Subject: Basics of Pedagogy and Academic Management

Module-1: ( Based on Teaching Methodology )

Topic Content Time/date Book reference
Instructional
Design
Concepts of
curriculum
development and
implementation
Fundamentals of
pedagogy
(?Andragogy)

Psychology of
learning

Theories of
Learning
Memory and
Forgetting

1 hr.



2 hrs.


on
07.09.13
Saylor A. and Lewis H - Curriculum Planning
for Better Teaching & Learning, Rinehart &
Winston, Inc., 1981.


Chauhan S S - Advanced Educational
Psychology, Vikas Publishing House Pvt. Ltd,
2002



Rao and Reddy - Learning & Teaching, ,
Commonwealth Publishers, New Delhi, 1992

Subject: Basics of Pedagogy and Academic Management
Module-1: ( Based on Teaching Methodology )
Topic Content Time/date Book reference
Instructional
Design
Principles of
classroom
Motivation

Instructional
objectives

Instructional
strategy

1 hr.



1 hr.


on
14.09.13
Beard I. J. and Senior I. J. - Motivating
Students, Routledge & Kegan Paul Ltd, 1980.


Romiszwoski A J - Designing Instructional
Systems, Kogan Page

Rao and Reddy Instructional Objectives and
Teachers Education, Commonwealth
Publishers, New Delhi, 1992

Instructional
Delivery
Instructional
planning

Lecture plan
1 hr.
on
14.09.13
Sub topic Principles of classroom motivation
Topic - Instructional Design

Can you think of a teacher at your school/college days
who was particularly encouraging for you ?
What motivation strategies did that teacher employ?

Ever wonder why some people seem to be very successful, highly
motivated individuals?
Where does the energy, the drive, or the direction come from?
Motivation is an area of psychology that has a great deal of
attention, especially in the recent years.
The reason is because we all want to be successful, we all want
direction and drive, and we all want to be seen as motivated.



What is motivation ?
How do spiders know how to spin webs?
How do we know that we need food to eat ?
Why people climb mountains ?

There are several distinct theories of motivation.

Some include basic biological forces, while others seem to
transcend concrete explanation.

There are five major theories of motivation.
1. Instinct Theory
How do birds now how to build nests?
The answer is biology.
All creatures are born with specific innate knowledge about how to
survive.
Humans have the same types of innate tendencies.
Babies are born with a unique ability that allows them to survive;
they are born with the ability to cry. Without this, how would
others know when to feed the baby, or when she wanted attention
and affection?
Crying allows a human infant to survive.
We are also born with particular reflexes which promote survival.
So this theory is derived from our biological make-up.
2. Drive Reduction Theory
According to Clark Hull (1943, 1952), humans have internal biological needs
which motivate us to perform a certain way. These needs, or drives, are
defined as internal states of tension which must be reduced.
A prime example would be the internal feelings of hunger or thirst, which
motivates us to eat.
According to this theory, we are driven to reduce these drives so that we may
maintain a sense of internal calmness.

3. Arousal Theory
Similar to Hull's Drive Reduction Theory, Arousal theory states that we are
driven to maintain a certain level of arousal in order to feel comfortable.
Arousal refers to a state of emotional, intellectual, and physical activity. It is
different from the above theory, however, because it doesn't rely on only a
reduction of tension, but a balanced amount. It also does better to explain
why people climb mountains, go to school, or watch sad movies.
4. Psychoanalytic Theory

According to this theory, everything we do, every thought we
have, and every emotion we experience has one of two goals:
Either to help us survive or to prevent our destruction.
It is believed that the vast majority of our knowledge about these
drives is buried in the unconscious part of the mind.
According to this theory, everything we do, everything we can,
be traced back to these two basic drives.

5. Humanistic Theory
This theory is perhaps the most well know theory of motivation.
According to this theory, humans are driven to achieve their
maximum potential and will always do so unless obstacles are
placed in their way.
These obstacles include hunger, thirst, financial problems, safety
issues, or anything else that takes our focus away from maximum
psychological growth.
The best way to describe this theory is to utilize the famous
pyramid developed by Abraham Maslow (1970) called the
Hierarchy of Needs.
The Hierarchy of Needs shows that at the lower level, we must
focus on basic issues such as food, sleep, and safety. Without
food, without sleep, how could we possible focus on the higher
level needs such as respect, education, and recognition?
According to Maslow, nobody has ever reached the peak of his
pyramid.
We all may strive for it and some may even get close, but no one
has achieved full self-actualization.
Self-actualization means a complete understanding of who you
are, a sense of completeness, of being the best person you could
possibly be.
Sample Worksheet 13
Illustrate distinctive features of motivation theories.
Strategies to Encourage Motivation and hence Thoughtful
Learning
What is your observation ?
Engagement
How do you define engagement?
Students who are engaged exhibit three characteristics:

They are attracted to their work

They persist in their work despite challenges and
obstacles, and

They take visible delight in accomplishing their
work
Critical Student Questions
Can ( should ) I do it ?

