https://www.youtube.com/watch?v=2N1I6sOhDiw






 In this video its show the difference between teacher centred & students centre classes. Its discuss about project based learning as the solution to implementing truly student centre classes. Its also show that students should learn by practising doing & collaborating. As much as possible students should be involved in planning their learning & thinking about its effectiveness. Students should do as much as possible for themselves. Students should also learn in group.

Methods used in classroom.

Usually i use Aural-Oral Method and Projector Method

1.Aural-Oral method is based on oral teaching and learning in which teacher ask questions to the students before presented a lesson and content.Written work is minimal as in poetry and story telling after role play is conducted on the base of the theme of the story and poem.

Objective: The main objectives of the above method are;
1.To make students effective in listening.
2.To let the students free in their perception regarding theme.
3.To make them able reciting poems and stories,.
4.To make them able in extempore.

It is the best method for learning if electronic devices are not available at a time.
Students make their own perception finding out the moral and massage and translating poems according their own they feel.They try to respond well but sometimes it hampers because of large number of students in a class.

2.Projecter Method .is based on E.learning in which content is displayed on the projector first then ask questions to the students related to the content.As i do when teach Liquid English in which every lesson displayed first then teacher use to translate afterword.At the end of the lesson there is a activity or role play by the students as well teacher for better understanding of the lesson or content learnt.

Objective: The  main objective of the above method are as follow;
1.To let the students know about E-learning.
2.To make class interactive and effective.
3.To make students aware of the realia.
4.To make students able in understanding the role play.

I used the method because by seeing things or doing we learn much better than oral practice.

As the students really enjoyed the learning and the interact in the class and TCL&SCL both are used in that way.The students are always ready for an activity and role play.

TCL SCL - BLOG POST 02

Hello all,

                 As a good facilitator i know, all students do not learn in the same way. There are many ways of  facilitating, some of them we are using in our classroom, like
lecture by facilitator,
Group discussion in classrooms,
Role play activity,
Workbooks,
Some Practical Activity,
Assessments,
Pair learning,
Arrange guest lecture,
Presentations,
Charts activity,

                 The object of using different different teaching styles is that to engage students in class, make class more effective, get students involvement in learning.

                 To reach our curriculum, to gave satisfaction to students  we use different - different learning.

                 In some activities students respond well. either its all up to  that which type students we have, like shy students don' like role play activity, extra activate students don't like work in group or pair they want to do all activities by their own.

              In some where I also have the SCL, TCL and combination of both, but still today i never try to notice all these things, may be i can say that i don't know anything about that type of teaching strategies. if i tell you about my center's class session than In role play or group discussion our teaching methodology is like SCL, in theory lab we have an TCL methodology, and in Digital lab we are using combination of Both TCL & SCL.
   
            This video reflects the activity of my class.

 

This is short clip of our role play activity..

(please open these both video with VLC media player.)

Teaching Approaches

There are various teaching aprroaches i tried to find out from internet.

1. Process Oriented Guided Inquiry Lessons (POGIL)
Process Oriented Guided Inquiry Lessons are part of a learning strategy that has both a constructivist and social component. In other words, it focuses on using the real life experiences of the learner to create knowledge and considers how students relates to the environment where they are taught.
When engaging in POGIL's, the teacher assigns text to students, and then poses a set of questions that they can only answer by exploring the text that was given. In this process, the teacher has to fight the urge to give students any answers or facts to memorize. Their main role is to pose questions that provoke the students to look more deeply at the text they are given. In a POGIL classroom, students develop conclusions about the text they are interrogating that will increase their knowledge. As students answer questions, teachers "guide the inquiry" by asking supplemental questions that will eventually move the students towards thinking deeply and drawing more complex conclusions. This approach has resulted in increased student interest in the subject being taught and increased mastery of content in the science classes where it is mostly used.
2. Project Based Learning (PBL)
Project-based learning is an approach to teaching that focuses primarily on having students engage in explorations of real-world problems and challenges. Through these explorations, they develop their content knowledge, but also develop solutions to problems. This approach to teaching functions to engage students that may be disinterested in traditional content because it allows them to identify problems in their community or the world at large that they want to solve. It also provides teachers and students with opportunities to be creative. In schools that commit to project based learning, students can engage in a project, and learn all subjects as they complete their project. In this process, the teacher looks for ways to connect the subject to the project. In turn, students look to the teacher for content knowledge so they can complete their project.
3. Reality Pedagogy
Reality Pedagogy is an approach to teaching and learning that focuses on teachers gaining an understanding of student realities, and then using this information as the starting point for instruction. It begins with the fundamental premise that students are the experts on how to teach, and students are the experts on content. Reality pedagogues/teachers believe that, for teaching and learning to happen, there has to be an exchange of expertise between students and teacher. For this exchange to happen, teachers need a set of tools called the "5 C's" to gain insight into student realities, and allow students to express their true selves in the classroom. These tools are:
1. Co generative dialogues: Where teachers and students discuss the classroom and both suggest ways to improve it.
2. Co teaching: Where students get opportunities to learn content and then teach the class.
3. Cosmopolitanism: Where students have a role in how the class operates and in what is taught.
4. Context: Where the neighborhood and community of the school is seen as part of the classroom.
5. Content: Where the teacher has to acknowledge the limitations of his/her content knowledge and work to build his/her content expertise with students

