Faculty Development Programme

Academic Delivery

Performance with Purpose

What If?

What Next?

Contact : Dr. N. Asokan

ntvasokan@gmail.com | : 9445191369

Resource Person

22 years of experience in the development of sound Educa�onal Ins�tu�onsTaxonomy of Teaching, Learning and AssessingFaculty Development Programmes

Educa�onPh.D in Material Science –Engineering Educa�on, Faculty of Engineering& Technology, 2007, University of Madras, Chennai.

M.E., Materials Science, Dept.of Metallurgy, 1991, Regional Engineering College, Trichy 620015.

M.ScPhysics with Electronics, 1987, Na�onal College, Trichy 620001..Industry ExperienceHeavy Alloy Penetrator Project(Min.of Defence), Trichy

Lakshmi Precision Screws Ltd, Rohtak, Haryana.

STAR HR & Training Services Pvt Ltd, Chennai .(Cap�ve Talent Sourcing Company of ETA‐ASCON & ETA STAR, Dubai)

Execu�ve LeadershipTeam BuilderIns�tu�on BuilderChange Leader Life Long Learner.

Former Principal VelTech Group of Ins�tuions, ChennaiMount Zion College of Engg. & Tech Puduko�aiSAMS College of Engg. & Tech , ChennaiSree Sastha Group of Ins�tuions, Chennai Dr. N. Asokan

TABLE OF CONTENTS

Taxonomy Evaluation Micro Teaching Performance Excellence

01 02 03 04INTRO

07 08 09 10SystemTeaching

Pages 2-4 Page 7 Pages 8-11 Pages 12-13 Page 19

Page 15 Page 20

2020

05

College of Tomorrow

Pages 16-17

06

EthicsValues

Page 14

11

Page 23

Research Issues

12

Page 24

HighlyEffec�ve Teacher

Leadership Books

Page 22

TeacherManagerLeader

Page 21

Tamil Nadu Agricultural University, Coimbatore

ManonmaniumSundaranarUniversity, Tirunelveli

ISTE- Working Professional Learning Project

AVC College ofEngineering, Mayiladuturai

Vel TechGroup ofInstitutions, Chennai

Sree SasthaGroup ofInstitutions, Chennai

Alpha College of Engg.&Tech,Chennai

Surabi Polytechnic College, Namakkal

AMK Polytechnic College, Chennai

STAR HR & Training Services PVT Ltd, Chennai

MIET Group ofInstitutions, Trichy

JNN College of Engg.&Tech,Chennai

Sudharsan Engineering College, Pudukottai

Balaji Institute of Engg & Tech.,Chennai

SAMS College of Engg.&Tech,Chennai

PITSThanjavur

700 Teachers Learned

Kalasalingam UniversityMountZion College ofEngg & Tech Pudukottai

ETA/ETA ASCONDubai

EnggDiplomaNursingManagement

EnggDiplomaNursingEducation

EnggArts &Science

1

Mahathma GandhiInsti. TechnologyPudukottai

We are losing the battle for the

imagination of our youth with

existing education system. As we

t h i n k a b o u t t h e p l e t h o r a o f

challenges and opportunities, it is

important , to remember that

students are driven by passion,

curiosity, engagement, and dreams.

I t ’s based on facult ies ’

capabilities, their reliability,

the i r learnabi l i ty , the i r

strengths, and their talents.

T h e F a c u l � e s , E d u c a � o n a l Administrators Managers, Leaders a n d d e c i s i o n m a k e r s o f a n educa�onal ins�tu�ons are most welcome to par�cipate.

It is more important that students are

distracted by every hour of the

waking day through electronic

gadgets, mass media, purposeless,

meaningless and insignificant peer

conversation.

There is a need for a dramatic and

fundamental transformation of the

educational process.

It requires healthy life style, warm

relationships, intense focus, fanatic

discipline, and incisive thinking to

effectively garnering attention and

holding interest for gadget –friendly

world.

Genesis2

Issues and Concerns of Teachers

? What is important for students to learn in the limited classroom �me available?

