FDP - Learn to Teach Handbook

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Table of Contents Sl. No. Components Page No. 01 03 02 Organizing Committee 06 03 07 04 Resource Persons 08 05 Program Schedule 09-12 06 13-17 07 List of Participants 18-20 08 Day – 1 21-25 09 26-29 10 Session I & II : Why teach? & Analysing Objectives 30-33 11 34-35 12 Session III: Know your learner/Understanding the learner 36 Session IV: Effective use of ICT and Innovative teaching Day – 02 Session V: Dealing with Learning Lag Session VI: Holistic Evaluation Session VII & VIII: Planning for Evaluation & Tools of Evaluation Concluding Remarks Photo Gallery 3

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Resource Persons Dr. H S Ganesha Bhatta Former Principal, MES Teachers College Director, Academics, MES Dr. Manjula K Swamy Assistant Professor, RV Teachers College, Jayanagar, Bangalore Dr. D K Umashree Assistant Professor, Sri Sarvajna College of Education, Vijaynagar, Bangalore Smt. Poornima Hegde Assistant Professor, MES Teachers College, Rajajinagar, Bangalore 6

Learn to Teach Faculty Development Program Program Schedule Date: Thursday, 28th April 2022 Schedule for Day 01 Time: 10:00 AM to 04:00 PM Venue: BGSIT Seminar Hall, ACU Campus Schedule Particulars 09:30 AM – 10:00 AM Registration for the FDP 10:00 AM – 10:30 AM Inauguration Schedule Particulars Resource Person 10:30 AM - 11:15 AM Why Teach? Dr. H S Ganesha Bhatta 11:15 AM - 11:30 AM 11:30 AM - 12:30 PM Former Principal, MES Teachers College, Bangalore 12:30 PM - 01:30 PM & Director Academics, MES 01:30 PM - 02:00 PM 02:00 PM – 03:00PM Analysing Objectives Tea Break Know your Learner 03:00 PM – 03:15 PM Dr. H S Ganesha Bhatta 03:15 PM – 04:00 PM Former Principal, MES Teachers College, Bangalore & Director Academics, MES Lunch Break Effective use of ICT & Dr. Manjula K Swamy Innovative Teaching Assistant Professor, RV Teachers College, Bangalore Tea Break Session Continuation - Effective use of ICT & Innovative Teaching Date: Friday, 29th April 2022 Schedule for Day 02 Time: 10:00 AM to 04:00 PM Venue: BGSIT Seminar Hall, ACU Campus Schedule Particulars Resource Person 10:00 AM - 11:15 AM 11:15 AM - 11:30 AM Dealing with Learning Lag Dr. D K Umashree 11:30 AM - 12:30 PM 12:30 PM - 01:00 PM Assistant Professor, 01:00 PM – 02:00PM Sri Sarvajna College of Education, Bangalore 02:00 PM – 03:00 PM Tea Break 03:00 PM – 03:15 PM 03:15 PM to 04:00 PM Holistic Evaluation Dr. D K Umashree Assistant Professor, Sri Sarvajna College of Education, Bangalore. Lunch Break Planning for Evaluation Smt. Poornima Hegde Assistant Professor, MES Teachers College, Bangalore Tools of Evaluations Smt. Poornima Hegde Assistant Professor, MES Teachers College, Bangalore Tea Break Concluding Session 7

List of Participants Sl.No. Name of Participants Designation Name of College Santhosh B J Asst. Prof. BGSIT 01 Kshama K Bgiri Asst. Prof. BGSIT 02 Kiran Kumar D Asst. Prof. BGSIT 03 Vidyashree A L Asst. Prof. BGSIT 04 Arpitha H Asst. Prof. BGSIT 05 Sindhu D Asst. Prof. BGSIT 06 Sharath N Asst. Prof. BGSIT 07 Gowtham V Asst. Prof. BGSIT 08 Dhruva M S Asst. Prof. BGSIT 09 Dr. Manojkumar Associate Professor BGSIT 10 Bharath R Asst. Prof. BGSIT 11 Dr. Shivakumarswamy K N Deputy Librarian BGSIT 12 Divyashree Asst. Prof. BGSIT 13 Mouna K M Asst. Prof. BGSIT 14 Ramyarani H V Asst. Prof. BGSIT 15 Dr. Ghali Krishna Harshitha Asst. Prof. BGSIT 16 Ashritha K S Asst. Prof. BGSIT 17 Shwetha H N Asst. Prof. BGSIT 18 Vaani N Asst. Prof. BGSIT 19 Mahalingegowda Asst. Prof. BGSIT 20 Nandini S R Asst. Prof. BGSIT 21 Kavyashree N Asst. Prof. BGSIT 22 Sunanda Kumar A N Asst. Prof. BGSIT 23 Hemantha C Asst. Prof. BGSIT 24 Ancy Y DAS Asst. Prof. BGSIT 25 Shalet Benwn Asst. Prof. BGSIT 26 Raghavendra M Asst. Prof. BGSIT 27 Dr. Babu A Manjasetty Asst. Prof. BGSIT 28 Sunil R Asst. Prof. BGSIT 29 Gangadharagowda P H Asst. Prof. BGSIT 30 Dr. Y Suvarna Asst. Prof. SACCP 31 Mallamma T Asst. Prof. SACCP 32 Noor Ul Eain Asst. Prof. SACCP 33 Telugu Akula Narasaraju Professor 34 Dr. Sudhanva Asst. Prof. Natural Science 35 Harshitha M H Asst. Prof. Natural Science 36 Ramya R Asst. Prof. Natural Science 37 Chethan B S Asst. Prof. 38 Shilpa P M Asst. Prof. ACN 39 Srinivasa T N Asst. Prof. ACN 40 Ravikumar Y H Asst. Prof. ACN 41 Chaithanya M H Asst. Prof. BGSCE 42 Raksha S V Asst. Prof. BGSCE 43 BGSFGC BGSFGC 8

