Teacher Capacity Building and Resource Development

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Rowe (1974) reported that when teachers were trained to increase their wait-time
from one second to 3-5 seconds several changes occurred in students' behaviors: length
and number of unsolicited but appropriate responses increased; failures to respond
decreased; and the incidence of student-to student comparisons of data increased.
Instructors who are interested in repeating this experiment in their own classrooms can
measure their wait-times ("one, one-thousand, two, one-thousand," etc.) and then
deliberately expand these periods of silence-for-thinking both after a question is posed
and after an answer has been given. Sharing the concept of wait-time for thinking with
the students often enables the teacher to maximize his efforts and gives the class an
insight into learning skills.
The Rapid-Reward
What is the effect on students' processing of information and analysis of data when
an instructor says to the first respondent to his question: "Right, good?" As if to assure
that further thinking will be terminated, the teacher either proceeds to re-word, repeat,
and exemplify the answer, or goes on to the next topic. Learning is a highly individual-
istic process, and people learn at different rates and in varying ways (e.g. Gardiner, 1995).
Rapid acceptance of a correct answer favors the faster thinker/speaker who has
completed his thought processes; those in mid-thought are terminated prematurely.
A variation on this theme is the softly-voiced, hesitant answer of the student
seated nearest the instructor. Because many students commonly respond softly to the
teacher if he or she is within close proximity, an awareness of the consequences of this
behavior is crucial. Many a student seated out of earshot has become frustrated,
bewildered, or lost interest when a softly-voiced, difficult-to-hear answer is rapidly
rewarded. To ameliorate this situation, repeat softly-voiced answers, then encourage
student-to-student dialogue, discussion, and peer critiquing of each other's. This can be
done with a questioning glance around at other students tacitly requesting comment
and a direct question to other students, "What is your analysis of what was just said?"
Physical movement of the teacher from place to place about the room in order that as
many students as possible enjoy close proximity to the instructor at one time or another
during the class helps as well. These are very effective strategies which can involve
many more students. You will have a much easier time using them if you do so from
the start of the term. If the students get used to the idea that you will answer your own
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The Programmed Answer
The following are examples taken from classroom dialogues which exemplify
this third pattern:
1. "Why doesn’t the moon have an atmosphere? It has very weak gravity,
doesn’t it?
2. "What reasons do you have to use that formula? Was it suggested in the
homework chapter? Had you ever used it before? Or seen it used in this context?"
3. "What happens when we add the sums of the rows? Do we get skewed results?"
The programmed answer not only deprives the respondent from expressing his own
thoughts by steering him towards the answers that the questioner expects, but also
conveys the message that there is really little interest in what he thinks or says. While
the reasons offered by those who make a practice of this pattern are usually altruistic
(i.e., "Silence after the posing of a question is embarrassing to the student;" "I feel
impelled to help out by suggesting clues"), one needs to ask himself honestly: "Is it I or
the student who is uncomfortable after a second or two of silence;" "Do I have
confidence in the students' ability to think about the question and formulate a
response?" and, more importantly, "Am I interested in what the student has to say or in
determining which of my answers he prefers?" While programming can be an effective
tool when one desires to guide students' thinking, suggest possibilities, or model logical
thought processes, it is important to be aware of its limiting effect in opening up a wide
variety of possible ideas. It is via the latter route by which an instructor can
demonstrate his interest in the students' ideas and himself model inquisitive learning
behavior. A willingness to listen helps to create in the classroom a community of
learners.
Non-Specific Feedback Questions (“Does anyone have any questions?”)
Many instructors feel justified in assuming that their students have no questions
if no one responds when they ask, "Are there any questions? Do you all understand?"
Purportedly designed to give the instructor information as to the clarity and
comprehensibility of his presentation, these questions usually fail to solicit feedback.
Why? We can isolate several possibilities, two of which are the nature of students and
the nature of the questions.
questions if they remain silent long enough, they often will do so!
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What type of student will (bravely) call attention to his own ignorance when the
question is posed to a class: "Does everyone understand?" Interestingly enough, it was
a student who suggested that those who do respond comprehend most of the concept,
lesson, problem, etc. and need only a minor point made clear. Others, whose lack of
understanding is more comprehensive, whose confusion is more widespread, may be
too intimidated to call attention in such a public way to their situations. Often the latter
are so confused that they cannot think of questions to ask. Undoubtedly many students
look around, see no hands raised, and conclude that they are the only one who doesn’t
understand. How can we determine what it is that students do and do not understand?
