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.’
COVID-19 pandemic forced teaching and learning to go online in a big way. Teachers and students both embarked upon a journey into several unchartered territories of online world. It all started with difficulties and subtle sense of negation. Then started the phase of explorations, experimentations and adaptation. Finally, as it got extended further, there started a third phase wherein both teachers and students admitted their love for online teaching and learning. This empirical story of exploration through the three phases of negation, adaptation and falling in love with the online teaching and learning reveals perfect demonstration of ‘Stockholm Syndrome’.
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.
Flipped class entails a highly productive pedagogy in ways more than one. It helps engaging students better, reduces the burden of time-crunch for faculty and facilitates better learning experiences. It becomes icing on the cake, if we really know how to bring innovations in flipped class methodology. Here is an account of few experiences in experimenting with innovative ways to flip a class.
Leading universities have already taken to teaching happiness or positive psychology as part of curriculum. Happiness courses are seemingly oversubscribed and participants have acknowledged benefits in terms of distinct improvements in life-satisfaction. Such individuals are bound to spread the message and contribute positively and enthusiastically at workplace, family and society. Positive education agenda is the need of the hour and educational institutions must create a ‘center for happiness learning & practice’ to drive this agenda for faculty and students. This write up explores the contours of happiness teaching in educational institutions based on authors own experience of teaching, researching and practicing happiness.
Over the next 5 years, education per se will see seismic shift, right from what a degree really means to how the degree is earned. It is high time that educational outcome is redefined and looked at from the prism of 5 big changes.
Weariness is the biggest danger deterring learning of students. There is a lot we can learn to overcome this ‘hurdle in learning’ through our experience as a teacher and, of course, Kolb’s description of learning style.
Faculty must learn to differentiate course syllabus into Vital, Essential, and Desirable (VED) for maximizing gains out of their time-bound teaching engagement.