Why Teach? & Analyzing Objectives Dr. H S Ganesha Bhatta Former Principal, MES Teachers College, Bangalore & Director Academics, MES Anderson and Krathwohl Bloom’s Taxonomy Revised Understanding the New Version of Bloom’s Taxonomy Background: Who are Anderson and Krathwohl? These gentlemen are the primary authors of the revisions to what had become known as Bloom’s Taxonomy — an ordering of cognitive skills. (A taxonomy is really just a word for a form of classification.) This taxonomy had permeated teaching and instructional planning for almost 50 years before it was revised in 2001. And although these crucial revisions were published in 2001, surprisingly there are still educators who have never heard of Anderson and Krathwohl or their important work in relation to Bloom’s Cognitive Taxonomy. Both of these primary authors were in a perfect position to orchestrate looking at the classic taxonomy critically. They called together a group of educational psychologists and educators to help them with the revisions. Lorin Anderson was once a student of the famed Benjamin Bloom, and David Krathwohl was one of Bloom’s partners as he devised his classic cognitive taxonomy. Here in the United States, from the late 1950s into the early 1970s, there were attempts to dissect and classify the varied domains of human learning – cognitive (knowing, or head), affective (emotions, feelings, or heart) and psychomotor (doing, or kinesthetic, tactile, haptic or hand/body). The resulting efforts yielded a series of taxonomies for each area. The aforementioned taxonomies deal with the varied aspects of human learning and were arranged hierarchically, proceeding from the simplest functions to those that are more complex. Bloom’s Cognitive Taxonomy had been a staple in teacher training and professional preparation for almost 40 years before Anderson and Krathwohl instituted an updated version. An overview of those changes appears below. While all of the taxonomies above have been defined and used for many years, there came about at the beginning of the 21st century in a new version of the cognitive taxonomy, known commonly before as Bloom’s Taxonomy. You can also search the Web for varied references on the other two taxonomies — affective or psychomotor. There are many valuable discussions on the development of all the of the hierarchies, as well as examples of their usefulness and applications in teaching. However, it is important to note that in a number of these discussions, some web authors have mislabeled the affective and psychomotor domains as extensions of Bloom’s work. These authors are in grave error. The original cognitive domain was described and published in 1956. While David Krathwohl was one of the original authors on this taxonomy the work was named after the senior or first author Benjamin Bloom. The affective domain was not categorized until 1964 and as David Krathwohl was the lead author on this endeavor, it should bear his name, not Bloom’s. Bloom had nothing to do with the psychomotor domain and it was not described or named until the first part of the 1970s. There are 3 versions of this taxonomy by 3 different authors — Harrow (1972); Simpson (1972); and Dave (1970) See full citations below. 9

The Cognitive Domain: The following chart includes the two primary existing taxonomies of cognition. Please note in the table below, the one on the left, entitled Bloom’s, is based on the original work of Benjamin Bloom and others as they attempted in 1956 to define the functions of thought, coming to know, or cognition. This taxonomy is almost 60 years old. The taxonomy on the right is the more recentadaptation and is the redefined work of Bloom in 2000-01. That one is labeled Anderson and Krathwohl. The group redefining Bloom’s original concepts, worked from 1995-2000. As indicated above, this group was assembled by Lorin Anderson and David Krathwohl and included people with expertise in the areas of cognitive psychology, curriculum and instruction, and educational testing, measurement, and assessment. The new adaptation also took into consideration many of Bloom’s own concerns and criticisms of his original taxonomy. As you will see the primary differences are not in the listings or rewordings from nouns to verbs,or in the renaming of some of the components, or even in the re-positioning of the last two categories. The major differences lie in the more useful and comprehensive additions of how thetaxonomy intersects and acts upon different types and levels of knowledge — factual, conceptual, procedural and metacognitive. This melding can be charted to see how one is teaching at both knowledge and cognitive process levels. Please remember the chart goes from simple to more complex and challenging types of thinking. Level Construct Definition 01 Remembering Retrieving, recognizing, and recalling relevant knowledge from long-term memory 02 Understanding Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and 03 Applying explaining 04 Analyzing Carrying out or using a procedure through executing or implementing Breaking material into constituent parts, determining how the parts relate to one 05 Evaluating another and to an overall structure or purpose through differentiating, organizing, 06 Creating and attributing Making judgments based on criteria and standards through checking and critiquing Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. 10