? How does one plan and deliver

instruc�on that will result in high levels of learning for large number of students?

? How does one select or design

assessment instruments and procedures that provide accurate informa�on about how wel l students are learning?

? H o w d o e s o n e e n s u re t h at ob jec�ves , inst ruc�on, and assessment are consistent with one another?

To help teachers systema�cally plan a way of effec�vely facilita�ng students’ learning.

To help teachers translate standards into a common language for c o m p a r i s o n w i t h w h a t t h e y personally hope to achieve, to present the variety of possibili�es for considera�on.

To help teachers analyze their o b j e c � v e s , i n s t r u c � o n a n d assessment.

Determine the alignment of objectives, instruction and assessment

3

Performance with Purpose

Our career, indeed our life, has a

purpose. When we are working within

our purpose, we are happy and have a

good chance of “being in the zone”. We

may be aware of our purpose or we may

be seeking purpose. We may be

conscious about the purpose or we may

be unaware of it.

Performance with Purpose will help to be

compe��ve and profitable today and

tomorrow. We are determining how to

best focus our efforts, in order to have

the greatest impact. As with any complex

ini�a�ve, it's important to be flexible and

responsive to a changing world. Change

is “absolutely necessary” and will

happen.

A top priority for us will be to refocus the energy of the organiza�on, energy of an individual, on our purpose and on the performance necessary to accomplish it

How many wise decisions we take per day to fulfill the purpose?

quartz

1

2

3

45

6

7

8

910

Performance for the day: Thousand of �ny choices,

in an endless procession, that confronts us every minute, unable to intellectualize, compelled us to react ins�nc�vely

(decisions), follows the path of least resistance.

Performance defined as any outcome that is deemed valuable by either an

external or internal customer

4

INSTRUCTIONAL OBJECTIVES

Syllabus | Course | Programme Educational objectives : NAAC / NBA

Instructional objectives are statements, which communicate in behavioural terms the expected performance of the students at the end of instruction.

Learning should result in a change in the behaviour.

Behaviour refers to any observable activity displayed by a learner.

Instructional objectives are written in behavioural terms and therefore these are known as “Behavioural Objectives”.

They should specify what the learner will be able to do on completion of the learning

Objectives must be stated in terms of learner’s terminal behaviour.

5

Learning Outcomes

Gains a more complete understanding of Objectives.

Make decisions about what is worth teaching in the classroom.

Make better decisions about how to teach and assess in terms of the objectives.

Enrichment in the learning, teaching, and assessing competencies.

Expand the capacity of individual and Organization for Best Performance

Makes working environment and life easier

6

Taxonomy for Teaching Learning, and Assessing

Cogni�ve ProcessKnowledge Dimension

Factual knowledge

Conceptual Knowledge

Procedural Knowledge

Meta‐Cogni�ve Knowledge

Knowledge: “Historically shared knowledge” that defines the subject ma�er of a par�cular discipline. It is not sta�c; Changes are made as new ideas and evidence are accepted by the scholarly community. The term Knowledge to reflect our belief that disciplines are constantly changing and evolving in terms of the knowledge that shares a consensus of acceptance within discipline.

Cogni�ve Process: It means paying a�en�on to relevant incoming informa�on, mentally organizing incoming informa�on into a coherent representa�on and mentally integra�ng incoming informa�on with exis�ng knowledge.

7

BASIC CONCEPTS OF EVALUATION

• Evaluation may be defined as a systematic process of determining the extent to which instructional objectives are achieved by students.

• Evalua�on includes both quan�ta�ve and qualita�ve descrip�ons of student behaviour plus value judgements concerning the desirability of that behaviour.

Quantitative description of student’s pe r f o rmance (Measu remen t ) AND / OR

Q u a l i t a t i v e d e s c r i p t i o n o f s t u d e n t ’ s p e r f o r m a n c e ( N o n - m e a s u r e m e n t )

+ VALUE JUDGEMENTS

Evalua�on =

8

An achievement test is an instrument designed to measure the

degree to which a student has a�ained the objec�ves of

instruc�on. So achievement tests can be administered for all

the subjects included in the curriculum at regular intervals of

�me or towards the end of each unit and even towards the end

of each semester.

