Advanced Pedagogy in HEI s

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Advanced Pedagogies and Approaches in LTE

• Instructor
• Prof. (Dr.) Paresh Shah
• FCMA., Ph.D., FDP (IIMA)., D.Ed., D.D.M.,Dip.
  Edu. Psychology
• Alumnus of IIM, Ahmedabad University of
  Illinois, US University of Virginia, US
  University of London University of Navarra,
  Spain University of New South Wales, Australia
  Institute of Cost Accountants of India, etc.
• Principal and Professor,
• Rai School of Management Studies, Rai University,
  Ahmedabad

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A model of human memory
Limited
Limitless
Teacher dont needs to give students more
practice in thinking
Teacher needs to give students more to think with
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Student-Teacher
Rostock_Schmidt_Lehrer-Student
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Teaching

• To impart knowledge of or skill give
  instruction
• Is an active process in which one person shares
  information with others to provide them with the
  information to make behavioural changes
• Experts pass their knowledge to learners
• Students are passively receiving information
• People can teach something to others even
  unconsciously

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Learning

• Is a process, not a product
• Is a change in knowledge, beliefs, behaviours or
  attitudes
• Is not something done to students, but something
  that students themselves do (University of
  Pittsburgh)
• Is the process of assimilating information with a
  resultant change in behaviour.
• Learners construct their own understanding
• Students are actively involved
• People learn throughout their lives, either
  consciously or unconsciously

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Teaching Learning

• Teaching
• Skill that can be improved
• At different development levels
• Causing people to learn
• Teaching is what you do

• Learning
• Process that brings together cognitive, emotional
  and environment influences and experiences
• Making changes in learners knowledge, skills,
  values and world views (Illeris, 2000)
• Process focuses on what happens when the learning
  takes place.
• Learning is what the student does

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Teacher Vs Professional Teacher

• Teacher or Educator
• Who helps students to
• Acquire knowledge
• Competence or
• Virtues
• Subject knowledge
• Competence in teaching the subject
• Role may be taken by anyone
• Home schooling
• Instruction in literacy and numeracy, life
  skills, etc.

• Professional Teacher
• Knowledgeable and enthusiastic
• Creating supportive and respectful environment
• Building authentic relationship
• Open to new ideas
• Continuing to learn
• Appreciating diversity
• Complicated subject matter understandable

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Learning In Teaching Teaching for Learning
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Student Vs Learner
A Student A Learner
Learns in a class room Learns any time, any where
Is directed by the teacher Directs and supports their own learning
Works within a defined time Works at their own pace
Is motivated by grades Is motivated by the mastery of skills
Follows goals that are set and monitored by the teacher Develops own learning goals and monitors own progress
Achieves by listening and following instructions Achieves by active collaboration and feedback with others
Experiences teacher designed activities and projects Designs learning experiences based on passions and interests
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Reception Learning
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Professional Learning, Teaching and Evaluation
Skills - Sequence

• Instructional Objectives
• Lesson Objectives
• Level of Learning Application
• Learning in Action
• Designing a Curriculum
• Effective Pedagogies in Higher Education
• Evaluation vs Improvement
• Formative assessment
• Where Teacher Should Focus?
• Mapping out the terrain
• A model for teacher learning

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I.a. Writing Instructional Objectives

• Cognitive Domain (Activities of Head)
• Knowledge
• Understanding
• Application
• Analysis
• Synthesis
• Evaluation

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I.b. Writing Instructional Objectives

• Affective Domain (Activities of Heart of Feelings
  of Affective)
• Receiving
• Responding
• Valuing
• Organization
• Characterization

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I.c. Writing Instructional Objectives

• Psycho-motor Domain (Activities of Movement
  Organs)
• Perception
• Set
• Guided Response
• Mechanism
• Complex overt Response
• organization

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II. Lesson Objectives

• Written objectives should be characterized as
  SMART
• Specific
• Well defined to learners
• Observable to teachers
• Who, What, When, Where, Why
• Measurable
• Can be evaluated
• Objective is Either Reached or Not

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II. Lesson Objectives

• Achievable
• Learners are academically Ready for Objective
• Relevant
• Prepare learners for standardized testing
• Relates to large ideas
• Builds on Prior Knowledge
• Time Bound
• Enough Time
• Assigned Date for Completion

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III. Level of Learning Application

• Benjamin Bloom (1956)
• Educational Psychologist

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IV. Learning in Action
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V.a. Designing a Curriculum

• Conceptual development
• Real life application
• Group project
• Individual study
• Linkages between theory, concept and knowledge
  application, in sequence from lower to higher
  order
• Lesson topics, linkages with main text book
  chapter no, including reference books, and
  activities to be performed at pre-class level,
  at class, and post-class level

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V.b. Curriculum and Pedagogy

• Curriculum
• Intended
• Implemented
• Achieved
• Two common uses of pedagogy
• how to teach something (so pedagogy is part of
  curriculum)
• the act of teaching together with its attendant
  discourse of educational theories, values,
  evidence and justifications (so curriculum is
  part of pedagogy)

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VI.a. Effective Pedagogies in Higher Education

• THINK-PAIR-SHARE
• What are the main teaching approaches,
  strategies, etc. you use?
• What is the reason that you use?

