1. Teaching in the New Age
FDP on 24th June 2019
KGRCET
Dr. Nandita Sethi
Founder & MD
2. Mindset by Caroll S Dweck
• The Expectation Effect
• During the 1964-1965 school year,
Harvard's Robert Rosenthal conducted an
experiment in an elementary school to see
whether teacher expectations influenced
their students' performances. Teachers
were told the names of children in their
classes who were "late bloomers," about to
dramatically spurt in their academic
learning.
• . WHAT WAS THE RESULT?
3. Research on divergent thinking
In 1968, George Land conducted research to
study the creative development and capacity for
divergent thinking in children, using a similar test
to the one devised to identify innovative
engineers and scientists for NASA.
He tested 1,600 children intermittently at
Age five - 98% had divergent thinking
Age ten – 30% had divergent thinking
Age 15-year – 12 % had divergent thinking.
Same test was given to 280,000 adults
Adult - the result was just 2%.
4. Presentation path
• The Millennial Generation
• Massive changes in the educational
sector
• Student Engagement
• Strategy -Teaching Methodology
• Classroom Management
• Communication/Presentation Skills
5. 1. The Millennials - Gen Y
Overindulged, overprotected, self-absorbed
Technologically savvy
Self-confident, entitled
Ambitious with high expectations
Want to know process, rules, how to get
ahead
Expect to start at the top
Want constant and immediate feedback
Move quickly from one thing to another
Not as independent as Gen X (parental
6. The Millennials: Interesting Facts
Students are not attentive to what is being said in a
lecture 40% of the time.
Students retain 70% of the information in the first ten
minutes of a lecture but only 20% in the last ten minutes.
Meyer & Jones, 1993
6
7. How Do We Do It?
Attention Spans:
Most students can only sit and absorb
information for fifteen minutes at a time.
Many students can’t focus for ten minutes!
8. Students
Today
Surfers and scanners – not readers and
digesters
Expect constant and immediate feedback
Want directness over subtlety
Technologically savvy but crave personal
contact
Always hurried – know what they want
Want to learn
9. 2. Massive changes in Educational
Sector
Role of a teacher …..paradigm shift . No longer
an information provider
What’s going to be important is….. how to impart
this information and knowledge.
Delivery of knowledge is getting more
personalised. Students are to be looked as
customers
Online world has reduced the need for attending a
physical class itself. MOOCs are becoming a
norm
Technology will change the way a traditional
classroom is envisioned the human factor will
continue to be important specially in areas of
10. Other change that are going to impact
this fraternity
Informal education is going to be more
important than formal education.
Job market and skill requirements are
constantly changing. Newer skills are
demanding different types of training and
courses
Education is moving from being focused on job
seeking to job creating
So a teacher and institutions in their present
form are soon going to be outdated if they don’t
undergo a metamorphosis. Teachers now will
be looked at more as Mentors & facilitators.
13. Active Learning not Passive
Research shows that students need to be
INVOLVED in order to remember information,
concepts and skills
https://youtu.be/H4xH8sw0Eh8
14. 3. Student Engagement –
Student’s Expectations
Want solid knowledge base and real-world
applications
Want clear and organized presentation of
material
Want to be stimulated, active and participatory
Want to know why (how does this activity,
reading connect to my future career?)
Want faculty to be enthusiastic, helpful and
engaged
Expect “customer service”
Want face-to-face contact but accept
15. Student Engagement – Faculty Role
Today, more than info, it’s the way you
transfer the info that is important
Empathize with students & personalize
teaching.
Speak their language
Use modern not outdated techniques of
teaching
Your body language and attitude should
reflect confidence as well as student
friendliness
Be close to students as well as know the
16. 4. Strategies
a. Problem/case - based learning
b. Student-centered instruction
c. Competency-based (outcomes-based)
instruction
17. a. Problem based Learning
Teaching through solving a problem or
a live case
The student identifies the solution
from which she/he learns concepts
and theories and not the other way
round
18. Case study: Continental Airlines
Continental Airlines last year filled only half the
availability on its Boeing 707 jet flights and is planning to
eliminate a few runs and improve its load factor. The Vice
President Chris F. Whelan however disagrees and
translates the concept of marginalism into hard, dollars
and cents decisions. He gets the figures by circulating a
proposed schedule to every department concerned and
finding out just what extra expenses it will entail.