Note: Bloom’s taxonomy revised – the author critically examines his own work – After creating the cognitive taxonomy one of the weaknesses noted by Bloom himself was that there is was a fundamental difference between his “knowledge” category and the other 5 levels of his model as those levels dealt with intellectual abilities and skills in relation to interactions with types of knowledge. Bloom was very aware that there was an acute difference between knowledge and the mental and intellectual operations performed on, or with, that knowledge. He identified specific types of knowledge as:  Terminology  Specific facts  Conventions  Trends and sequences  Classifications and categories  Criteria  Methodology  Principles and generalizations  Theories and structures Levels of Knowledge – The first three of these levels were identified in the original work, but rarely discussed or introduced when initially discussing uses for the taxonomy. Metacognition was added in the revised version.  Factual Knowledge – The basic elements students must know to be acquainted with adiscipline or solve problems.  Conceptual Knowledge – The interrelationships among the basic elements within alarger structure that enable them to function together.  Procedural Knowledge – How to do something, methods of inquiry, and criteria forusing skills, algorithms, techniques, and methods.  Metacognitive Knowledge – Knowledge of cognition in general, as well as awarenessand knowledge of one’s own cognition. (29) (Summarized from: Anderson, L. W. & Krathwohl, D.R., et al (2001) A taxonomy for learning,teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.) One of the things that clearly differentiates the new model from that of the 1956 original is that it lays out components nicely so they can be considered and used. Cognitive processes, as related to chosen instructional tasks, can be easily documented and tracked. This feature has the potential to make teacher assessment, teacher self-assessment, and student assessment easier or clearer as usage patterns emerge. (See PDF link below for a sample.) As stated before, perhaps surprisingly, these levels of knowledge were indicated in Bloom’s original work – factual, conceptual, and procedural – but these were never fully understood or used by teachers because most of what educators were given in training consisted of a simple chart with the listing of levels and related accompanying verbs. The full breadth of Handbook I, and its recommendations on types of knowledge, were rarely discussed in any instructive or useful way. Another rather gross lapse in common teacher training over the past 50+ years is teachers-in-training are rarely made aware of any of the criticisms leveled against Bloom’s original model. Please note that in the updated version the term “metacognitive” has been added to the array of knowledge types. For readers not familiar with this term, it means thinking about ones thinking in a purposeful way so that one knows about cognition and also knows how to regulate one’s cognition. 11

Knowledge Dimensions Defined: Factual Knowledge is knowledge that is basic to specific disciplines. This dimension refers to essential facts, terminology, details or elements students must know or be familiar with in order to understand a discipline or solve a problem in it. Conceptual Knowledge is knowledge of classifications, principles, generalizations, theories, models, or structures pertinent to a particular disciplinary area. Procedural Knowledge refers to information or knowledge that helps students to do something specific to a discipline, subject, or area of study. It also refers to methods of inquiry, very specific or finite skills, algorithms, techniques, and particular methodologies. Metacognitive Knowledge is the awareness of one’s own cognition and particular cognitive processes. It is strategic or reflective knowledge about how to go about solving problems, cognitive tasks, to include contextual and conditional knowledge and knowledge of self. ************************************ 12

Know your Learner/Understanding the Learner Dr. H S Ganesha Bhatta Former Principal, MES Teachers College, Bangalore & Director Academics, MES Who is a learner?  a person who learns  a person who is trying to gain knowledge or skill in something by studying, practicing, or being taught Factors influencing Learning: Learning is a comprehensive process. This process is influenced by a variety of factors related to the learner, the teacher, the process and the content. Thorough knowledge of these factors will prove very helpful for the teachers and parents in understanding and guiding their children’s learning. Personal Factors  Learner physical and mental health  The basic potential of the learner  Level of aspiration and achievement motivation  The goal of life  Readiness and willpower Teacher related Factors  Knowledge of the subject  Teacher behaviour  Personality  Class management and control 13

Content related Factors  Effect of previous experience  Meaningfulness of material  Difficult of material  Multi-Sensory Approach  Nature of content  Selection of contents  Organization of contents Process related Factors  The methodology adopted for teaching-learning experiences  Linking new learning with the previous learning  Co-relating the learning with subjects such as Social Science, History, Geography, Civics. Biology- Botany, Zoology, Microbiology  Utilization of maximum number of sense Process  Provision of drill work. E.g. Revision and practice  Provision of proper reinforcement and feedback. Ex- Smiling, excellent, answer is correct.  Selection of suitable teaching-learning method. Ex- Discussion method, heuristic method, laboratory method etc. Dimensions of Learning  Attitudes and Perceptions  Acquire and Integrate Knowledge  Extend and Refine Knowledge  Use Knowledge Meaningfully  Habits of Mind 14

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Role of Teacher  Never present a lot of concepts at a time.  Try to explain every concept and involve your learners to provide explanation of the concepts.  Encourage learners to give examples based on their own experiences and observations; this will help the learners to link the concept with their own experiences and knowledge.  If it is group work, you can assign time-keeper role to one of the learner who will encourage all to complete the task in given time.  You should analyze the activity/task before assigning to learners in terms of time required to complete the task and plan accordingly.  Design some additional activities/exercises for learners who learn at comparatively slow pace. ******************************* 17

Effective ICT & Teaching Skills Dr. Manjula K Swamy Assistant Professor RV Teachers College, Bangalore How to make teaching and learning enjoyable by incorporating new incorporating technology and pedagogical skills 1. Start Small Don’t reinvent everything you do, even if that new ‘thing’ you’ve found suggests to do exactly that. This needs to be sustainable. Start small, even if you’re starting small so that you can change everything. 2. Start Right Away Within reason. Soon your perception of that new idea or resource will change–lose its shine, or become vague somehow. Start small, and start right away. 3. See Learning as a System With new changes, adjustments need to be made. Your new assessment strategy, learning app, social media tool, or clever use of analogies will change the ecosystem of how you teach. Which is good. Go with it, not blindly, but with the understanding that if you’re not adapting, you’re likely withering. 18