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VI.b. Effective Pedagogies in Higher Education

• VISIBLE LEARNING
• Synthesis (meta-analysis)
• Meta-analyses type of study that combines
  results from several studies to statistically
  synthesis all available results
• Statistical synthesis of knowledge of the
  numerous factors that may affect student learning

Teaching place Teacher
Teaching Curricula
Student Home/family/organization/culture
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VII. Evaluation Vs Improvement

• Professional frameworks
• of necessity, are comprehensive
• at best, incentivize improvement on all aspects
  of practice
• at worst, incentivize improvement on aspects of
  practice that are easy to improve
• Improvement frameworks
• are selective
• focus on those aspects of practice with the
  biggest payoff for students
• To maximize improvement, professional frameworks
  have to be used selectively

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VIII.a. Formative assessment
Long-cycle
Medium-cycle
Short-cycle
Across terms, teaching units
Within and between lessons
Within and between teaching units
Span
Four weeks to one year
Minute-by-minute and day-by-day
One to four weeks
Length
Monitoring, curriculum alignment
Engagement, responsiveness
Student-involved assessment
Impact
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VIII.b. Professional development issue
If we treat formative assessment as If we treat formative assessment as If we treat formative assessment as
Content-specific Discipline-specific Generic
Benefits are specific to those domains studied applicable to all aspects of practice
Improves achievement a little a lot
Is mostly a matter of knowledge acquisition habit change
And doing it is hard very hard
If we treat formative assessment as If we treat formative assessment as If we treat formative assessment as
Content-specific Discipline-specific Generic
Benefits are specific to those domains studied applicable to all aspects of practice
Improves achievement a little a lot
Is mostly a matter of knowledge acquisition habit change
If we treat formative assessment as If we treat formative assessment as If we treat formative assessment as
Content-specific Discipline-specific Generic
Benefits are specific to those domains studied applicable to all aspects of practice
Improves achievement a little a lot
If we treat formative assessment as If we treat formative assessment as If we treat formative assessment as
Content-specific Discipline-specific Generic
Benefits are specific to those domains studied applicable to all aspects of practice
If we treat formative assessment as If we treat formative assessment as If we treat formative assessment as
Content-specific Discipline-specific Generic
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IX. Where should Teacher focus?

• Inference involves two settings
• Information is acquired in one setting (learning)
• Information is applied in others (predictions,
  choices)
• What kind of learning environment is teaching?
• Kind learning environments
• Close match of informational elements in the two
  settings
• Wicked learning environments
• Poor match of informational elements in the two
  settings

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X. Mapping out the Terrain
Timescale
Annually
High-stakes accountability
Academic promotion
End-of-course exams
Quarterly
Growth measures
Benchmarks
Monthly
Common assessments
End-of-unit tests
Weekly
Before the end-of-unit tests
Graded work
Daily
Exit pass
Hourly
Hinge-point questions
Instructional Guidance (formative)
Describing Individuals (summative)
Institutional Accountability (evaluative)
Function
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XI.a. A model for teacher learning

• Content, then process
• Content (what we want teachers to change)
• Evidence
• Ideas (strategies and techniques)
• Process (how to go about change)
• Choice
• Flexibility
• Small steps
• Accountability
• Support

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XI.b. What is needed from Teachers

• A commitment to
• The continual improvement of practice
• Focus on those things that make a difference to
  students

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XI.c. What is needed from leaders

• A commitment to create effective learning
  environments for teachers by
• Creating expectations for continually improving
  practice
• Keeping the focus on the things that make a
  difference to students
• Providing the time, space, dispensation, and
  support for innovation
• Supporting risk-taking

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Conclusion

• Teaching is a wicked learning environment
• Research must informbut cannot dictateaction
• Focus
• Curriculum distributed practice and practice
  testing
• Pedagogy contingent and responsive
• Assessment decision-driven data collection
• Culture
• All teachers improving
• On the things that make the biggest difference to
  students

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Prof. (Dr.) Paresh Shah

• Email Id
• paresh_at_profparesh.in
• profpareshshah_at_yahoo.co.in
• Voice and Message No.
• 91 9824358505
• YouTube Channel
• https//www.youtube.com/channel/UCXbiDLRPgK1OJ4OA6
  W7f53A
• Website https//profparesh.in

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