is what the learning is what the learner already knows; learner already knows; ascertain this then you ascertain this then you can determine where the can determine where the gaps are and teach him gaps are and teach him accordingly”accordingly”

SCAFFHOLDING SCAFFHOLDING

““Establish what meanings and Establish what meanings and concepts the learner has concepts the learner has

already generated from their already generated from their backgrounds, abilities and backgrounds, abilities and experiences and then find experiences and then find

ways of helping them ways of helping them generate new meanings and generate new meanings and

concepts. concepts. This is where learning starts.” This is where learning starts.”

NOT INTERESTED..NOT INTERESTED..

WHERE WE LACK AS TEACHERS.. WHERE WE LACK AS TEACHERS..

Probably we are NOT Open minded

Probably we OPTED for Probably we OPTED for this profession this profession NOTNOT by by

choice BUT by choice BUT by compulsion compulsion

Probably we OPTED for Probably we OPTED for this profession this profession NOTNOT by by

choice BUT by choice BUT by compulsion compulsion

OR We DON’T LIKE OUR PROFESSION..

Leading to Leading to Leading to Leading to

BURNOUTS BURNOUTS BURNOUTS BURNOUTS

STRESS STRESS STRESS STRESS BURNOUT BURNOUT BURNOUT BURNOUT

STRESS STRESS STRESS STRESS BURNOUT BURNOUT BURNOUT BURNOUT

Difference Difference Difference Difference

resulting in lost hours of

Productivity

Most Probable

our

STOPSTOP

PISSINGPISSING Your Your

COLLEAGUESCOLLEAGUES

STOPSTOP

PISSINGPISSING Your Your

COLLEAGUESCOLLEAGUES

Handling BURNOUT.. Handling BURNOUT.. Handling BURNOUT.. Handling BURNOUT..

CHANGE YOUR PERSONALITYCHANGE YOUR PERSONALITYCHANGE YOUR PERSONALITYCHANGE YOUR PERSONALITY

ABOVE ALL listen to others

SLEEP Well.. SLEEP Well.. SLEEP Well.. SLEEP Well..

And be self directedAnd be self directed

DoDoYourYourSTUFFSTUFF

DoDoYourYourSTUFFSTUFF

SUPPORTSUPPORTeach othereach other

DON’TDON’TPULLPULL

each othereach other

SUPPORTSUPPORTeach othereach other

DON’TDON’TPULLPULL

each othereach other

CelebrateCelebrateWHAT it means to be aWHAT it means to be a

TEACHER / MENTORTEACHER / MENTOR

CelebrateCelebrateWHAT it means to be aWHAT it means to be a

TEACHER / MENTORTEACHER / MENTOR

REMEMBER..REMEMBER..to to

ACCEPTACCEPT the the

FACTS….FACTS….

REMEMBER..REMEMBER..to to

ACCEPTACCEPT the the

FACTS….FACTS….

You are hereYou are hereBecause ofBecause of

You are hereYou are hereBecause ofBecause of

NEVERNEVERThink that you are Think that you are

OBLIGINGOBLIGING by by TEACHING themTEACHING them

NEVERNEVERThink that you are Think that you are

OBLIGINGOBLIGING by by TEACHING themTEACHING them

Rather theRather theWE should feel WE should feel

OBLIGEDOBLIGED

Rather theRather theWE should feel WE should feel

OBLIGEDOBLIGED

ACCEPTANCEACCEPTANCEas their GURUas their GURUACCEPTANCEACCEPTANCEas their GURUas their GURU

ACCEPTING… ACCEPTING… The FACTSThe FACTS

ACCEPTING… ACCEPTING… The FACTSThe FACTS

We all are NOT as Good We all are NOT as Good As we think we areAs we think we are

WHY?WHY?

We all are NOT as Good We all are NOT as Good As we think we areAs we think we are

WHY?WHY?

ELSE we all MUST be ELSE we all MUST be At TOP B Schools At TOP B Schools IIMs, IIT and NITIIMs, IIT and NIT

ELSE we all MUST be ELSE we all MUST be At TOP B Schools At TOP B Schools IIMs, IIT and NITIIMs, IIT and NIT

STOP STOP BLAMMINGBLAMMINGSTUDENTS…STUDENTS…

STOP STOP BLAMMINGBLAMMINGSTUDENTS…STUDENTS…

They are NOTThey are NOTGOOD ACADEMICALLY GOOD ACADEMICALLY

we all know thatwe all know thatWe have admitted themWe have admitted them

They are NOTThey are NOTGOOD ACADEMICALLY GOOD ACADEMICALLY

we all know thatwe all know thatWe have admitted themWe have admitted them

We have the moral We have the moral obligation to train themobligation to train them

We have the moral We have the moral obligation to train themobligation to train them

AND AND AND AND

If they all were GOODIf they all were GOODThen they would Not be Then they would Not be

with us with us

If they all were GOODIf they all were GOODThen they would Not be Then they would Not be

with us with us

ELSE they all MUST be ELSE they all MUST be At TOP B Schools At TOP B Schools IIMs, IIT and NITIIMs, IIT and NIT

ELSE they all MUST be ELSE they all MUST be At TOP B Schools At TOP B Schools IIMs, IIT and NITIIMs, IIT and NIT

ACCEPT ACCEPT The REALITYThe REALITY

ACCEPT ACCEPT The REALITYThe REALITY

We are not obliging our We are not obliging our students, rather they are students, rather they are obliging us by accepting obliging us by accepting

the way we are…the way we are…

We are not obliging our We are not obliging our students, rather they are students, rather they are obliging us by accepting obliging us by accepting

the way we are…the way we are…

THINK NOWTHINK NOWBEFORE BEFORE IT GETS IT GETS

TOOOOOTOOOOO

LATELATE

THINK NOWTHINK NOWBEFORE BEFORE IT GETS IT GETS

TOOOOOTOOOOO

LATELATE

Thank You!Thank You!Thank You!Thank You!

You can reach me at:You can reach me at:Vinod.sharma@jimkanpur.ac.inYou can reach me at:You can reach me at:Vinod.sharma@jimkanpur.ac.in