Do I want to do it ?

What do I need to do to succeed ?
Generally lack of motivation results when learning is
imposed on the learner or it seems that learning is irrelevant
or inappropriate to the learner what is the result ?
Learning required may be at a level which makes achievement of
competence impossible.

Suggest Strategies for Increasing Classroom Motivation
1. Give students a sense of control.
For example, allowing students to choose the type of assignment
they do or which problems to work on can give them a sense of
control that may just motivate them to do more.

2. Define the objectives.

Students want and need to know what is expected of them in
order to stay motivated to work.
At the beginning of the semester, clear objectives, rules, and
expectations of students to be discussed, so that there is no
confusion and students have goals to work towards.
Simple Ideas To Improve classroom Motivation
3. Create a threat-free environment

When teachers create a safe, supportive environment for
students, affirming their belief in a students abilities rather than
laying out the consequences of not doing things, students are
much more likely to get and stay motivated to do their work.

4. Change your scenery.

A classroom is a great place for learning, but sitting at a desk day
in and day out can make classroom start to seem a bit dull for
some students.
Arrangement of field trips, external speakers, or even just head to
the library for some research, can be just what some students
need to stay motivated to learn.
5. Offer varied experiences.
In order to keep all students motivated, lessons may be mixed up
so that students with different preferences will each get time
focused on the things they like best. Doing so will help students
stay engaged and pay attention.
6. Use positive competition.

Friendly competition in the classroom, perhaps through group
games related to the material or other opportunities can motivate
students to try harder and work to excel.
7. Offer rewards and praise when earned.

There is no other form of motivation that works quite as well as
encouragement. Everyone likes getting rewards, and offering your
students the chance to earn the rewards, is an excellent source
of motivation.
8. Give students responsibility.

It can be useful to allow students to take turns leading activities or
helping out so that each feels important and valued.
9. Allow students to work together.

The social interaction while working in group, can get them
excited about things in the classroom and students can motivate
one another to reach a goal. Teachers need to ensure that groups
are balanced and fair.
10. Know your students.

Students need to know that their teacher has a genuine interest in
them and cares about them and their success. When students feel
appreciated it creates a safe learning environment and motivates
them to work harder.

11. Manage student anxiety.

Some students find the prospect of not doing well so, for these
students, teachers may find that they are most motivated by
learning that struggling with a subject isnt the end of the world.
Offer support no matter what the end result is and ensure that
students dont feel that they will give up.

12. Make goals high but attainable.

Students like to be challenged and will work to achieve high
expectations so long as they believe those goals to be within their
reach, so dont be afraid to push students to get more out of them
13. Give feedback and offer chances to improve.

Students who struggle with class work can sometimes feel
frustrated and get down on themselves, draining motivation. In
these situations its critical that teachers help students to learn
exactly where they went wrong and how they can improve next
time.

14. Provide opportunities for success.

Students, even the best ones, can become frustrated and
demotivated when they feel like theyre struggling or not getting
the recognition that other students are. Make sure that all
students get a chance to play to their strengths and feel included
and valued.
Sub topic Instructional Objectives

Why to teach ?
Note:
When we teach we want students to learn and
what we want them to learn as a result of our teaching
are our OBJECTIVES.
It can be noted
The objectives may be classified as :

1. Global

2. Educational

3. Instructional objectives
Relationship between the different levels of objectives:
Factors\Levels GLOBAL EDUCATIONAL INSTRUCTIONAL
SCOPE Broad Moderate Narrow
TIME NEEDED
TO LEARN
One or more
years
Weeks or
months
Hours or days
PURPOSE OF
FUNCTION
Provide vision Design
curriculum
Prepare lesson
plan
EXAMPLE OF
USE
Plan a
multiyear
curriculum
Plan units of
instruction
Plan daily
activities
Instructional objectives are of two types :
1. General objectives of a selected Subject / Module
2. Specific objectives under each general objectives
Grounlunds concept
Let us note : instructional objectives as
It is a guideline for the performance of both teacher
and learner in a teaching-learning system

Instructional objectives are specific and measurable
statements that describe what the learner will be able
to do after successful completion of a course.

The main function of properly stated instructional
objectives is describing the intended learning
outcomes in performance terms. While viewing
instructional objectives in terms of learning outcomes,
it is important to keep in mind that we are concerned
with the products of learning rather than the process
of learning.

