Miranda: I do the following to ensure effective learning, including a lot of self study by the students:

1. Send my PPTs to them before hand so that they know the contents and the chronology of the issues to be discussed in the class

2. Try to make PPTs as understandable as possible

3. In one course of 20 sessions (30 hours total) of class room instructions, i discuss about 10 to 12 cases, both Indians cases written by me and Harvard Business school cases, which are given to the students before hand. Each student is expected to come read with the case concerned on the specific day as also the relevant material.

4. Surprise quizzes (4-5 quizzes for each course--each quiz lasts about 7 minutes with multiple choice questions) is given in the class so that they remain alert to all that is going on in the course.

5. Sometimes the quiz is on the case facts; so they are forced to read the case. If they do not come read with the case, it is useless for them to sit in the class.

6. in each course a group project is given, which involves field visits or/and library work--each group is of about 3 to 6 six students; this also helps them learn team working and tolerating the diverse people.

7. About 15 to 20 per cent marks in each course are for class participation, which includes asking insightful questions, and giving insightful answers of others' questions.

8. There are no make-up quizzes; so they are on their toes to ensure that they remain present in almost every class. In a rare emergency, a make-up quiz may be given.

9. Reading material in the form of handout of copyrighted articles and cases are given to each student before hand. One textbook in each course is bought by the institute for each student.

Dear friends, this has some relation to our joint study. When you are ready to write, all this formal and informal learning on RG will be helpful. Let me know at which stage you are: Javier, Elmer et al. Thanks.

https://www.researchgate.net/post/Who_is_keen_on_a_collaborative_study_on_K12_students_motivation_to_study_science_Do_you_have_resources_or_review_articles_on_this

Miranda: I do the following to ensure effective learning, including a lot of self study by the students:

1. Send my PPTs to them before hand so that they know the contents and the chronology of the issues to be discussed in the class

2. Try to make PPTs as understandable as possible

3. In one course of 20 sessions (30 hours total) of class room instructions, i discuss about 10 to 12 cases, both Indians cases written by me and Harvard Business school cases, which are given to the students before hand. Each student is expected to come read with the case concerned on the specific day as also the relevant material.

4. Surprise quizzes (4-5 quizzes for each course--each quiz lasts about 7 minutes with multiple choice questions) is given in the class so that they remain alert to all that is going on in the course.

5. Sometimes the quiz is on the case facts; so they are forced to read the case. If they do not come read with the case, it is useless for them to sit in the class.

6. in each course a group project is given, which involves field visits or/and library work--each group is of about 3 to 6 six students; this also helps them learn team working and tolerating the diverse people.

7. About 15 to 20 per cent marks in each course are for class participation, which includes asking insightful questions, and giving insightful answers of others' questions.

8. There are no make-up quizzes; so they are on their toes to ensure that they remain present in almost every class. In a rare emergency, a make-up quiz may be given.

9. Reading material in the form of handout of copyrighted articles and cases are given to each student before hand. One textbook in each course is bought by the institute for each student.

Thanks Prof Debi. Great answers as usual. I'm waiting for responses from all passionate dedicated teachers and profs :))

Very soon, I think that Pardis will join us as a great teacher and scholar! She's already one! I will be back soon.

Learning aptitude increases when the NEW INPUT has something really NEW / UNKNOWN / IGNORANCE almost if consumed would be " Ready to use "

Generally, I back down, I say that there are not negligible, they have value sometimes hidden and should be revealed .. They are able , they should not be underestimated. I bind the element of the lessons already learned things to enable them to help build the lesson, participate and contribute ...

I forgive those who did not respond to a question , I give him one chance to catch up what they like my course ... and provides more efforts with hope , ...

Then I generalize it for all other disciplines , so that the effect spreads more ...

After that, I amplify this potential by saying they do not work just for themselves but for their families , for their country, for humanity , etc ...

With that and other things , students facing difficulties encountered in their learning and continue , make decisions , organize , find optimal solutions to manage their lives, priorities , etc ...

First thing is that student should know what is expected through the entire semester on day one. So plan thoroughly your class schedule, quizzes, tests, assignments, projects, etc. Follow that schedule meticulously without any deviation. Make clear your policies in the beginning. Don’t be lenient or condone lax behavior. Make it more interesting by linking your course material with instances that students can easily identify. Encourage extra effort by the students. Give regular feedback.

Dear friends, thanks for all the ideas given. This thread is likely to become a useful resource for any teacher or lecturer...

First, use Constructivist educational philosophy instead Objectivist approach.

Second, give them the "whole picture" - i.e. what they have to do (learn) in this couple lessons.

Third, give the "Lego (TM)" small parts: necessary definitions, knowledge, actions, hints, whatever... and just say "DO IT"...

In one word "Programmed Learning"

Good answer Ljubomir. I would say something similar. I design my curriculum and assessment as 'tasks' that are as meaningful as possible, then teach the 'tools' to do the job as well as possible, then support them to complete the task. The tools include concepts & skills that may be different for each student, The tasks are 'problematised ' as much as I can make them, - so they engage their minds and as Flexible as possible to allow personalisation.

Thanks for your views :)

'Constructivist educational philosophy',

'best instruction is not very crammed',

"whole picture", 'role playing', 'Brain storming'.

Yes, they have to make a mind map for each chapter :)

Learning must not be a punishment. How do children discover and learn at home? With trial and error? Should this kind of learning be applied at higher levels of education? If you allow students to make mistakes, and explain why they made mistakes, children/students will not be afraid to learn more....

@Miranda, I find PBL (Problem Based Learning) as a verified approach!@Kamal and others mentioned it and its modifications!

Interesting ....