4. Reflect, Reflect, Reflect One of the best ways to grow as a teacher is to reflect on what you learned, reflect after further reading, reflect after discussing it with students or colleagues, then reflect after giving it a try. Consider using “How did it go, and how do you know?” to help frame that reflection, which forces you to both confront how you think things went, and then consider the “data” or evidence of that assessment (whether formal or informal). 5. Collaborate Meaningfully Speaking of sharing it with colleagues, collaboration not only opens up new ways of thinking to further thinking, revision, and extension (a colleague offering up an excellent literacy strategy to go with your new spin on blended learning, for example), but also “puts you on the hook” to see the idea through (unless you want to be known as the teacher who starts a million projects without seeing any through). 6. Listen to Students They’ll let you know how you’re doing, and how any changes to your teaching are “going.” You just have to be willing to listen with an open mind and grow based on the feedback. One of the easiest ways to grow as a teacher and change your craft of teaching is to stay curious, and to respond to new thinking with a critical eye and a heart full of possibility. Just as you encourage your own students to stay active, engaged, and connected, you too can keep reading about new ideas, connecting to new communities, participating in twitter chats and collegial conversation in order to reflect, and in the process continue to refine yourself professionally, making lasting change in the way you teach. 7. Celebrate Learning! Because that’s why we’re here. Without celebrating success–the success and growth of your students and how you helped them are it happen–your job is unsustainable. The same way your students need to see progress and believe what they’re doing is working, so do you, and keep exploring ways to grow as a teacher! Online tools IXL is a K-12 platform to help students practice and learn Math, Science, Social Studies, Spanish, and Language Arts. It ‘teaches’ through assessment (questions) and has diagnostic modes, suggested curriculum, and more. Better Explained: Better Explained is a free resource that seeks to explain mathematical concepts through quick visuals. Khan Academy: Khan Academy is the popular, online platform used to learn academic content–mostly STEM-based. Google Docs: Google Docs is a word processor that’s part of a web-based productivity suite offered by Google within its Google Drive service. This platform also includes Google Sheets and Google Slides, the former a spreadsheet tool and the latter a presentation program. YouTube YouTube: YouTube is everyone’s favourite video platform and is one of the most popular websites on the internet for a reason: you can learn almost anything. Here is YouTube’s Learn at Home resource. 19

Quizlet/my quizzes.com: Quizlet is a free study app for digital flashcards to memorize, review, and learn new ideas. One of its best features is the ability to download other users’ cards to save a lot of time–or even learn content you might not have considered. Audacity: Audacity is a free, open-source audio file editor Gimp: Gimp is a free, open-source image editor. Open Shot: Open Shot is a free, open-source video editor. Microsoft Teams: Microsoft Teams is a project-management tool with a free tier feature-rich enough to use for students to plan out classwork, projects in project-based learning, plan businesses, or communicate with groups from and around school. Slack: Slack is a project-management tool with a free tier feature-rich enough to use for students to plan out classwork, projects in project-based learning, plan businesses, or communicate with groups from and around school. Trello: Trello is a project-management tool with a free tier feature-rich enough to use for students to plan out classwork, projects in project-based learning, plan businesses, or communicate with groups from and around school. Project Gutenberg: Project Gutenberg is a collection of over 60,000 free eBooks. Wikipedia: Wikipedia is everyone’s favourite crowd-based encyclopaedia. It is supported by donations by free for end-users. MIT Open Courseware: MIT Open Courseware is a collection of MIT’s free course materials for public use. Polynote: While this is an advanced learning tool, it’s really quite something. A Netflix-created open-source program, Polynote is a Machine Learning and Data Science workflow tool. Polynote is a “different kind of notebook. It supports mixing multiple languages in one notebook and sharing data between them seamlessly. It encourages reproducible notebooks with its immutable data model.” Blender: Also an advanced tech tool, “Blender is the free and open-source 3D creation suite. It supports the entirety of the 3D pipeline—modelling, rigging, animation, simulation, rendering, compositing and motion tracking, video editing, and 2D animation pipeline.” *************************************************** 20

Dealing with Learning Lag Dr. Umashree D K Assistant Professor Sri Sarvajna College of Education Meaning of Cultural Lag Anytime the complexity of a task or pace of learning doesn’t match the learner’s level of readiness, then the result is learning lag.  Learning lag happens when the pace of the classroom moves too fast or too slow.  It also happens when a teacher skips concepts that needs review or covers a concept doesn’t need review. It happens when the depth of learning is complex and overwhelming or overly simple.  Learning Lag occurs when students are able to continue with their formal education, but other circumstances (in this case a global pandemic) impact the amount of time dedicated to learning and the amount of material that is able to be covered and more importantly reinforced.  Learning lag is much easier to remedy and with a focus on acceleration (supported instruction and exposure to grade level learning), generally disappears in a matter of weeks. Indicators of Learning Lag  Observational data: Observation is a good thing. But because learning lag is difficult to detect, observational data is often not adequate when used in isolation.  Observational data needs to be used in combination with student performance data.  As a result, lesson plans do not always reflect the reality in the classroom and student learning lag goes undetected.  It happens when a teacher fails to detect that a student has an incorrect understanding and now that student must unlearn what they have learned.  These are common problems found in every classroom. The culprit is often a broken learning cycle. To eliminate learning lag we must improve the learning cycle. (Learning cycle inspired by Andrea Corney.) 21

