Perception plays a vital role in determining our life-satisfaction and the way we tend to live in real time. Our decisions are strongly influenced by our perception irrespective of the facts of life. Does this also happen in teaching and learning in higher educational institutions (HEI)? The evidences tend to suggest that perception of teaching by faculty do influence their teaching style and decision on pedagogy, while the perception of learning by students tend to affect the learning outcomes. Read more to know how and why…
Classroom learning is for the students. What happens when it is by the students? Experiences emanating from repeated trials on ‘self-driven learning’ suggest that when students drive the class, learning becomes much more enjoyable and participative. However, faculty needs to be careful in filling the essential gap and create aha moment!
nd instructions seemingly spoils the learning-spirit of students and at times they tend to hate the entire business of ‘overly directed learning’. Leaving them alone helps. It encourages self-reflections, self-learning and most importantly breaks the monotony.
How we assess students in our course is diligently linked to how we teach the course. Assessment is a testimony to our teaching. Any assessment devoid of its link with ‘what to assess’, is likely to go haywire. Then comes the question of ‘how to assess.’ Our ability to link it with how we teach determines ‘assessment-of-learning’ vis-à-vis ‘assessment-for-learning.’
Our education system must support and nurture creative economy as a new source of growth and job creation. Curriculum in higher education must support learning for this ever growing sector. Especially when the young generation’s consumption pattern is seemingly growing as well as diversifying phenomenally towards cultural consumption. A significant factor turns out to be their quest for social identity.
Feedback is a magic wand which can open several gates of learning for students. However, the efficacy of feedback as a tool of learning would largely depend upon the manner in which feedback is given as well as the time when feedback is executed. As a faculty we must also learn the art and science of taking and giving feedback, of course both formal and informal.
Respect for environment shall increase many fold if environmental education and concerns is imbedded into curriculum. Higher educational institutions can do much better by adopting 5 Cs framework which allows environmental consciousness to grow equally among faculty and students. It is through the ‘nudging of behavior and attitude’ that a true care for environment can be built and nurtured.
Passion and purpose are central to building an academic culture and they are also interchangeably depending upon each other. Without passion, no purpose can travel a long way, while without purpose, passion alone cannot produce desired results. If we continuously work on these 4 precepts, it is possible to build an academic culture which delivers, thrives and resonate with students and faculty in equal measures.
Indeed, there are bad days in our teaching experience, but, we also have several wow-moments in our teaching. A day to reckon with and a day to remember forever, for many things we did in creating such a wonderful experience in the classroom. Appreciative inquiry allows focusing on positive and happy experiences towards building better teaching plans and of course our future as an effective teacher.
The hallmark to lead our new generation of students in right direction is to strongly demonstrate what precisely we expect them to do. Students get energised and motivated to do more when they see teachers amply demonstrating qualities, in words and in action, which they really wanted students to develop. This is especially highly applicable when it comes to our ‘first generation learner’.