4. Flipped Classroom
One of the most popular new approaches to teaching is the flipped classroom. This approach involves a process where the typical lecture that happens in the classroom occurs at home. Students watch lectures on video, and then return to school to engage in the exercises they would traditionally have for homework, and to ask questions based on the lecture they watched on their own at home. When students watch videos at home, they can stop and go and at their own pace, and take notes a their leisure. When they return to school, they can work in groups to discuss what they watched, and/or have their questions answered by the teacher. In this process, students create, collaborate and learn at their own pace, and apply what they have learned at home in the classroom.
In all of these approaches, the most powerful thing to recognize is that they focus explicitly on engaging both the student and the teacher. When teachers are treated like the intelligent professionals that they are, and given the flexibility to engage in approaches to teaching and learning that go beyond archaic models that they are often bound to, students respond differently, and education is improved.

Specific sentences or examples used in the video that caught your attention.

In this video of Rita Pierson,there were many sentences and examples caught my attention like:

• James Corner says that-No significant learning can occur without a significant relationship.
• George Washington says that-All learning is understanding the relationship.
• Kids don't learn from people they don't like.
• Teaching and learning should bring joy.

this video was really motivating for me as a facilitator,and there are many sentence  caught my attention and this sentences works as ignition for me as Rita Pearson says that we are educators and we born to make a deference.

a) What you liked in the video of Rita Pierson?

 First of all i will say that the Title of this video"Every Kid Needs a Champion" shows everything. Is really were inspiring video to a facilitator. Because some time we as a facilitator thinks that to teach students is only our goal but as Rita Pierson talked that it is a process to raise the self esteem of a child.it is a process to build up the good relationship that never disappear. on the other hand i liked the concept of this video that Evey facilitator should understand to become a good facilitator. As shows in the video that we discuss many things about training and teaching process but we never discuss the importance of human connection relationships.

The components of the facilitation approach

1: Learn the framework and apply it to a real life example so you understand it its application to facilitation, coaching, consulting and training. Understand the why & how of “presence practices” to help you grow as a facilitator.
2: The earth element – learn how to create stability, depth and cohesion in your design – factoring it in early and at critical stages of the session.
3: The water element – see how important flow and transparency is. What tools, tips and processes do you use to keep the water element flowing throughout? How do you put out “fires” with water processes and statements?
4: The space element – how do you give the group the right space? How do you set up the physical space according to the theme or content of the session? How do you ensure you have enough pauses and reflections? What questions and activities do you use to ensure there is enough but not too much space?
What does a good design look like when all the elements are integrated, balanced and paced for maximum impact?

Student centered learning : at the next level

While hunting for a video on Student centered learning, I stumbled upon this Video which is I feel was the best amongst all the ones I saw. It is on:

If students designed their own schools...... by Chales Tsai:

https://www.youtube.com/watch?v=RElUmGI5gLc

It a beautiful video where a school allows students to learn what they want and however they wanted. It takes the idea of students centred learning to another level. Each students chooses that one thing that he/she wants to learn/ or is really curious about and they figure ways of learning it together. Its amazing the kind of affirmation students make about this approach after having experienced it. Its great to see that students actually are very passionate about learning and work hard towards that.