Steps to improve Learning Cycle  Improve the quality and quantity of student data.  Reduce the turnaround time between collecting and returning student work. Grade and analyze student work daily if possible.  Use current concrete student data to make lesson plans. Do not rely solely on general observation. Learning Gap  A learning gap is a discrepancy between what a student has learned and what a student was expected to learn by a specific point in their education.  While some learning gaps can be minor and relatively easy to remedy (such as a student missing a single lesson due to illness), others can be significant and cause major learning losses or academic setbacks. Types of Learning Gaps  Knowledge gaps: Students do not know or were not exposed to the correct information.  Skills gaps: Students have not had the practice necessary to develop common skills.  Motivation gaps: Students lack the motivation to advance their knowledge or skills.  Environmental gaps: Students lack an environment conducive to learning.  Communication gaps: Students experience breakdowns in communication. 1. The knowledge gap: The knowledge gap is somewhat of an exposure gap; as instructional experiences are different all around the country. For example, every school district handled distance learning in its own way, and some just simply didn’t have the technology or infrastructure to support students who were learning from home. Some schools were able to seamlessly transition to distance learning, with teachers moving their instruction to Zoom in a synchronous way for most of the school day for other schools, however, that transition wasn’t as smooth. Several teachers. In some cases, students were only given packets of worksheets or assignments that weren’t interactive and far from the same experience as learning in person. 22

2. Environmental gaps: Environmental gaps are similar to knowledge gaps, but with different outcomes. Limited space in family homes Inadequate or slow internet connection Siblings learning alongside other siblings. Parents trying to work from home, while learning is not always a quiet activity, these environmental factors certainly took a toll on students’ learning abilities—especially after dealing with them for several months in pandemic. Identification of Learning gaps  Improving learning levels of students is the utmost challenging task faced by the teachers.  In order to bring quality improvement in teaching-learning process, it is essential that the learning gaps of students be identified during the instructional phase and remedial measures be taken so as to improve the learning levels of students.  The existence of gaps in learning can be detrimental not only for students’ understanding but also hampers the success of teaching-learning process.  The identification of learning gaps/difficulties of students is generally referred to educational diagnosis. The term educational diagnosis includes all activities in measurement and interpretation that help to identify gaps in growth and their causal factors for individuals or for class groups.  The process of determining the causes of learning gaps or educational difficulties is known as educational diagnosis. Steps of Diagnosing and Remedying Learning Difficulties 1. Identify Individual Student/Group having Learning Difficulties  There are a number of methods for identifying those pupils who are experiencing learning difficulties. The most common way is to observe/analyse the results of achievement tests.  In some cases, it is desirable to analyze an achievement test item by item and make a tally of those missed by each pupil.  Items which are missed by a large number of pupils indicate areas where the class as a whole is doing poorly. The errors of each individual pupil can also be studied for clues to his/her particular learning difficulties.  Informal classroom evaluation procedures can also be used to detect learning difficulties.  Anecdotal records, day to day observations, and judgements of experienced teachers may also prove to be valuable in identifying pupils with learning gaps or difficulties. 2. Identifying the Specific Nature of Learning Difficulty  When a pupil’s learning difficulty is in one of the basic areas, a logical followup procedure is the administration of diagnostic test. Sometimes, an achievement test is administered and procedure of analyzing pupil’s responses to each test item is followed.  Another approach is to ask the pupils to describe aloud the mental process they follow as they answer each question.  The ‘thinking aloud’ provides clues to the pupil’s weakness in knowledge, skill and method of approaching problems.  Clues concerning the specific nature of pupil’s learning difficulties might also be inferred from his/her cumulative record. 23

3. Determining the Factors Causing Learning Difficulties  There are multiple factors causing learning difficulties. Those factors sometimes may be related to the curriculum, teaching-learning practices and school management whereas many a time socio-cultural setup of the learners, family and friends and also the learner him/herself becomes the cause of the learning difficulties.  The methodology used in teaching, the physical and emotional status of the learner, relation with teachers and other academic endeavors in the school also become the reasons for learning difficulties.  For determining the causes of learning difficulties pupil’s cumulative records are analyzed, special tests are taken, interviews to the parents, teachers peers, etc. are conducted. 4. Applying Remedial Measures  Identifying the causes of learning difficulties suitable remedial measures are provided to the learners. Providing remedial measures mean to take steps for solving the learning difficulties.  Remedial measures can be in form of proper counseling of the students, remedial teaching, physical and mental treatment of the learners, studying the attitude and changing attitude of the students etc.  This can also be equally applicable for the teachers to re-design their teaching in terms of using suitable methods and techniques of teaching, dealing with students cordially, and developing good interpersonal relationships with the students. Remediation’ or ‘Remedial Teaching’  Diagnostic testing leads to remedial teaching in which a teacher is required to prepare instructional material for quality learning and adopt different methodologies as per the needs of the learner or a particular group.  The ultimate aim of remediation or remedial teaching is to help pupils who have fallen behind to learn to the best of their ability and to bring them back into the mainstream of the teaching-learning process as far as possible.  During the process of remediation, a teacher is expected to devise some strategy to remove problems in learning and the causes due to which the learner has faced the difficulties.  The strategy used by the teacher to remove the learning gaps of the learners is known as remedial teaching General procedures followed to do the Remedial Teaching.  Set objectives as per the nature of difficulties.  Self-designed & self-structured Bridge Course to bridge the learning gaps  Teach using specific methodology and techniques.  Get feedbacks from the students and find out the weaknesses.  Reteach the same with modification assessment.  Assessing the final performances. Principles of Planning Remedial Teaching by the Teachers  Ensure good physical condition of the learners before remedial teaching.  Discuss with the parents and seek their cooperation.  Analyzing specific strengths and weaknesses of the child and accordingly deal each student as per their abilities. 24