I believe that the control comes only with autonomy. And I think in complete autonomy ... autonomy over their own lives and on their decisions.

So I believe it is always important to value the autonomy of students.

How to do this? A simple exercise that I do with MSc students is as follows. First, I spend some instructions on their research projects. Second, I ask them to reflect on what has been done. Third, we establish specifications for they themselves list the instructions to be followed in sequence. Fourth and finally, they must follow the instructions themselves.

Dear Miranda

A good option is to make a preliminary questionnaire on certain topics, asking what level of knowledge of each student in each topic (pre course self assessment) and self assessment at the end of each topic to check what they thought they knew and what they actually know. This allows and encourages the student to identify the topic or topics that need further study to improve performance

Thank you, Marcel, Prof Ljubomir, Alexandre and Nelson E.

So for PBL, I get them to work in small group of 4 students: instructions (lectures), questions and reflections by students, establish 'specifications' (students reflect and look for info they will need), and they report what they learn! Makes them independent, more in control of their own learning...

All powerful ideas need a time that has to come and once it comes,nothing can stop the ideas becoming actions. Innovative model to improve teaching standards,new facilities,teacher quality,etc needs to be implemented. integrating non formal skill education with main stream formal education,encourage research in higher education,and creation of an ecosystem that produces contributors to education systems are necessary to change the system.

In my case Dr. Yeoh, I made my own ICT instructions with real issues and some PBL and inquiry in Biology, then the students will need to do autonomous activities on their own pace in the student centred settings to complete the instructions given.

@MY:

While designing instruction set, a teacher should think of making them interesting from students' point of view. In my student days, I liked those teachers who were able to induce/create interest in subjects they were teaching, through their style, up-to-date contents, My biology teacher was my ideal. And i had full control over the subject. Even I used to finish the course book myself. But maths teacher was very strict, ready to punish, so I was scared of the teacher as well as the the subject. result, I could not pursue mathematics in higher classes.

Please consider following while you design your instruction set:

1. try to make it student's participation oriented

2. provision of reward/positive appreciation for those completing the assignment perfectly

3.make groups, give food for their thoughts as per their brain/age/performance/ ability/attitude

4. include visuals/pictures/cartoons to make the subject easy for students

I believe that every child is intelligent, and a teacher has to judge them, their state of mind and requirements and then sow the seeds of motivation, dedication, sincerity....

There are many ways to achieve it.

If you can share your contents, may I can help you to design & develop a model Instruction set

After all that has been written above I would just add the following point: Learning abilities and motivation, in this globalized permanent informational reality, does imply an increased effort by teachers/professirs to constantly adapt their lectures - of course keeping quality and demanding effort - to those same realities. Motivation to learn does depend more and more on the ability of teachers/professor to stimulate the learning skills of their students by keeping them actualized and well informed. This will help them to go to fundamental knowledge by themselves and, finally, to really understand the need for a strong study effort and a natural will to learn.

Cheers,

JP

Thank you for your views. Great ideas:

'powerful ideas need a time that has to come and once it comes,nothing can stop the ideas becoming actions. Innovative model to improve teaching standards,new facilities,teacher quality,etc needs to be implemented';

'own ICT instructions with real issues and some PBL and inquiry in Biology, then the students will need to do autonomous activities',

'imply an increased effort by teachers/professirs to constantly adapt their lectures - of course keeping quality and demanding effort'.

Here, we use standard PPT lecture notes, standard tutorial exercises and same Biology lab manuals. The competition is very keen because we are one of the feeders to university education.

A ppt.

Electronic Presentation Guide

Dear Raof, thank you for sharing ppt.

Thanks Raoof, I have gone through it. The blue background and yellow letters will be good, not too tiring for our eyes :)

I think constructive alignment approach by Biggs is effective approach to control student learning process.

@Jawad Masood, can you share the resources on 'constructive alignment approach by Biggs'. Thanks.

The following wiki page can give you the concept:

http://en.wikipedia.org/wiki/Constructive_alignment

I think the following book gives good insight:

http://www.amazon.com/Teaching-Learning-University-Research-Education/dp/0335242758

@Miranda,

The DARK-BLUE background + yellow letters.

Thanks Raoof :)

Dear friends; to give my students more control last semester, I allowed them to choose the topic on which they desire to make a 3D model: plasma membrane, any organelle etc etc. I try to avoid being rigid. I think the amount to study and to remember is stressful enough for my students.

My experience while creating a curriculum for Practicing Executives; we had a lot of one-to-one interactions for What stimulates them for Further learning and growth and then empathized as evolution for the Course work..

Please follow..

https://www.researchgate.net/profile/Krishnan_Umachandran/contributions?ev=prf_act

I use many of the same activities as mentioned by other colleagues involved in the discussion. In addition, Blackboard tools in addition to face2face Instruction. Because I am preparing students for clinical service, we do simulations, service-learning projects, small-group discussions and sometimes competitive presentations with judges external to my classes.

Thanks for your views, Krishnan and Nola. I observe that my boys seem to have less control over their learning than the girls, all 19 year old. So the girls engage in behaviors that support like coming early to class, sitting in front, ask more questions etc. What do you observe?

Practical based teaching will be most useful according to me.

Most of times, students know the theories behind everything but do not know their applications and how to implement it in day to day life. This sometime creates a big question in their mind that "is the course helpful to them?". To overcome their this question, application based and practical based teaching approach should be applied and course materials should be designed in that way.

Regards,

Nitish

Some control can be given to students via the context. Ie students can examine cultural theory through fashion, advertisements, etc. The elements of cultural theory would be common just the context changes. In my situation, this means constructing curriculum such that a variety of contexts could be used to demonstrate understanding.