Nothing can be taught.
A student can and will learn from every source when he is bent on having his question answered.
Today people are going thru a process which is mis-called learning to obtain Certificates. The aim is finally "JOBS"
Teaching is also being programmed to fulfill this need.
There is no growth of the personal spirit and persona.
Both the teaching world and the learning world are "Bread earning programs".
A student can and will learn from every source when he is bent on having his question answered.
Today people are going thru a process which is mis-called learning to obtain Certificates. The aim is finally "JOBS"
Teaching is also being programmed to fulfill this need.
There is no growth of the personal spirit and persona.
Both the teaching world and the learning world are "Bread earning programs".
Thanks and Regards
PK(Pradeep Kr Maheshwari)- S164-GK1.
intro to latest book/activities:http://carecompassionmedicine.weebly.com
PL check this link for professional info: http://www.scribd.com/doc/145035973/PK-CV-doc Phone:7503246477, 91-11-41730043,
skype:pradeepmahesh. Facebook: Pradeep PK Maheshwari
From: Ananda Reddy <anandareddy@hotmail.com>
To: "join_mtc@googlegroups.com" <join_mtc@googlegroups.com>
Sent: Thursday, 31 October 2013 12:13 PM
Subject: RE: [MTC Global] Defining Teaching Effectiveness
To: "join_mtc@googlegroups.com" <join_mtc@googlegroups.com>
Sent: Thursday, 31 October 2013 12:13 PM
Subject: RE: [MTC Global] Defining Teaching Effectiveness
In my into session to faculty development, I ask this question.
While both are important, which will be the first between"teacher teaching" & "student learning"?
I firmly believe that students learning comes first. All of my work starts from this point.
Today technology is changing so many aspects and is giving us so many opportunities. We need to revisit this question at regular intervals.
Regards, Anand
Sent from my Windows Phone
While both are important, which will be the first between"teacher teaching" & "student learning"?
I firmly believe that students learning comes first. All of my work starts from this point.
Today technology is changing so many aspects and is giving us so many opportunities. We need to revisit this question at regular intervals.
Regards, Anand
Sent from my Windows Phone
Sent: 31-10-2013 11:47
To: join_mtc@googlegroups.com
Subject: Re: [MTC Global] Defining Teaching Effectiveness
Since it is a term we use in at work ever so often ,I am so happy to add to the list: I belong to the group that critiques teaching effectiveness.While I wont belittle the impact and importance ,my personal take has been that for too long we have discussed and focused teaching-hence the emphasis in teacher training and material creation;the text book and methodologies. All are important but the proof of good to great teaching is in the proverbial pudding: how much did the child learn? was it for now or for ever?Have we made them fall in love with what was said? has their curiosity and innovative spirit gone up?are they thinking on what was said ?do they connect with the new knowledge and information now coming to them to what was learnt? Have we created life long learners? Are they asking questions and above all did this make the teacher a better person?-did he/she learn too?
When my students come back 5 years after they finished their course and remind me of how we discussed Mark Anthony's silence on Ceaser' s death I know my class was a good teaching .When they recall lines I am on cloud nine.When I recall my elements tables my teacher has done a great job-my Geog teachers whose WWII and its beginning in Austria or her geography when I am on top of a glacier-all are signs of great teaching
Why is this great teaching-because of the way it appealed to me as a learner;because of the way it came to me at my level
Gowri
On Thu, Oct 31, 2013 at 8:20 AM, Dr Vinod Dumblekar <dumblekar@yahoo.com> wrote:
--By Maryellen Weimer, PhDThe term "teaching effectiveness" had its heyday in the 80s and early 90s during that period when so much work on student ratings was being done. Its connection to evaluation activities remains and even end-of-course ratings are often thought of as measures of teaching effectiveness. Given its continuing importance, it is a term we should regularly revisit.
Definitions for teaching effectiveness abound, which makes it difficult to identify any one as definitive. We've defined it by asking those concerned (teachers, students, and administrators) what the term means to them. Here are some examples of how we've asked and what's been answered. When asked to list in order of importance the three most important teaching goals, students, teachers, and administrators agreed on the same three — cultivate thinking skills, stimulate interest in the subject and, motivate students to learn — but not in the same order.
In another study, researchers compared the words and phrases students used to describe effective and ineffective teachers. The top three words used to characterize teachers with the highest ratings were: interesting, approachable, and clarity. The definition extracted from descriptions of teachers nominated for teaching awards used these words: approachable, presents material well, makes subject interesting, helpful, and knowledgeable. In 1988, Kenneth Feldman did a meta-analysis of 31 studies in which teachers and students identified characteristics they associated with good teaching and effective instruction. He found that students emphasized the importance of teachers being interesting, having good elocutionary skills, being available and, helpful. Faculty placed more importance on being intellectually challenging, motivating students, setting high standards, and encouraging self-initiated learning.
To examine this further, let's start with two basic questions. (1) What do these various aspects and characteristics of teaching effectiveness have to do with learning? (2) Why don't we just define effective teaching as teaching that results in learning? Too many intervening variables, the researchers tell us. Say you teach a course students do not want to take (developmental reading or remedial math might be examples), and you do all these things associated with effective teaching, your students still may not learn. They may not have the prerequisite background knowledge, they think they cannot learn the content, or it just may not be the time of their lives to be learning what you're teaching. On the other hand, you may be an ineffective teacher but if your students are motivated to learn the content, they will do so in spite of you. Students are the ultimate "deciders" when it comes to whether or not they learn.
But do these teacher attributes and activities make it more likely that students will learn? Research (albeit most of it correlational) says that they do and if it's fairer to evaluate teachers on their teaching than on their students' learning, then these aspects of effective teaching merit our consideration. But here's where the research lets us down. The quest for descriptors continues, even though we have already identified many different traits and characteristics.
I wish we knew which of these descriptors are the most important. How many do you have to display before students consider you effective? If you're deficient in one area, can you compensate by excelling in another area? Does it matter that students and teachers define "teaching effectiveness" differently? How does one craft an improvement agenda when so many of the characteristics seem like personal attributes?
Finally, there are some who critique an emphasis on teaching effectiveness by saying that it takes the focus away from learning and students. Are they mutually exclusive? Can we only focus on one and not both? I would grant you that for a long time the focus was too much on teaching and not enough on learning, but we have redressed that imbalance. It seems to me that focusing on both cements the link between teaching and learning. We want to be teaching in such a way that learning results and if these aspects of teaching promote learning, then we should be working on the skills necessary to develop them.
References:
Layne, L. (2012). Defining effective teaching. Journal on Excellence in College Teaching. 23 (1), 43-68.
Feldman, K. A. (1988). Effective college teaching from the students' and faculty's view: Matched or mismatched priorities? Research in Higher Education, 28 (4), 291-344.Best wishes--------------------------------------------------------The great aim of education is not knowledge but action. ~ Herbert SpencerDr Vinod DumblekarMANTISManagement Simulation Gamesdesign | development | deliveryPh : +91.9818631280
MTC GLOBAL- Educate, Empower, Elevate
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ELM, Azim Premji Foundation
"The world is full of abundance and opportunity, but far too many people come to the fountain of life with a sieve instead of a tank car... a teaspoon instead of a steam shovel. They expect little and as a result they get little." ~ Ben Sweetland
President, CORE Foundation President,
President,Chilume
Mentor—MTC Global Student Chapter
"The world is full of abundance and opportunity, but far too many people come to the fountain of life with a sieve instead of a tank car... a teaspoon instead of a steam shovel. They expect little and as a result they get little." ~ Ben Sweetland
MTC GLOBAL- Educate, Empower, Elevate
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