Each students picks up an idea and prepares to take their team through the journey and they work hard in the process. They display a lot of collaborative work in the process. The passion with which students are talking about it is great. There seems to be no fear of failing and different learners with different learning needs find space for themselves. They are aware of their fears and passions and make use of those in the process. One can make out that the students are completely invested in the process. Its amazing that students displayed responsibility not only of their own learning but also their team mates. The process definitely made the students very creative and fearless.

The trainers also play a very important in this process. One the belief that something like this may work and creating room for this to happen in itself is a key role of trainer here. Then playing the role of guide/mentor to these students as and when they needed and proving them the encouragement was absolutely amazing.

The students lived this process and believed in strongly. They realised that this would really prepare them to face the world and all students can benefit from an approach like this.

I think this was a great example of learner centric class may be to the next level. But its amazing to even imagine that if my learning process was like this, I may have been a different person all together. This makes me feel all the more responsible and aware of the importance of students centred learning

https://www.youtube.com/watch?v=ooqvgcY5VKU

https://www.youtube.com/watch?v=oNxCporOofo

I Post two videos to said about learning style. Second one explains in detail

Why this video.

The Video Teaching strategies on effectively reaching kinesthetic, visual, and auditory learning styles I picked this video because it gives an overview of the different learning styles and it goes into detail about each style of learning. It also gives tips on how to help each kind of student learn better in the classroom. I am a visual learner and could relate to what the video said about visual learners. I found what they had to say about the other kinds of learners really interesting and will have to remember to help them out in ways I wouldn't normally think of.

 I think any idea about how to teach each style of learner are good and can really valuable It also helps to know which techniques will help certain students and how to identify the students that learn specific ways.  By catering to all 3 learning styles you are insuring that each student is given the greatest opportunity to learn.

 

Teaching style survey

The result of my teaching style survey are: 

Expert: 4.375 High

Formalauthorithy: 4.875 High

Personal model: 4.375 High

Facilitator: 4.625 High

Delegator: 4.625 High

I am very impress this teaching style survey.  

I would  try improve the below mentioned disadvantage.

Knowledge and information can be overused and intimidating; may not always show underlying thought processes. Potentially rigid and less flexible ways of managing learners and their concerns. May want to “clone” learners in own image; learners may feel inadequate cannot live up to; stuck in practice may believe approach is best way to practice medicine

Time consuming; sometimes more direct approach is needed; can make learner uncomfortable

Facilitation Approach

In a facilitative approach trainer is not the only one who is talking unlike many traditional classrooms. The learners have the equal opportunity and chance to voice their opinions and thoughts. Infact the role of the facilitator is more to get students to communicate with each other and get them to share their ideas and thoughts with each other and arrive at a common understanding. The communication from the facilitator’s end is to allow this process to happen seamlessly and ensure that the group in engaging with each other and bring them back on track in case they are completely digressing from the task.  Facilitators role is also key in ensuring that the environment in the class is such that students feel free and motivated to express what they feel in a manner that is not offensive to others. The students should not feel threatened and thus not feel shy in expressing their inner self.  In order for this to happen, the facilitator needs to be very conscious that he/she always practices this in any communication they have with their learners or peers.

The power hierarchy in a facilitative approach is very equal instead of trainer assuming a higher ground who knows everything.  In a facilitative approach students and trainers have equal power to question each other and students can also disagree to what the facilitator sayd if they feel like it. As mentioned earlier students are prime and the facilitator’s role is to help them learn collaboratively with each other. For this to happen, facilitators needs to be playing a role of a guide instead of preacher. The facilitator should help students discuss and settle disagreements themselves instead of facilitator enforcing his answers and expect students to agree to those.

The facilitator does have a role of helping students get to the task. However the process that one follows may differ based on how the group is responding and engaging with each other. There may be some unexpected things thrown at the facilitators during the process. A good facilitator is skilled and open enough to deal with these unexpected directions and processes. The role of the facilitator is also very crucial to ensure that the task for the class is accomplished by the end of the session. The facilitator does have a say but more to bring the group back to track and help in closure of things. However the facilitator cannot force in opinions on students and should not do that.

The videos pretty much help reinforce the role of the facilitator in different ways. I really liked the pilot video that describes the role of a facilitator as an architect, pilot and a guide. I think it beautifully sums it up and brings about the nuances in the role of the facilitator.

