Effective Quality of Teaching Improves Student Learning Presented By: Pooja Gupta Lecture Community College Jazan University
Transcript
Slide 1
Presented By: Pooja Gupta Lecture Community College Jazan
University
Slide 2
Abstract This paper focuses on the parameters that need to be
considered for providing a quality education to a student. What
methodology should be used by a teacher to improve himself/herself
which will raise the standard of teaching and last but not the
least how these strategies will help to create a learning
environment for a student.
Slide 3
What is Quality Teaching Quality teaching has become an issue
of importance as the landscape of higher education has been facing
continues changes and challenges in this modern era i.e. increased
international competition, increasing social and geographical
diversity of the student body, increasing demands of value of
money, introduction of information technology etc[1]. The
definition of quality teaching depends on the meaning one choose to
give to the word quality. Quality can alternatively define an
outcome, a property or a process. Therefore, it has serveral
definitions. Quality A never ending process of reduction of
defects-quality teaching is teaching that transforms students
perception and the way they go about applying their knowledge to
real world problem and the question arises Are we doing things
right? Is quality means value for money-quality teaching is
stakeholder relative stakeholder inclues students, employers,
teaching and non-teachng staff, government and funding agencies,
creditors, auditors and the community at large. TAM(2001) also
found that all stakeholders held their own view of what quality in
education means to them. This proves that quality teaching it
seems, pertains to what is taught and how it is taught[2] the
content has to be appropriate, proper and aimed at some worthy
purpose. Successful teaching is teaching yields the indended
learning. Good teaching is teaching that comports with morally
defensible and rationally sound principles of instructional
practice.
Slide 4
Why does High Quality Teaching Matter? For those students who
enroll in university level study, the time spent at university (or,
in the case of distance learning students, engaged with the
university from afar) represents more than just a path to a
qualification. The experiences they have along the way also shape
their future interests, employment options and desire for further
learning. University teachers aim to encourage student achievement,
to enable students to become creative and critical thinkers with
the capacity to learn both independently and collaboratively, and
to engender a life-long interest in learning.
Slide 5
How teachers can achieve this? understanding the relationship
between knowledge and how students learn, and integrating that
knowledge into course design and delivery understanding the various
contexts and settings in which teaching takes place (e.g. distance
or face to face teaching, classroom, laboratory, field setting,
practicum) having a mastery of the field of inquiry and its
particular concerns and understanding and respecting individual
students and student groups and their different backgrounds, needs,
values and experiences.
Slide 6
Effects of Quality Teaching > 30% ~5-10% ~50% Fig.1. Effects
of Quality Teaching, Dinham[3]
Slide 7
Strategies used by the teacher for creating a learning
environment[4] Quality learning environment Focuses on what makes
the classroom a place where students and teachers work together
productively.
Slide 8
The elements Explicit quality criteria Engagement High
expectations Social support Students self-regulation Student
direction
Slide 9
Explicit quality criteria Students have a clear understanding
of how well the teacher expects them to do something. Students have
a reference point to which they can compare the quality of their
work. Quality criteria tell students what constitutes a good answer
or product and how to achieve it. Procedural information tells
students what they have to do.
Slide 10
Explicit quality criteria Strategies Provide work samples or
models. Make statements about the quality of work required often
during a lesson. Provide detailed criteria with tasks and explain
them clearly. Use the criteria to give feedback on students work
while they are doing it as well as when it is completed.
Slide 11
Engagement Students are interested and on task most of the
time. Students are attentive and focused. Students take initiative
to raise questions. Students contribute to group tasks.
Slide 12
Engagement What are some strategies that you use to engage
students?
Slide 13
Engagement Strategies Use group work with varied roles for all
students so that all will be included. Make the learning meaningful
for students by relating it to real life and to issues in which
they are interested e.g. youth culture. Provide scaffolding for
students who need more support, and open-ended tasks that provide
for a range of responses.
Slide 14
High expectations Students are given challenging work. Students
are encouraged to try hard. Students are encouraged to take risks
with the language Students work/efforts are acknowledged.
Slide 15
High expectations Strategies Identify the prior learning of the
students so that the work is appropriately challenging. Challenge
your own assumptions teachers expectations for students tend to be
self-fulfilling. Encourage students to aim high, not just get by.
