welcome to feedback on usaid in-step phase-1 programme 2 nd april 2014
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WELCOME TO FEEDBACK ON USAID In-STEP PHASE-1 PROGRAMME 2 nd 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 - PowerPoint PPT PresentationTRANSCRIPT
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WELCOME TOFEEDBACK ON USAID In-STEP
PHASE-1 PROGRAMME 2nd April 2014
By Dr. DEEPA RANI SAHOO D.I.E.T., NALANDA (BIHAR)
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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
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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…
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Positive , timely & specific feedback Patience Flexibility Critical analysis Assessment and documentation
Construction of knowledge
CORE-LEARNING CLASS AND COURSES IN ASU CONTD.
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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
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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
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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…
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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.
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DDIET NALANDA - INSTRUCTIVIST CLASSROOM
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DIET NALANDA - CONSTRUCTIVIST CLASSROOM
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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.
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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.
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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
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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
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KEY FEATURE OF TEACHING- LEARNING PROCESS
Learner centeredInteractive processInnovative StepsPracticable & flexibleCreativity / construction
of knowledge
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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
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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
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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
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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
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RUBRIC FOR PRESENTATION OF CO- TEACHING
Parameter Scale1. Pre knowledge assessment
0, 1, 2, 32. Objective3. Participation4. Involvement5. Activity6. Students understanding
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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
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Thank you….