ACHIEVEMENT TEST

TABLE OF SPECIFICATIONS: A test of achievement is a test of student’s ability to display desired behaviour in relation to a specific subject or content area. Therefore, the two important aspects that we should specify for an achievement test are:

the type of things the student should be able to do (i.e. ABILITIES)

the subject matter in which (s)he should be able to do them (i.e. CONTENT)

By analysing both of these for a particular situation, it is possible to produce a Table of Specifications for the test. This is a two way-chart, which relates CONTENT and ABILITIES by assigning suitable weightages for testing purposes.

9

WRITING OBJECTIVE TEST ITEMS

To a p p r e c i a te t h e i m p o r t a n c e o f constructing test items To construct good quality matched response and multiple- choice items. To confirm whether a given selection type item satisfies all the rules and guide lines. To edit and modify a given item

Comple�on Items

True/False Items

Matched Response

Mul�ple Choice Items

10

STRUCTURED ESSAY QUESTIONS

To apply the principles of construc�on and scoring of structured essay ques�ons.

To dis�nguish between objec�ve type items and essay ques�ons by sta�ng the six differences between them.

To list the five guidelines for scoring the answers to essay tests. To modify the given open ended ques�on into a structured essay ques�on.

To list the eight rules for construc�ng structured essay ques�ons

To state the need for structured essay ques�on in the evalua�on process.

11

PLANNING FOR TEACHING

Course Plan, Unit Plan, Lesson Plan, P r e ‐ r e q u i s i t e k n o w l e d g e ,S t r u c t u r e d S t a ff s y l l a b u s , M a p p i n g o f t o p i c s a n d s u b j e c t s , and Course File

Dis�nguish between Macro Planning and Micro Planning

Iden�fy Units of Instruc�on in a given syllabus

Prepare a Course Plan for a given course

Prepare an Unit Plan for a given Unit of Instruc�on

Dis�nguish between the Phases of ‘Cogni�ve Lesson’ and ‘Skill

Lesson’

Iden�fy the ac�vi�es of the teacher and the students in the

various phases of a lesson

Prepare a Lesson Plan for a given set of Cogni�ve Objec�ves

Prepare a Lesson Plan for a given set of objec�ves in the

Psychomotor Domain

State the eight reasons that necessitate planning for teaching

712

MICRO TEACHING

Micro–teaching with peers is a simulated experience.

Simula�on is by defini�on “ar�ficial”.

Simula�on involves role playing.

Micro‐teaching is a teacher training procedure which allows the teacher to prac�ce a specific teaching skill by presen�ng a small lesson to a small group of students (his own peers) with an opportunity to observe the performance on video tape.

The teacher teaches a class of 4 to 5 students for a dura�on of 5 to 10 minutes. The number of instruc�onal objec�ves will be just one or two.

It is followed up by discussion and lesson cri�que.

13

Human Values and Ethics

Maslow’s Hierarchy of Human Needs,

Beliefs,

Limiting Beliefs,

Values,

Moral Values,

Human Values,

Ethics,

Moral Dilemma,

Growing Mindset

14

System Thinking

The educational system is very complex system consists of many

variances, unknowns, and uncertainties. Complexity can easily

undermine confidence and responsibility.

 

System thinking is a discipline for seeing the “structures” that

underlie complex situations. As we enter the “age of

interdependence”, humankind have the capacity to create far

more information than anyone can absorb, to foster far greater

interdependence than anyone can manage to accelerate

change faster than anyone’s ability to keep pace.

 

System thinking forms a rich language for describing a vast array

of interrelationships and patterns of change. Ultimately, it

simplifies life by helping us see the deeper patterns lying behind

the events and details.

Concepts include: Definition, Different systems, Learning disabilities, Prisoners of the system, Laws of system thinking, Systems archetypes, Personal mastery, Mental models, Shared Vision, and Team learning.

