Asatoma Sadgamaya
Tamasoma Jyotirgamaya
May the light that we celebrate this Diwali show us the way and lead us together.
With festive greetings
DrAJagan Mohan Reddy
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Re: [MTC Global] Defining Teaching Effectiveness
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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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
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Re: [MTC Global] World rankings: Poor research pushes India's grades down
Unless we completely deregulate and de control all forms of H&TE we will never have competition, innovation, quality & research.
Indian colleges and universities will continue to go down every year.
Our arrogance and ignorance will be our downfall.
Krishan Khanna
Chairman
i Watch
www.wakeupcall.org.
MTC GLOBAL- Educate, Empower, Elevate
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Indian colleges and universities will continue to go down every year.
Our arrogance and ignorance will be our downfall.
Krishan Khanna
Chairman
i Watch
www.wakeupcall.org.
Sent from BlackBerry® on Airtel
From: Nagarajan Vasudeva Rao <v.nagarajan99@gmail.com>
Sender: join_mtc@googlegroups.com
Date: Fri, 1 Nov 2013 00:39:48 +0530
To: <join_mtc@googlegroups.com>
ReplyTo: join_mtc@googlegroups.com
Subject: Re: [MTC Global] World rankings: Poor research pushes India's grades down
A nice and good reading. All the IIT / IIM pass outs settle down nicely in different coveted positions and enjoy their lives. What is it they are going to contribute for the growth of our Nation. How they are going to alleviate poverty and bring in renaissance. Our former President's vision of 2020, who is going to be the forerunner for this. Lot of confidence reposed on the younger generation to work in this direction? Is it really taking place. Industry- Institute- Government- Public all should work together to upgrade India's image and economy. The ranking may be coming down but what about the quality. If the quality levels are best maintained it can yield good results.
-- Research, Knowledge transfer, Sharing of knowledge,must be concurrently taking place and the researchers must continue with their journey in search of excellence and must not be complacent with one or two findings and settle down. Upgradation of the ranking can take place only when both the teachers and students work together for the upliftment of the status of the universities.
Regards,
V.NAGARAJAN, B.A., LL.B.,PGDBA, PGDCA,
Corporate Trainer & HR Consultant,
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On Fri, Nov 1, 2013 at 12:14 AM, Prof. Bholanath Dutta <bnath.dutta@gmail.com> wrote:
--World rankings: Poor research pushes India's grades down
Gauri Kohli, Hindustan Times
New Delhi, October 30, 2013
They are elite institutions attracting the best of faculty and the crème de la crème of students from across the country. But if one goes by the recent world university rankings, the Indian Institutes of Technology (IITs) have slipped from their positions in 2012. Students, teachers and experts have expressed concern over this and suggested ways for improvement.
"The parameters largely responsible for the drop in the rankings of the IITs include academic reputation, faculty-student ratio and research capacity. We also need more students who are keen on pursuing research. Industry participation should also be increased if we wish to improve," says Anup Raaj, an IIT Bombay student.
Recently, UK's Quacquarelli Symonds (QS), one of the major global education ranking organisations, released its list of the top 200 universities in the world for 2013. No Indian institute featured among the top 200. IIT Delhi was ranked 222, down from 212 in 2012, and IIT Bombay at 233, down from 227 in 2012. IIT Kanpur and IIT Madras were ranked 295 and 313, respectively.
The story was similar in the latest Times Higher Education (THE) World University Rankings with no Indian institution being ranked among the top 200.
Joy Deep Nath, an alumnus of IIT Kharagpur says, "Indian universities seldom produce impactful research projects which depend upon a lot of things like good and motivated faculty, infrastructure and industry-academia partnerships. The government could allocate more funds for research in pure sciences, provide incentives for quality faculty to stay in the universities."
Pushing for change
Positioning of the IITs globally has also been a point of discussion at the recent meeting of the IIT Council. Another important topic that was discussed was the existing potential for improving the composite indicator rankings, even though the undergraduate engineering programmes of the IITs are some of the best offered globally.The focus is also on augmenting research. A number of measures have been approved to encourage students to enrol in PhD programmes in IITs. For instance, for students of CFTIs, with CGPA above 7.0, admission into IITs would be possible without the GATE.
Elaborating on the general opinion on global university rankings after THE's discussions with Indian academia and Indian government officials and the Planning Commission, Phil Baty, editor, THE rankings, says, "There was a very strong sense coming from the government that India can no longer afford to ignore the world university rankings, and universities must stop pretending that the global rankings are not relevant to India. An official from the department of higher education at the HRD ministry said at the meeting that we must play the same game the rest of the world is playing. We need not be shy about it."
Baty believes that a country of India's rich intellectual history, vast size and growing economic power needs at least some world-class universities that can compete with the very best universities in the world. "We have seen a steady and encouraging increase in participation in the rankings process by Indian institutions. This year, 19 of India's leading institutions took part in the assessment process, and there was a healthy mix of public and private. But over time, we would like to see many more Indian institutions taking part in our exercise. The Planning Commission believes there are around 100 institutions which should consider themselves globally competitive and should look to the global rankings," adds Baty.
While rankings may not be the "be-all and end-all" factor, a section of experts says that it is more important that every Indian institution, whether it is an IIT or a non-technical university, delivers what it is supposed to. "We should not over-fixate ourselves with the ranking phenomenon. It is more important to create an excellent R&D environment," says Pradipta Banerjee, director, IIT Roorkee.
Where India lacks
According to Baty, the key issue for Indian universities, in terms of their global competitiveness in the rankings, is their research output. "We measure institutions across the full range of their activities – teaching, research, knowledge transfer and international outlook – but the main indicators look at research quality, the impact of each university's research in pushing forward the boundaries of our understanding. This is an area where India's institutions are lagging," explains Baty. The rankings are "absolutely relevant" to India, he says.Other reasons for the paucity of Indian higher education institutions in the world rankings are lack of resources and a profession of higher education, say experts.
"Building world-class universities requires abundance of resources, including, capital, time, effort and talent. Given the priority of expansion in Indian higher education, these resources could not have been concentrated in a handful of universities to help them achieve world-class standards," says Rahul Choudaha, a New-York based higher education expert and director of research at World Education Services.
How we can go up the ladder
The government could allocate more funds for research in pure sciences, provide incentives for quality faculty to stay in the universities, say students
Experts say that the existing potential for improving the composite indicator rankings could be looked at
Given the priority of expansion in Indian higher education, resources such as capital and talent should not be concentrated in a handful of universities to help them achieve world-class standards
More students should take up research. Industry participation should be increased too
2013 World ranking for indian institutesQuacquarelli Symonds
IIT Delhi 222
IIT Bombay 233
IIT kanpur 295
Times higher education
Panjab university 226 -250
IIT Delhi 351 - 400
IIT Bombay 351 - 400
Educate, Empower, Elevate
Prof. Bholanath Dutta
Founder, Convener & President
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