How to write instructional objectives ?
Basic criteria for writing instructional objectives
Let the objective be

Without notes or references, the students
should be able to list in order the steps in
troubleshooting a JAVA program with no
mistakes.
Observable Behavior/performance?
Condition?
Criterion?
Magers concept
KNOWLEDGE
DIMENSION
COGNITIVE PROCESS DIMENSION
REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE
FACTUAL
KNOWLEDGE
CONCEPTUAL
KNOWLEDGE
PROCEDURAL
KNOWLEDGE
METACOGNITIVE
KNOWLEDGE
The table below represents the learning outcomes
Based on Blooms Revised Taxonomy
General Objectives
A Course on Linear Control systems
After attending this course the students will be able to :

describe different types of control systems with
example
appreciate the role of control systems in real life
derive mathematical model of a given linear time-
invariant (LTI) system
develop diagrammatic representation of LTI
system
explain different approaches for LTI system
analysis
recognize performance specifications for LTI
systems



identify techniques for analyzing stability of LTI
systems
analyze stability of LTI systems using suitable
technique
construct simulated model of any given LTI
system using appropriate software tool
demonstrate stability analysis of a given LTI
system using simulated model
evaluate the performance of linear control
systems

Contd.
Detailed content of Module 1: Introduction to Control Systems

Introduction: Importance of control system (development stages of
control systems) objectives of control system analysis, (role of
control engineers).

Some basic definitions, classification of control systems,
advantages of linear time-invariant system.

Basic components of feedback control system (concept of
input/output,disturbances and uncertainty, Characteristics of
linear, nonlinear control systems, concept of intelligent control
systems).

Physical examples of control systems.
Module selected : Introduction to control systems
Specific Objectives:
To define the terminology necessary to describe
control systems
To recognize types of control systems from given
examples
To identify configurations of control systems from given
examples
To describe basic components of feedback control
system with examples
General Objective :To describe different types of control
systems with example.
Module selected : Introduction to control systems
Specific Objectives:
To discuss the advantages of control systems
To illustrate the development stages of control systems
To explain the objectives of control system analysis
To justify the importance of LTI systems
To appreciate the role of control engineering in
everyday life
General Objective :To appreciate the role of control
systems in real life






Characterization - Interact with others
with honesty, civility, and respect.

Organization - The student will be able to
maintain composure when dealing with
difficult situation.

Valuing - By the end of the control
systems course, all the students will have
identified their attitudes and beliefs
regarding modern control systems.
Objectives Related to the Affective Domain
Objectives Related to the Psychomotor Domain
Naturalization Apply design concepts to create
systems that will benefit humanity.

Articulation - Use SIMULINK for modeling and
analysis of almost all LTI systems if provided with
system information.

Precision - Maneuver a car into a tight parallel
parking space

Manipulation - Adjusts gain of the controller to keep
the system within stability range.
Concept of signal flow graph, use of Masons Gain formula to find
overall gain of the system, solution of problems using this formula.

Review of Matrix Algebra, definition of state, state variables,
deduction of state equations with example, representation of
control system in state variable form.

Representation of series and parallel-interconnected systems.
Concepts of analogous systems, conversion from electrical to
mechanical systems and vice-versa force-Voltage and force-
current analogy, illustration with examples.

Fundamental components of a sampled-data system
Content details of Module 2
Sample Worksheet - 14
Develop instructional objectives of Module 2
Sub topic Instructional Strategy
Instructional strategy should be based on the learning
activity of a learner.
Two strategies are identified related to the process of
learning and instruction :

1. Expositive strategy (for Reception learning) based
on deductive reasoning model

2. Experiential strategy (for Discovery learning) based
on inductive reasoning model.

Expositive strategy - Steps involved are

Present information. This may be achieved through
explanation or through practical demonstration.

Test for reception, recall, and understanding. Repeat or
rephrase the message if it proves to be necessary.

Present opportunities for learners to practice applying the
general principles to a range of examples. Test for correct
application. Modify the quantity and difficulty of examples
when necessary to correct performance.

Present opportunities for the application of the newly learned
information to real situations and problems.
Experiential strategy - Steps involved are :

Present opportunities to act and observe the consequences
of one's actions.

Test for understanding of the cause-effect relationship. This
may be done by questioning or simply by observing the
reactions of learners. Present further opportunities to act, if
necessary.

Test for the formation of the general principles underlying the
cases presented either by questioning or by observing further
activity. Present further cases as required until the general
principle has been learned.

Present opportunities for the application of the newly learned
information to real situations and problems.