My Teaching Approach

I think somewhere in my teaching approach I have a mix of giving importance to the content and the students needs somewhere and this is what is prominent in my sessions. I like to go the classroom with a plan and if need be deviate from the plan a bit without completely changing it. I do somewhere trust that someone who has developed the content would have kept in mind the needs of the learners and also make it simple enough and flexible enough for the trainers to execute on it.

The ability to completely change the plan completely go with what learners want also comes from the experience where you are a seasoned enough facilitator where you can achieve the same learning objective even if the plan completely changes.

I don’t feel very strongly about the fact that as a trainer I should do things that I am comfortable with and that should take precedence because then you are in some ways driving your own agenda without being aware of your learners and that in my mind makes the entire exercise futile. However, I am aware of the fact the trainer needs to be comfortable with the way he or she is training and the approach of it. But this approach needs to formulated keeping in mind the content and the learner needs instead of doing that in isolation.

Elements of a teaching approach

There could be multiple teaching approaches. The right teaching approach needs to be selected based on the learners, their needs and the situation around the facilitator. If the facilitator needs to facilitate a very big classroom with 30- 40 learners the teaching approach many vary from facilitating a classroom of small group of people.

There are teaching approaches which are more chalk and talk and may lend itself to certain situations and certain learner needs whereas some teaching approaches may be more inquiry based seeking more active participation and exploration by the learners.

Some kind of teaching approach may also be learning by doing, where a teacher facilitates a concept by making learner experience it and practice it themselves. This may help fix the concept in the students mind.

Teaching approach could also come from what the facilitator feels comfortable with knowing his style of teaching and what he/she is best at.

Overall the idea is that it could be really flexible and the facilitator is always in the process of doing research and innovation around the apt teaching approach for a set of learners.

Why do learners come to the centre?

Learners come to the centre to learn specific skills that they would like to acquire. Also, to feel confident about themselves and have meaningful engagements with peers and trainers. They would like to take back a learning experience that is of value to them and go back with new things that they did not know before. Learners also come to fulfil their needs as a social person. In the context of work many learners come to the centres to acquire skills that would help them find a job

Student centred learning

Student Centred Learning


As i have gone through videos related to student centred learning but i think the most touching and clear student centred learning is in the movie "Tare Zamin Par,"  in which Amir Khan played a role of  a teacher named Mukund. The student who was suffered from dyslexia and could not be considered a worthy student and a child as well before a teacher came as lightning tower in his life who made a difference. In the movie we see that Mukund understood the psychology of the student,Ishan Awasthi and got ride of him from the problem and made him a creative artist.The entire movie is all about student centred learning in  which Mukund let students to learn practically and realia. One dialogue or a clip in the movie most attracted me is that Mukund  said and gave an example of Ainistine that he also suffered dyslexia but became a great scientist who enlighten the whole world to his discovery. The stimulation and work hard over Ishan made him a good student and cute child. 

SCALS

Hello!!



To start off with the video that I am sharing here, it is real expereince based video. It has two parts, i will be sharing only one part of it with you all and if you like to see the continuation you can watch the second part as well.

Why This video?

I was not satisfied with the student centric approach and I was keen to know about how can we bring in balance among students who are active and students who are not really very active, keeping in mind I just have 90 days to maintain balance, skill them, upgrade them and place them.

Some of the best things I got to know through his video are:
1. Balancing a class having different students.
2. Methods and techniques that I am using and are wrong.
3. Learning Progress.

And many more to pen down.

This video is a part of experiment done by Mr. Dylan William, who has been a teacher and now advisor to the government.




Thank you!!!http://www.youtube.com/watch?v=J25d9aC1GZAhttps://www.youtube.com/watch?v=1iD6Zadhg4M