 Discuss with the child about his/her problem and tell him/her to find out the solution.  Teach learners as per their standard and involve them in self, peer and group activities to solve their difficulties.  Individualized remedial teaching may be provided subject to the need of the students.  Feedback techniques need to be applied so that the learners will realize their improvement in learning.  Teacher-made or standardized tools can be used to know the progress of the students.  Cumulative records of the learners may be prepared to know the nature of difficulties, treatment given, and progress noticed. Vital Remedial Programmes- Testing and Evaluation The use of periodic testing during remedial teaching might serve any of the following functions:  Inform the pupil the specific types of responses that are expected;  Provide further diagnostic information about the pupil’s difficulties and learning needs;  Give the pupil a feeling of success through the use of a carefully graded series of tests and exercises;  Motivate the pupil by providing short-term goals and immediate knowledge of progress; and  Provide information concerning the effectiveness of the remedial procedures. Other evaluation techniques such as rating scales, check-lists, and anecdotal records can, of course, be used to provide feedback on learning progress and the success of the remedial programs *************************************** 25

Holistic Evaluation Dr Umashree D K Assistant Professor Sri Sarvajna College of Education Holistic Evaluation  Holistic learning refers to enriched individuals with the precise blend of knowledge, values, and skills.  Evaluation is the process of Quantitative, Qualitative description and judging the value of something or someone based on a set of standards.  Holistic evaluation thus refers to Continuous and Comprehensive evaluation.  The purpose of evaluation in an educational context is to make a judgment about the level of skills or knowledge, to measure improvement over time, to evaluate strengths and weaknesses, to rank students for selection or exclusion, or to motivate.  Holistic evaluation considers the differences of students seeks to address many factors such as the physical, emotional, spiritual, relational and intellectual aspects. Reference Systems in Evaluation 1. Criterion-referenced evaluation refers to testing against an absolute standard such as an individual’s performance against a benchmark. 2. Norm-referenced evaluation refers to testing against set standard norms such as an individual’s performance against the values described in norm tables. Types of evaluation 1. Formative Evaluation. 2. Summative Evaluation 3. Diagnostic Evaluation 4. Placement Evaluation 5. Continuous and Comprehensive Evaluation It is necessary for the teacher to determine students’ status at the beginning of the course (placement evaluation), at periodical intervals (formative and diagnostic evaluation), and at the end of the academic year (summative evaluation). Continuous Evaluation is necessary if the teacher intends to change teaching strategies in order to improve the learning behavior of students and provide them with meaningful learning experiences. Comprehensive Evaluation: Comprehensive evaluation takes care of assessment of all-around development of a student’s personality. The word Comprehensive in Comprehensive Evaluation refers to:  Content Coverage  Activities coverage  Type of Items  Objectives coverage  Activities coverage 26

Activities Coverage  We assess student’s development in two areas – Scholastic and Co-scholastic.  The term ‘scholastic’ refers to those aspects which are related to the intellectual exercise of the students in curricular subjects. They include assignments, practical, projects, and different types of tests conducted in schools.  The components of assessment covered under co-scholastic areas are life skill development of students, their attitudes, self-concept, personality, socio-cultural development, emotional intelligence, and developments in the areas of art, crafts, health, physical education, yoga and peace education, etc.  Developments in curricular areas and co-curricular areas constitute holistic development of the students. Tools and Techniques/ Type of Questions In comprehensive evaluation, different abilities of students in scholastic and co-scholastic domains are evaluated by using the following tools and techniques Example:  Test &Examination (Includes Different Type of Questions)  Oral Tests  Practical Tests  Interview  Observation  Rating Scale  Checklists  Attitude Scales, Etc. Are Used for Comprehensive Evaluation of Students Objectives Coverage: Continuous and comprehensive evaluation means carrying out an assessment of students’ abilities continuously through different tests such as unit test, half-yearly test, and annual test and these tests would focus on cognitive, affective and psychomotor domains. It includes an assessment of abilities of the students in both scholastic and co-scholastic areas. 27