Demonstrate instructional strategies through example
Sub topic Instructional Planning

Topic - Instructional Delivery
Teaching Plan Why & How ?
Planning is vital to teaching.
Planning is important for teachers as it helps them
cover the syllabus effectively.
It is estimated that Teachers need to spend 10% -
20% of their working time each week on planning
activities.
Major component of Teaching plan is the content
that to be taught.The curriculum as published is
transformed and adapted in the planning process by
additions, deletions, interpretations, and by teacher
decisions about pace, sequence, and emphasis.
Effective planning in the long term as well as for
individual lessons is important if students are to
enjoy a coherent experience of learning at technical
institutes.
Planning and the Instructional Cycle
Assessing
Instructing
Planning
prior to
instruction
Teaching Session Plan
Lesson Plan
Planning prior to instruction includes :
What are the components of instructional plan ?
Name of the course
Name of year/semester
Name of subject
Aim of subject / Rationale
Course objectives / learning outcomes
Learners readiness
Course content details
Course implementation guidelines
Session distribution
Course Evaluation
Mode of Assessment
Reference materials
Detailed content (Module wise) distribution with time ( week wise)
distribution in tabular form
Components of Teaching Plan
Tabular form of representation of a course
implementation guidelines
L
3
T
1
P
3
Total contact hrs.
Theory:45
Tutorial:15
Practical:45
Total
marks:200
Curriculum
Ref.No.:EE50X
Theory:
End-term exam.:70
I.A:30
Practical:
End-term exam.:70
I.A:30
Total 20 weeks to be utilized for teaching and
evaluation (both for formative and summative) of
all the subjects under a specific term.
Lecture: 3 hours / week for 14 weeks (42 hours)
Tutorial: 1 hour/week for 14 weeks (14 hours)
Practical: 3 hours/week for 14 weeks (42 hours)
Formative evaluation:
- Theory: 2 hours for 2 weeks (4 hours)
- Practical: 3 hours for 1 week (3 hours)
Summative evaluation: End-term examination: to be decided
by University within remaining 3 weeks.
Course evaluation:
Course Work: 30%
1. Individual Assessment
Test1 5%
Test2 5%
Assignment 5%
2. Group Assessment (Lab) 15%
End-term Examination 70%
Total 100%

Modulewise time distribution
1
7%
2
23%
3
13%
4
14%
5
43%
1
2
3
4
5
Pie chart to represent time distribution
Module 1:Introduction to control
systems (3 +1+3) hrs
Module 2: Mathematical models
of control systems (9+4+9) hrs
Module 3: Approaches of
Control system analysis
(6+1+6) hrs
Module 4: Performance
specifications of control
systems (6+2+6) hrs
Module 5: Techniques for
analyzing stability of control
systems ( 18+6+18) hrs
A course on Linear Control Systems
Sample worksheet - 15
Discuss features of an effective teaching plan.
Planning for classroom Instruction/Lesson plan
Why lesson plan ?
It ensures presentation of the content-matter in a logical,
systematic and effective way, keeping in mind, at the same time
the mental development of those for whom we plan to teach.
It develops self-confidence and security in the individual teacher.
It ensures linkage of the past knowledge of the learner with
the new knowledge by employing the principles of correlation
and integration.
It ensures suitable use of teaching aids.
It enables the teacher to achieve economy of time and effort.
It enables the teacher to evaluate his work as the lesson
proceeds, and thus, reveals teacher's personality.
Elements of Lesson Plan
Lesson Objectives
Teaching methods, materials,media, aids, learning
experiences, exercises and their organization
Evaluative procedures
Stages of Lesson Plan and Phases of Learning :
1. Introduction corresponds to the Motivation phase of
learning
2. Presentation embraces the Apprehension and
Acquisition phases of learning
3. Consolidation Retention and Recall phases of
learning are included in this stage
4. Conclusion or Summary corresponds to
Generalization phase of learning
5. Evaluation supports Performance and Feedback
phases of learning
Lesson plan format
Topic ----------------- Name of Teacher--------
Subject ----------------- Class------------------
Place ----------------- Date-------------------
1. Instructional Objectives

a.General Objectives: Write the general objectives of the lesson
which may be one or more in number.
b.Specific objectives: Write specific objectives for each general
objective.
c.Readiness Objectives: Write readiness objectives in the form
of specific objectives indicating the readiness of the students
to acquire new learning
A. Introduction ( set induction): to arouse learners curiosity
and enhance their motivation introduction of the topic can be
done through provocative questions; narration of interesting
story/episode; through a brief demonstration or presenting
background information. Preferably the students should be
involved at this stage.
B. Lesson Development-
Most appropriate method/technique for communicating the
material; new ideas or knowledge to be learnt should be
compared and associated with already known ideas and facts ;
learners are motivated to draw out the conclusions; application of
the new learning to life situations.
C. Closure-
Summarizing the lesson, and evaluating students attainment of
objectives.
*Time to be indicated besides each activity in the lesson plan
Follow-up-
Checking of linking with pre-lesson, present and post-lesson;
some home assignment given to learners; can be with closure.
Sample worksheet - 16
Discuss format of an effective lesson plan.
Discuss basic differences between educational and
instructional objectives.
Identify classifications of instructional objectives.
Identify levels of classification of cognitive domain.
THANK YOU