15

College of Tomorrow

There is a need for a drama�c and fundamental

transforma�on of the educa�onal process. It’s based

on facul�es’ capabili�es, their reliability, their

learnability, their strengths, and their talents. It

requires healthy life style, warm rela�onships,

intense focus, fana�c discipline, and incisive thinking

to effec�vely garnering a�en�on and holding

interest for gadget –friendly world.

The College of Tomorrow is to make professional

courses a�rac�ve and fully engaging, making

colleges exci�ng, crea�ve, adventurous, rigorous,

demanding and empowering milieu, to listen, learn

and lead to innova�ons that will keep us free, secure,

healthy and thriving in a vibrant economy.

16

Visionary ExerciseWith an increasingly mobile society, cynicism about corporate life, and an expanding entrepreneurial segment of the economy, organiza�ons need more than ever to have a clear understanding of their purpose in order to make work meaningful and thereby a�ract, retain, and mo�vate outstanding people. Organiza�ons will need to draw on the full crea�ve energy and talent of their people.

Purpose (Mission) captures the soul of the organiza�on. Purpose gets at the deeper reasons for an organiza�on’s existence beyond just making money. Vision has become one of the most overused – and less understood‐ word in the language. The word vision conjures up all kinds of i m a g e s . We t h i n k o f o u t s t a n d i n g achievements. We think of audacious, exhilara�ng goals that galvanize people. All of us know vision is important, but what exactly is it? It can truly be said that happens un�l there is vision. But it is equally true that a vision with no underlying sense of purpose (Mission), no calling, is just a good idea – all “sound and fury, signifying nothing”.

MissionPosi�ve Vision

Nega�ve Vision Objec�ves

Core values Dialogue

Discussion Discovery Process

Crea�ve processProcess ques�ons

Culture, andAlignment

17

Overview of Successful Education

The twenty‐first century challenges professional educators to design teaching, learning and assessing process to strategically and holis�cally target students development, including cogni�ve, psychomotor, social and affec�ve domains.

It is the responsibility of the professional organiza�ons, teachers and ins�tu�ons to “ mould the students in terms of Knowledge, and Skill set to face the real prac�cal life in profession and in person” rather than saying “ it is your life lead it the way you want”

There has to be focus on teaching, learning, assessing and pedagogy as well as a learner‐centric approach where the teacher is the facilitator in the acquisi�on of knowledge and values and teaching in skills.

It is be�er to teach the students by understanding individual’s competency rather than wait for them to learn something from the world and then show them the right way to go about it. Core areas of educa�on, Mapping of core areas of educa�on, Lifelong Learning,

Limi�ng beliefs, Assump�ons and Thought, Power of powerlessness, Synchroniza�on, Knowledge, Skill, Talent, Values, Technology Competency, Change, Culture, and Quality of Life.

18

Performance Excellence:Road map to next level of excellence

Excellence" is an inner call a passion once we develop this as a HABIT as a behaviour you need no supervision.

Happiness is a by product of such performance.

The desire to excel is exclusive of the fact whether someone else appreciates it or not.

"Excellence" is a drive from inside, not outside. Excellence is not for someone else to no�ce but for your own sa�sfac�on and efficiency

An Organiza�on exists for a purpose and that purpose is performance

Fears, Needs and Focus, Homeostasis, Learning disabili�es, Personal Mastery, Likeonomics , Prac�cal Intelligence, Return on Luck, Skilled Incompetence, Storytelling, TASK to Mul�TASK, TRUST

19

Preparing Professionals of 2020 and beyond

Topics includes:

Several elements of educa�on system

An�cipated social and economic changes beyond 2020

An�cipated social and professional context beyond 2020

An�cipated skill sets required beyond 2020

An�cipated curriculum, teaching and learning paradigms

beyond 2020

The future is unpredictable and will be global. The engineer of 2020 and beyond will need skills to be globally compe��ve over the length of her or his career to become global ci�zen.

What fundamental and drama�cs transforma�on of the educa�onal process required for not losing the ba�le for the imagina�on of our youth? How to enrich and broaden engineering educa�on so that technically grounded graduates will be be�er prepared to work in a constantly changing global economy? What restric�ng of program, realloca�on of resources, refocusing of faculty, �me and energy required so that our educa�onal infrastructure can educate engineers prepared to tackle the challenges of future?