Always recognise the efforts of students. One-to-one feedback
Slide 16
Social support Students feel safe and accepted. Students are
encouraged to try hard and take risks in a climate of mutual
respect. Effort, participation and the expression of points of view
are valued.
Slide 17
Social support Strategies Use a variety of collaborative
activities. Design flexible learning tasks so that all students can
experience success. Always respect, value and incorporate the ideas
and opinions of all class members. This is particularly relevant in
tasks with an intercultural focus. Allow all students to contribute
and collaborate through activities such as think-pair-share and
jigsaw.
Slide 18
Student self-regulation Students demonstrate self-control and
initiative in relation to their behaviour. Students understand and
have internalised the standards of behaviour required in the
class.
Slide 19
Student self-regulation Strategies Ensure activities are
purposeful and interesting with clear goals that students perceive
to be worthwhile. Encourage students to evaluate their own progress
and achievement. Negotiate a shared understanding of classroom
behaviour and responsibilities.
Slide 20
Student direction Student direction is about students assuming
responsibility for class activities by exercising some control
over: choice of activities time spent on activities pace of the
lesson criteria by which they will be assessed.
Slide 21
Student direction Strategies Allow students to choose: how they
go about a task e.g. independently, as a pair, as a group how they
present their work. Negotiate with students how much time is
required to complete their work Let students participate in
determining the criteria by which they will be assessed.
Slide 22
Significance
Slide 23
The elements Background knowledge Cultural knowledge Knowledge
integration Inclusivity Connectedness Narrative
Slide 24
Background knowledge Knowledge gathered in: previous lessons
personal lives.
Slide 25
Cultural knowledge Linking the lesson content to one or more
specific social groups. Valuing Accepting
Slide 26
Cultural knowledge Examples When teaching a unit on birthday
celebrations, discuss how different students celebrate their
birthdays at home, or if there are other celebrations of greater
importance. When teaching food and drink, find out what the typical
food items on the table are at dinner time at the students homes,
and how/when they are eaten.
Slide 27
Knowledge integration Taking the pieces of the puzzle and
fitting them together to form a bigger picture, by linking to other
subject.
Slide 28
Inclusivity Key questions: Are all students of all social
groups included in the public work of the class? Are the
contributions of all students taken seriously and valued by their
classmates and the teacher?
Slide 29
Inclusivity Examples Vary the grouping, e.g. individual work,
pairwork, friendship groups, ability groups, class surveys (as oral
work) Questioning techniques, e.g. teacher to student and student
to student, group responses and individual responses, moving from
closed questioning to open-ended questioning. Positive feedback to
students, including clarification, e.g. Your pronunciation was
spot-on that time. When correcting a students answer, involve the
class in practice/feedback.
Slide 30
Connectedness
Slide 31
Connectedness Examples The use of video learning,games,e-
learning. Incorporating skills such as numeracy and literacy. Real
world skills and tools such as map- reading and the use of ICT play
a vital role in connecting what happens in the classroom to the
world beyond.
Slide 32
Narrative The use of stories or anecdotes to contextualise the
learning, making it more meaningful. Personal stories are better
remembered by students.
Slide 33
Conclusion Teacher is always a seeder. Adopt different Teaching
and Learning strategies and make learning fun & real. To be a
teacher first be a student because they are good learners.
Slide 34
References [1]. Henard F. and Leprince-Ringuet S.,The Path to
Quality Teaching in Higher Education. StudyMode.com. Retrieved 11,
2013, from
http://www.studymode.com/essays/The-Path-To-Quality-Teaching-In-
1886376.html.
http://www.studymode.com/essays/The-Path-To-Quality-Teaching-In-
1886376.html [2]. Fenstermacher D G., Richardson V., On Making
Determinations of Quality in Teaching, paper presented in Education
of the National Academy of Sciences, University of Michigan, Ann
Arbor, july 11,2000. [3]. Dinham S., LEADING A SCHOOL FOR IMPROVED
STUDENT OUTCOMES, presented presentation in ACER under CURRICULUM
CORPORATION Melbourne, November 11th,2008. [4]. Quality teaching in
NSW public schools: An annotated bibliography, Published in
professional support and Curriculum Directorate,May 2003.
Slide 35
Thanks Special Thanxs to Dr. brijesh Kumar, Professor, Lingayas
University,India