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Teaching and Learning
Education should be Teaching Directed and Learning Centered

TEACHING
To impart knowledge of or skill in; give instruction in.

  • Teaching is giving (instructions) of knowledge.
  • Teaching is a must. Good instructions cannot be equated. However in classroom teaching the transfer (giving) of knowledge from teacher (instructor) to student (learner) can be limited by
    • Time (say 60 minutes for a class of 40 students).
    • Instructor’s Knowledge.
    • How much receptive is Learner (student) in the class.
  • Learning should be objective of education. Teaching should competently and compassionately facilitate learning.

LEARNING
To acquire knowledge of or skill in by study, instruction, or experience

  • Learning is gaining (construction) of Knowledge.
  • Learning is what I (student) am doing.
  • Learner (student) should only be limited by Learner’s own creativity leading to self construction of knowledge and not to the extent of instructor’s Knowledge.

To impart knowledge does not ensure the acquisition of knowledge

The key issue with teachers besides imparting knowledge is to ensure acquisition of knowledge by the students

There are two fundamental issues to be addressed

1. How effectively are teachers teaching

Teachers who have assumed that their students were learning what they were trying to teach them are regularly faced with disappointing evidence to the contrary when they grade tests and term papers. Too often, students have not learned as much or as well as was expected. There are gaps, sometimes

considerable ones, between what was taught and what has been learned. By the time faculty notice these gaps in knowledge or understanding, it is frequently too late to remedy the problems

2. How well are students learning

Assessment of student on each topic or key concept taught is one tool to understand gaps in students learning. Assessment involves student and teachers in the continuous monitoring of students' learning. It provides faculty with feedback about their effectiveness as teachers, and it gives students a measure of their progress as learners. Most important, because Classroom Assessments are created, administered, and analyzed by teachers themselves on areas that are important to them, the likelihood that instructors will apply the results of the assessment to their own teaching is greatly enhanced

Limitations of paper based assessment

  1. Tedious to administer.
  2. Time consuming – takes time to build various assessment on daily basis
  3. Takes time to check the results of each paper
  4. All students in the classroom are assessed on same topic with same questions
  5. Random selection of questions of same level is not possible
  6. Monitoring time effectively
  7. Tests results are difficult to store each student wise
  8. Keeping each students history to monitor progress

Teachers are no longer just tutors transmitting their knowledge, they are now mentors as well


Information Technology in Assessment

The advantage of IT in knowledge assessment lies not only in the fact that it liberates the professor or teacher from long and tedious examination or that it enables the students to get the test results quickly, but in the fact that it introduces completely new characteristics into the processes of learning and knowledge assessment.

Assessment feedback makes student understand gaps in knowledge and seek help to fill these gaps . The student either refer to books leading to active learning or ask peers leading to collaborative learning with classmates. Alternative student request help from teachers leading to interaction which is first step towards learning. This also radically changes the role of the teacher from a mere tutor who transmits content to students, to a mentor who helps and guides students through the learning process. In this environment even the traditional methods of summative knowledge assessment lose their importance and become just one part of a very complex strategy of continuous and varied assessments of goal attainment

Now students do not merely pass exams but becoming active achievers motivated to overcome challenges and raise their standards in achieving excellence