20

Teachers as Managers and Leaders (Getting people done through work)

• How to incorporate the revolu�onary

insights shared by great managers

everywhere.

• To discover what is unique and

universal about each person and

capitalize on it.

• To have the greatest impact possible

for the longest period of �me.

• Different approaches to managing

and leading people (students) wax

and wane.

• Each human’s nature is different.

Managers and Leaders must find a

mechanism to unleash each human’s

nature.

• To get the best performance from

your people, you have to be able to

execute a number of different roles

very well. You have to learn how to

steer them toward roles that they fit

them.

The three roles that are the most cri�cal if teachers are to achieve something significant in their life and then sustain and expand this achievement, namely the roles of Manager, Leader and Individual Performer.

Warren Bennis and Marcus Buckingham confirm that “Leadership accounts for, at the very least, 15 percent of the success of any organiza�on”. During the course of our life we will inevitably be exposed to all manner of op�ons, opportuni�es and pressures. The key to sustaining success is to be able to filter all these possibili�es and fasten on to those few that will allow you to express the best of ourselves.

Differences between Knowledge, Skill and Talent, Five Fears, Five Needs and One Focus, Three Levers, Twenty Percenters. Three Contenders, Focus on Strengths, Managing Weakness, Thirty four themes of Strength Finders, Performance Management.

Human beings are frustratingly complex

21

Leadership through booksWhat the great authors and think tanks thinking very deeply about

Changing and succeeding under any condi�ons

The role of thinking and feeling

Seek first to understand, then to be understood

The discipline of ge�ng things done

The art and prac�ce of the learning organiza�on

What the world's greatest managers do differently?

How winning companies build leaders at every level?

The mckinsey way

Why some companies make the leap . . . And others don’t?

Leadership in the era of economic uncertainty

The unexpected truth behind earning trust, influencing behavior and inspiring ac�on

How the mighty fall and why some companies never give in?

A rough economist explores the hidden side of everything

Go from being a good manager to being an extraordinary leader

Why some ideas take hold and others come unstuck?

How li�le things can make a big difference?

I am, because we are

Elephants can dance

…about great managing, great leading and sustained individual success

The power of thinking without thinking

Develop your talent and those of the people you manage

Uncertainty, chaos and luck‐why some thrive despite them all

Control your des�ny or someone else will

The new rules for ge�ng things done in difficult �mes

22

Issues Related to Research

Issues related to Guide – Student Rela�onship

Issues Related to Research scholars

Class Room Research

Research Outcomes from Great Books

Research Issues

and Concerns

Assume Nothing, Ques�on Everything, Start Thinking, Learn the Truth

23

24

Ineffec�ve Teachers

The effec�ve teacher is . . . . . . .

The effec�ve teacher does . . . . . . .

The effec�ve teacher thinks . . . . . . .

Six Beliefs about Learning and Teaching

Stumbling block of a new teacher

Low Expecta�ons Trap

Energizing and Empowering Experienced Teachers

Highly

Effective

Teacher

Born to Teach, Born and should not Teach, Should never have been Born

Mathematicsis

Mental weight trainingIt is a means to end (for most people), not an end in itself.

Through Math

exercises

you can

improve

your ability to

think logically

So that you can be

a better

Engineer, Mariner, Manager,

Leader, Architect, or Parent.

Intended Participants Teachers of

School Polytechnic EngineeringArt & Science

Educa�onal AdministratorsManagers, Leaders and decision makers of an educa�onal ins�tu�ons are most welcome to par�cipate.

Days1 | 3 | 5

Methodology Lecture Discussion

The course uses par�cipa�ve discussion, cases and prac�cal assignments to achieve the learning objec�ve.

Par�cipants are encouraged to bring their problems to the course with an objec�ve to learn through guided prac�ces and experience sharing

Guided Prac�ce

Contact : Dr. N. Asokan

ntvasokan@gmail.com

: 9445191369

Sessions90 minutes

4 Sessions / Day