Items under Different objectives  Items with Question tags- What? When? Where? List, Define, Name, Locate, etc. - REMEMBERING OBJECTIVE  Items with Question tags- Explain, Describe, classify, differentiate, give examples, exemplify with examples etc- UNDERSTANDING OBJECTIVE  Items with Question Tags-How? Why? Justify? summarize, Conclude, predict the consequences, cause and effect relationship etc.- APPLYING OBJECTIVE  Items with Question Tags -Neat labelled diagram, label the parts, organize the elements into order, balance the equation etc. – SKILL Functions of CCE (Holistic Evaluation)  It helps the teacher to organize effective teaching strategies. Continuous evaluation helps in regular assessment of learners’ progress (ability and achievement) with reference to specific scholastic and co scholastic areas.  Continuous evaluation serves to diagnose weaknesses and helps the teacher ascertain individual learner’s strengths and weaknesses.  It provides immediate feedback to the teacher who can then decide whether a particular unit or concept needs re-teaching in the whole class or whether a few individuals are in need of remedial instruction.  It helps children know their strengths and weaknesses and motivates them for self-learning.  It provides the child a realistic self-assessment of how he/she studies and also helps him/her enhance his/her learning abilities.  It motivates children to develop good study habits and directs their activities towards the achievement of desired learning goals.  It helps a learner to determine the areas of instruction in which more emphasis is required. Continuous and comprehensive evaluation identify areas such as aptitude, interest and self- concept.  It helps in identifying changes in attitude and value systems of students. 28

 It helps in making decisions for the future, regarding choice of subjects, courses and careers.  It provides information /reports on the progress of students in scholastic and co-scholastic areas and thus helps in predicting future success of learners.  In CCE, teachers can use different kinds of tools to test the abilities of learners in scholastic and co-scholastic areas. Conclusion:  Continuous evaluation means regularity in the process of evaluation. It includes unit-end tests, monthly, quarterly, half-yearly and even annual examination.  Comprehensive evaluation includes evaluation for all round development of the students. It consists scholastic, co-scholastic abilities of the students and it also includes the areas of their special interests.  Feedback of students assessment through continuous and comprehensive evaluation helps the teachers to assess their teaching behaviour and redesign their teaching. **************************************************************** 29

Planning for Evaluation & Tools for Evaluation Smt. Poornima Hegde Assistant Professor MES Teachers College, Bangalore Achievement Test Assessment and evaluation are essential components of teaching and learning. Without an effective evaluation program, it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning need. Assessment is the process of gathering information on student learning. Evaluation is the process of analysing, reflecting upon, and summarizing assessment information, and making judgments and/or decisions based on the information collected. Aims of Student Evaluation 1. Incentive to Learn 2. Feedback to Student 3. Modification of Learning Activities 4. Selection of Students 5. Success or Failure 6. Feedback to Teacher 7. Protection of Society Types of Evaluation Formative Evaluations: It is an ongoing classroom process that keeps students and educators informed of students’ progress toward program learning objectives. The main purpose of formative evaluation is to improve instruction and student learning. Summative Evaluation: It occurs most often at the end of a unit. The teacher uses summative evaluation to determine what has been learned over a period of time, to summarize student progress, and to report to students, parents and educators on progress relative to curriculum objectives. Diagnostic Evaluation  It usually occurs at the beginning of the school year or before a new unit.  It identifies students who lack prerequisite knowledge, understanding or skills.  Diagnostic testing also identifies student interests.  Diagnostic evaluation provides information essential to teachers in designing appropriate programs for all students. 30

Achievement Test Achievement test is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area. Accurate achievement data are very important for planning curriculum and instruction and for program evaluation. Definitions “Any test that measures the attainment sand accomplishments of an individual after a period of training or learning”- N M Downie “The type of ability test that describes what a person has learned to do”– Thorndike and Hagen “A systematic procedure for determining the amount a student has learned through instructions” – Groulund Functions of Achievement Test  It provides basis for promotion to the next grade.  To find out where each student stands in various academic areas.  It helps in determination about the placement of the students in a particular section.  To motivate the students before a new assignment has taken up.  To expose pupil’s difficulties which the teacher can help them to solve. Steps involved in Achievement Test  Planning of a test  Preparation of a design  Preparing blue print  Writing of Items  Preparation of scoring key  Preparation of question wise analysis  Tools of Evaluation In educational Evaluation, tool may be defined as an instrument to collect evidences of the student’s achievement. Achievement Test Achievement Test, Anecdotal Record, cumulative Record, check list, Rating Scale, Questionnaire, etc. are the main tools of Evaluation in Education In the evaluation approach, the term achievement has to be understood in relation to the objectives of instruction that are translated in to behavioural changes. The same learning points might have been learnt by different students at different levels. The teacher is interested in knowing the level of achievement of each student in each of the learning points and evaluates these on the basis of his pre- determined instructional objectives. A test meant for the above purpose is known as an achievement test. Questionnaire Most commonly used method of evaluation is questionnaire in which an individual attempts answers in writing on a paper. It is generally self-administered in which person goes through the questionnaire and responds as per the instruction. It is considered to be the most cost-effective tool of evaluation in terms of administration. 31

