Best Practices in higher education; Role of Commerce & Management teachers

Best Practices in higher education;Role of Commerce & Management teachersDr.G.P.Sudhakar Director- MBA program, Surana College, Bangalore

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The environment TechnologyGlobalizationChanging Demographics Changing expectations of IndustryChanging expectations of College ManagementsChanging expectations of parentsChanging expectations of studentsChanged students.when compared to earlier generations

Purpose of Commerce/Management EducationThe study of organisations, their management and the changing external environment in which they operate;Preparation for and development of a career in business and management;Enhancement of lifelong learning skills and personal development to contribute to society at large.

Best Practices can be classified under NAAC Key AspectsCurricular AspectsTeaching-Learning and EvaluationResearch, Consultancy and ExtensionInfrastructure and Learning ResourcesStudent Support and ProgressionGovernance, Leadership and ManagementInnovations and Best Practices Teachers have a role in each of these

Best Practice areas we must focus on as teachersCurricular AspectsTeaching /LearningResearch

Broad themes in which best practices are availableEmployabilityLearner centricityEfficiencyStudent engagementFormative assessmentsRole of the teacher as a guide/mentorBringing faculty research into the classroomRelevant curriculum need for constant updating or focus on core universal concepts?Innovations in all the above themes

Curricular Aspects

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What students dont needTo memorizeTo Comply ( industrial era requirement)FactsNotesLikely questions..all things essential in the past

Why should students come to college ? Understand the value and method life long learningSkills needed in the work placeGain the ability to collect, analyze and understand large amounts of data Learning Experiences

What kind of experiences do we need to provide ?Decision MakingWorking in a teamManaging a website/social media presenceNetworkingImpact analysis Visualize- plan- implement- evaluate cycleWriting a reportNegotiationSolving a ProblemActive Listening

What can we add to the Pedagogy?Simulation-based Activity -based Problem-basedProject-based learningService-learningPlace-based learning

Learner centricity Learner is central and teacher the facilitatorStems from clear understanding of student needs, and interestsCurriculum is flexible to meet student requirements and offers many optionsLearner is consulted on curriculum design and instructional processFocus less on knowledge transfer and more on comprehension and application

Employability Domain SkillsSoft SkillsExperiences It is not clear whether the underlying concern of staff and students in these courses (i.e. Business Studies degrees) is a study of business or a study for business. (Tolley, 1983: 5)

Examples of Best Practices in Curriculum DesignCollaboration with Institutions of QualityCBCSResearch Integrated CurriculumAdd on/value added courses as part of curriculumRestructuring Curriculum to enhance employment opportunitiesGurukulum Practices in Modern CurriculumCurriculum with Women's empowerment focus.values/employment/for differently abled Experiential learning Curriculum

Best Practice series 6 Curricular Aspects Case Presentations - NAAC

First Short exercise Design a syllabus Any subjectFill all the boxesDraw lines from the outer boxes to the relevant part of the syllabus boxOne member to present for 3 minutes using the form

Teaching/learning

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What makes great teaching?Great teaching is defined as that which leads to improved student progress

(Pedagogical) content knowledge (Strong evidence of impact on student outcomes)Quality of instruction (Strong evidence of impact on student outcomes)Classroom climate (Moderate evidence of impact on student outcomes)Classroom management (Moderate evidence of impact on student outcomes)Teacher beliefs (Some evidence of impact on student outcomes)Professional behaviours (Some evidence of impact on student outcomes)

What makes great teaching? Review of the underpinning research- Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major October 2014

BEST TEACHING PRACTICESActivating prior knowledge to make connectionsFraming the learning for all studentsPresenting smaller amounts of material at any time (10:2 Theory)Guiding student practiceProviding for student processing of the new material (10:2 Theory) during and after lessonChecking the understanding of all studentsPreventing students from developing misconceptionsJ.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly. David Ausubel, Educational Psychology: A Cognitive View

ACTIVATING PRIOR KNOWLEDGEWHY?

Framing the Learning for All StudentsLet the students know verbally:What they will be learning using student friendly objectivesWhy they are learning itHow they will learn itHow they will know they know itHow you will know they know it

Pyramid of Learning

READING10 % HEARING20% SEEING30%

HEARING & SEEING40%

DISCUSS WITH OTHERS70%

TALK/WRITE OR DO/APPLY90%

Presenting Smaller Amounts of Material At Any Time

10-2 Theory (10 minutes of instruction w/2 minutes to process)

37-90 Theory (for every 37 minutes of instruction, people need to get up and move for at least 90 seconds)

Create lots of starts and stopsResearch shows that people remember the first 3-5 minutes of what they hear and the last 3-5 minutes of what they hear.

Guiding Student Practice

Practice makes permanent not perfectDont allow students to practice incorrectlyLearning SequenceI do (teacher models)We do (whole class practice w/teacher)Yall do (small group or partner practice while teacher monitors)You do (independent practice)

Providing for Student Processing of the New Material10-2 TheoryWait TimeSummarizing

Checking the Understanding of All Students

What it isnt.Are there any questions?Are you all with me?Am I going too fast?This account is to be debited, isnt it?Who can tell me?

Formative Assessments

Preventing Student Misconceptions

Students do not come to school as blank slatesWhat they think they know greatly impacts their learningAnticipate confusionUse specific strategies to address misconceptions

Student Engagement Academic EngagementInstructional quality and delivery, supplemental support, classroom structures to enhance student interaction in classBehavioral Engagement Attendance, Student participation in class and extra curricular activitiesCognitive Engagement Challenge, asses, assist , Build an emotional and intellectual bond with the studentPsychological engagementBelonging, identification with the school

Class room efficiency Time ManagementUsing Technology to save time and effortBlended teaching to cater to diverse sets of learnersCosts space/ teaching aids/

Role of the Teacher as Mentor/guide

What changes do you plan to bring to your classroom?Use the form5 minutes time

Bringing Research into the Classroom

Research in the classroomBringing faculty research into the classroomResearch is not only about publications, Research for class is broader

Student as researchers Provides skills Brings new knowledge/understanding

Exercise 2 Fill the formFill in the form and indicate how you plan to include the various elements into your classroom sessionTake 5 minutesList top 3 changes you intend to make

Thank Yougpsudhakar.blogspot.comgpsudhakar@gmail.com