FEEDBACK

Before starting off with the SCALS module and sharing the video and some points related to it, I want to sincerely thank mastercoach team as through facilitation module and SCALS I have encountered certain areas, methods and reactions through the videos and other worksheets which has changed my ideology of being a facilitator. For example the video on why do we go to college and schools. If it would have been me who has to answer, O also would have said the same things as spoken by others but when I settled down with the Why of School/College, I was amused to see I just didnt know. I had spent my years going to school and college without even knowing what for am I going there.
A simple answer job did not satisfy me, so I again did a brain storming tarting from the time a student visits our centre till the time he leaves and based on that I have  shared my understanding of why do trainees come to our center.
In addition to it, I also want to add that while I was watching the SCALS video; "Class of Rowdies", i was not actually satisfied with the approach of the trainer there, but again for me this video was complete turn about asking me if this is not the correct way , how should it be?
How can we balance a class of two groups, one group who is energetic and keen to learn and second group which is interested to learn but is not able to learn.
With your trigger video, I got a question of what do you mean by student centric approach and to what extent is it possible?
I checked many videos and came across a video that was an eye opener for me. Many things which I used to do, think and practice were wrong.


Thank you to all of you for bringing in such a platform because with out it I don't think, I would have been bothered about knowing and understanding students, facilitators and my own self. All of these I have came across has induced a new energy in me to continue with the course and have developed a great interest in checking my own self and looking around for more feed back.




Thank you!!!!

Understanding Learning

Talking about the needs that drives a learner to visit and then join the course that we offer, I believe that the prime need of them coming to our center is evoked by us. By this I mean that deep within most of them know that they need a medium to survive but the thought evoking process, I feel is taken care by us during mobilization. If at all we get to see some walk inns' at our center, which although remain very few, the basic requirement that I understand remains the need to learn without being taught. Most of our trainees visited our centers because they wanted to acquire the knowledge that could help them get a good job and also lead a happy life, but all of them had a very common concern they did not wanted to be taught.
So according to me, a learner visits our center with an approach of being heard rather than to listen. They aspire to develop skills for a better job but the skills must match their interest and the learning process must satisfy their idea of learning.

My teaching style as per Grasha - Riechmann teaching style survey

                 After filling the Grasha - Riechmann teaching style survey...

I came to know about my teaching style that where I have to work more.

I got more Score in Personal model that means I show learners how to do things; wants learners to observe and emulate approach but this has also disadvantage that learners may feel inadequate cannot live up to; stuck in practice. So that now I focus less on rules and expectations for learners; not supervises learners more closely.

        

                And also I got good point in facilitator which indicates that I believe in personal nature of teaching-learning relationship; asks questions, explores options with learners; focuses on learner responsibility, independence, and initiative it means I am Personal flexible; Focus on Learner needs and goals; openness to alternatives and options. But it is very Time consuming; sometimes more direct approach is needed; can make learner uncomfortable. So that now I decided that maintain time and not to make too much direct approach with learners. But still I also believe that it is necessary to have a significant relationship between students and learner.

Learners come to my center

Students arrive in our classrooms with the full-range of motivations – and sometimes 

with what we see as a remarkable lack of motivation. Motivating students is one of the most challenging things we do as educators. It is true that students carry with them many past experiences that contribute to their motivation in our classrooms. However, as a facilitator we can make a difference, for better or for worse, in motivating students to learn. that's why students come to my center because they get more motivation, active learning, blended learning, friendly atmosphere etc..

Different elements of a Teaching approach

The direct method of teaching, which is sometimes called the natural method, and is often (but not exclusively) used in teaching foreign languages, refrains from using the learners' native language and uses only the target language. It was established in Germany and France around 1900 and contrasts with the Grammar translation method and other traditional approaches, as well as with C.J.Dodson's bilingual method. It was adopted by key international language schools such as Berlitz and Inlingua in the 1970s and many of the language departments of the Foreign Service Institute of the U.S. State Department in 2012.^[1]

In general, teaching focuses on the development of oral skills.^[2] Characteristic features of the direct method are:

• teaching concepts and vocabulary through pantomiming, real-life objects and other visual materials
• teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language)
• centrality of spoken language (including a native-like pronunciation)
• focus on question-answer patterns

Principles

1. Classroom instructions are conducted exclusively in the target language.
2. Only everyday vocabulary and sentences are taught during the initial phase; grammar, reading and writing are introduced in intermediate phase.
3. Oral communication skills are built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes.
4. Grammar is taught inductively.
5. New teaching points are introduced orally.
6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas.
7. Both speech and listening comprehensions are taught.
8. Correct pronunciation and grammar are emphasized.
9. Student should be speaking approximately 80% of the time during the lesson.
10. Students are taught from inception to ask questions as well as answer them.