While developing teacher should ensure that it is simple, concise, and clearly stated. Evaluation done with the help of questionnaire is quantitative. Interview Interview is the second most important technique used for evaluation in which students participating in evaluation are interviewed. Interview can help in getting information both quantitatively and qualitatively. Interview can be conducted in group or individually. It is a time-consuming process; therefore, it should be arranged as per the convenience of interviewer and interviewee. It can also be used to evaluate a programme at the time of exist of student called exit interview. Interview should be held in a quiet room and the information obtained should be kept confidential. An interview guide can be created, which is an objective guideline to be followed by the interviewer Observations Observation is the direct visualization of the activity performed by the student. It is very useful in assessing the performance of the students, to know how many skills they have attained. Observation is needed to be recorded simultaneously, if delayed some important points of the observation could be missed. There is scope for subjectivity in observation and the same can be overcome by developing an objective criterion. Students should also be aware of the criteria, so that they can prepare themselves accordingly and their anxiety levels will be controlled. Teacher should also prepare himself to enable fair assessment. Rating Scale Rating scale is another tool of assessment in which the performance of the student is measured on a continuum. Rating scale provides objectivity to the assessment. Later on, grades can be given to the students based on their performance on rating scale. Checklist Checklist is a two-dimensional tool used to assess the behaviour of the student, for its presence or absence. Teacher can evaluate the performance of the student with a detailed checklist of items and well-defined and developed criteria. Checklist is an important tool that can evaluate students' performance in the clinical area. Order in which steps to be used to complete the procedure can be put in sequential order, which help the teacher to check whether the required action is carried out or not. It is an important tool used in both summative and formative assessment Attitude Scale An attitude scale measures the feeling of the students at the time of answering the question. Likert scale is the most popular. Attitude scale contains a group of statements (usually 10-15) that reflect the opinion on a particular issue. Participant (student) is asked the degree to which he agrees or disagrees with the statements. Usually, five point Likert scale is used to assess the attitude of the student. To avoid any kind of bias, equal number of positively and negatively framed statements is included. Self-Report or Diary A self-report or diary is a narrative record maintained by the student, which reflects his critical thoughts after careful observation. It can be a one-time assignment or regular assignment. Regular assignment is maintained in a spiral book which can be evaluated on daily, weekly, monthly or semester basis. Self-report or diary helps in improving any existing programme or constructing a new one based on self-report submitted by the student. 32

Selection of Evaluation Tool Process of evaluation requires careful selection of evaluation tool. There are some guidelines to be followed while selecting the evaluation tool. Points to be observed while selecting evaluation tool are given as under:  Appropriate: The tool should be able to measure what it intends to measure.  Appropriate: The tool should be appropriate for the domain to be measured.  Comprehensive: The tool should be able to evaluate all variable to be studied.  Valid and reliable: The tool should be pretested, reliable and valid.  Cost-effective: The tool should not be very costly to use.  Time-saving: The tool should not be very lengthy. ******************************************************************* 33

Concluding Remarks With the Divine Blessings of Paramapoojya Jagadguru Sri Sri Sri Dr Balagangadharanatha Mahaswamiji and with Devine Blessings and Guidance of His Holiness, Jagadguru Sri Sri Sri Dr Nirmalanandanatha Mahaswamiji. It is believed that the most important resource of any reputed institution has been its human resource including faculty members and other non-teaching staff. However, the role of a teacher/faculty who imparts knowledge and skills to students is prime and like God. India is one of the countries that have the highest number of educational institutions in the world and, consequently, the highest number of teachers and faculty members. The unprecedented growth of institutions in India in the past two decades has led to a shortage of updated and well-trained faculty members and has created a quality challenge for education. Education throughout life is based on four pillars: learning to know, learning to do, learning to live together and learning to be. The concept of learning throughout life is the key that gives access to the twenty-first century. It goes beyond the traditional distinction between initial and continuing education. It links up with another concept often put forward, that of the learning society, in which everything affords an opportunity of learning and fulfilling one's potential. In its new guise, continuing education is seen as going far beyond what is already practised, particularly in the developed countries, i.e. upgrading, with refresher training, retraining and conversion or promotion courses for adults. It should open up opportunities for learning for all, for many different purposes - offering them a second or third chance, satisfying their desire for knowledge and beauty or their desire to surpass themselves, or making it possible to broaden and deepen strictly vocational forms of training, including practical training. In short, 'learning throughout life' must take advantage of all the opportunities offered by society. Increasing internationalization in teaching is strongly supported by the Indian education sector and is considered vital for Indian institutions in developing India’s capacity in research and innovation, driving up India’s institutional ranking and increasing the quality of teaching and learning. Formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of learning; but it is vital now to conceive education in a more encompassing fashion. Such a vision should inform and guide all 21st century college for future educational reforms and policy, in relation both to contents and to methods. Faculty vitality is the main ingredient to enhance professional education and competence. Enriching the faculty vitality in key domains of teaching, assessing, research, professionalism, and administration is perceived to improve educational environment significantly and enhances the academic performance of learners. Faculty development program (FDP) has been considered as a stand-alone educational pedagogy in fostering knowledge and professional skills of faculty. With above desire, under the guidance & Leadership of Patron, Honourable Chancellor His Holiness, Jagadguru Sri Sri Sri Dr Nirmalanandanatha Mahaswamiji, Chief Patron, His excellency Honourable Vice Chancellor of Adichunchanagiri University Dr. M A Shekar, Dr. C K Subbaraya, Registrar of 34

Adichunchanagiri University and support of “The Leading light of Constituent Colleges” the Dean’s and the Principals, The School of Faculty Empowerment & Professional Development aims to provide need based training programs which help every individual to sharpen the knowledge and skill set to thrive Professionally and to improve educational environment significantly and enhances the academic performance of learners and results in the growth of University in Global level. The beautiful event, the exceptional message, the delectable menu and comforting ambience all have contributed favourable by Dr. B K Narendra, Dean Engineering & Management, ACU & Principal, BGSIT in promoting the brand of Adichunchanagiri University and outstanding technical and administrative support in organising the event. Thank you. 35

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“There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning.” - Jiddu Krishnamurthy 37