He puts the figures in front of his Board of Directors as
follows:
Fully allocated costs of the flight : $ 4500
Out of pocket costs of the flight : $ 2000
Flight should gross (even with 30% occupancy) : $ 3100
19. b. Student-Centered Learning
Substitute active learning projects and
experiences for lectures
Hold students responsible for material not
yet covered
Assign open-ended questions and
problems
Use simulations, role-playing
Use self-paced or cooperative (team)
learning
20. c. Competency based
Instructions
Defined by the needs of the workforce and
are the essential knowledge, skills and
attitudes (KSA’s) required to achieve an
acceptable level of performance
Achieved through formal training in the
classroom and through hands-on field
work
21. Competencies
Each competency is supported by multiple
learning objectives.
Learning objectives for the core
competencies generally fall in lower-middle
cognitive domains (knowledge,
comprehension, application, analysis)
Concentration-specific and cross-cutting (or
interdisciplinary) objectives are more
complex and include synthesis and
evaluation
23. Getting from Here to There….
Students
Learn best when outcomes are clear and integrated into
relevant context
Need practical - not hypothetical - experiences
Competencies
Increase relevance and accountability in curricu
Challenges
Too many competencies
Levels vary
Assessment
24. Course Design
Define competencies
Map the learning objectives that support
each competency
Determine activities and assessments that
promote student learning that are authentic
(i.e., scenarios reflecting what students
would actually do in practice) and that are
feasible to administer
25. Teaching Strategies
Set context
Tie topics together continually
Pre-assignments
In class lectures and activities
◦ Opportunity to practice – with feedback
◦ Audience response system “clickers”
◦ Short but realistic examples
Assessments
27. Summary
Can’t satisfy everyone so mix it up!
Teach to the top
Use student-centered approaches
Use effective technology (audience
response, real examples)
Consider team work, peer-to-peer
exchange
Stay connected
28. Strategies
Use different methods
◦ In-class
◦ Outside of class (must link to
course objectives)
Encourage critical thinking and synthesis
Create opportunities for reflection
Pre-class “assignments”
29. Set The Tone
Create an environment that supports
learning
Encourage different points of view
Recognize (discuss) your own biases
Maintain rigor
Excite students about content
31. Opening & Closure & Middle
Opening- ‘Well begun is half done’
Open dramatically
Create interest
Lay context of topic
Objectives and expected outcome
Middle – engage with case, exercise, discussion,
Closure
This takes two forms:
Transitional closure
Summative closure
Making each student-centred is crucial to successful
learning and teaching.
32. Example
Class opening : Law of Demand -
Article
Its role in the bigger context of the
subject - Alignment
Take home learning – Experience
sharing As to connect with real life
situations – Assess it
33. TEACHING WITH SENSE OF
HUMOUR
Laughter is a natural, universal
phenomenon, with beneficial effects,
both physical and psychological.
Everyone loves a teacher with an
infectious sense of humor.
Ability to relax people and reduce
tension.
34.
35.
36. Communication
1. Words
2. Voice Tone
3. Body language
4. Compelling Message
5. Listening
6. 4-language skill- Visual (High Energy),
Auditory (Articulate), Analytical
(Thorough) and kinesthetic (warm
connect)
7. Authentic Passion
37. Personal files…........Class room management
• Set ground rules in the first class and strictly go by it
(Example- 10 golden rules)
• Plan instruction effectively and format the class for
maximising the attention span. (concepts, exercise, video,
case study, Role play, article review, experience sharing,
etc)
• Open the class with a dramatic story, case and draw
interest on the issue. ( Law of Demand)
• Continue that interest by giving live examples, more
stories, cases, etc…………ask them to come out with the
concepts as if they have made them……giving them a
feeling of discovery
• Summarise the class on the key concepts
discussed……..or make them do the summarisation
• Take feedback after a few classes to make corrective
38. From Personal Files……..
GENERAL TEACHING METHODOLOGY
• Plan your class as a mix of concepts/theories, their appli-
cation & relevance, examples, stories, case studies, (eg
demand for currency, Continental airlines, Pharma Co.)
• Just lecture 60% of the class, leave 40% to them (Ask them
to share experiences relating to all the concepts you are
teaching so that they can correlate-these can be from daily
life – DMU, Marginalism, Price discrimination)
• Give interesting and relevant assignments
(for eg, collect price and sales figs of cars and compute
elasticity over a 5 yr period, collect GDP and other data for
4 countries and give its macro implications )
39. Be passionate about your work. A song in your heart as you enter a class.
In today’s online world – what info you impart is less important than how you
impart
Teach less, engage more
There is no substitute for good communication skills
Move with world - use modern technology for teaching but not at the cost of the
basic teaching skills
Every session should have a format –concept, case, discussion, exercise, etc)
Add humour to your classes.
Always take feedback to improve yourself
Move from being a teacher to becoming a mentor
39
In Summary