Contrast the following pairs of questions:
1. "Does anybody have any questions?"
2. "Let's think of some other examples now of situations in which this principle is
applicable."
1. "Does everybody see how I got this answer?"
2. "Why did I substitute the value of 0 in this part of the equation?
1. "Who wants me to go over this explanation again?"
2. "What conclusions can we generalize from this specific graph?"
The teacher needs to ask himself, "What is it important for the students to say or do in
order that I be able to determine the extent of their understanding?" Then formulate
and pose one or several specific questions which will give a more comprehensive
sounding of the class' problems and questions. If you put yourself in a situation where
silence indicates "no problems," you probably will not accurately discover the extent of
your students understanding.
The Teacher's Ego-stroking and Classroom Climate
Think of the effects on students' willingness to respond to teacher-posed
questions when statements such as the following are made:
1. "Since I have explained this several times already, you all should know what is
the effect of an increasing epsilon with other variables held constant.
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2. It is trivial to show....
3. (After having listened to several students' answers) "The real answer is this: ....
4. "Does everybody understand the explanation I just gave? It should be clear by
now."
Students need to feel that it is psychologically "safe" to participate, to try out ideas, to be
wrong as well as right. This is a very important concept. If a student figures something
out on their own, even with hints, it is much more likely that they will remember it than
if you simply tell them. This does take more time and patience on your part, and part of
becoming a good, experienced teacher is learning how much to "tell" and how much to
let student's discover on their own. This also depends on what you think is most
important to teach, which is something you should think carefully about before
beginning to teach a class. This may depend whether the class is for majors or non-
science students. In the latter case, you may decide that problem solving skills and
understanding of the scientific method and appreciation of how astronomy is done are
more important to teach than a long list of content items. In that case you will cover
less, and encourage the students to be more active. In other cases you may need to
hurry them along,
The teacher's behavior is a most important determinant in the establishment of a safe or
comfortable climate. Learning, an active process, requires that the learner interact with
ideas and materials. Constant teacher-talk, feeling compelled to comment on each
student idea, deciding to be the final arbiter in decision-making processes, interrupting,
controlling, intimidating either through expertise, or the threat of grades -- these are but
some of the behaviors which prevent students from engaging in the active processes
needed for significant (as distinguished from "rote") learning to take place. It is
interesting to note the increased levels of student participation when instructors do not
conceal the fact of their ignorance; when they sometimes hesitate about certain
questions or information; when their responses are dictated more by an honest desire to
assist the students than to demonstrate the extent of their own knowledge.
A few of the possible behaviors which can encourage the establishment of an
environment conducive to participation are the teacher's remembering and referring to
students' ideas, yielding to class members during a discussion, acknowledging his or
her own fallibility, framing open-ended questions which provide for expressions of
opinion and personal interpretations of data, accepting the students' right to wrong as
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well as right, encouraging joint determinations of goals and procedures when feasible
(i.e., "How can I help you best to learn this material?"), sharing the responsibility for
learning with the learners (i.e., permitting students to answer their peers' questions;
freeing oneself from the burden of thinking that what isn't covered in class, the students
cannot learn elsewhere; encouraging group presentations of the material to be covered,
etc.) soliciting student participation in their own learning evaluation such as feed-in of
test questions and joint correction of examinations.
Fixation at a low-level of Questioning
Bloom (1956) and successors have postulated that cognition operates on ascending
levels of complexity. One begins with knowledge, or informational details, and moves
upward through comprehension, analysis, and synthesis to evaluation. Questioning
can be a central feature in promoting the development of conceptual abilities, analytical
techniques, and the synthesis of ideas.
Skillful teachers use questions to guide thinking as well as test of comprehension. Too
often, however, as illustrated by this sixth recurring pattern. teachers' questions
become fixated at the informational level, requiring of students only that they recall bits
and pieces of rote-memorized data: information-level questions. For example:
1. What is the formula for finding the force between two charges?
2. What is the definition of "Roche lobe?"
One word or short-phrase answers, those capable of being sung out in unison,
constitute the preponderance of question-and-answer dialogues in many classrooms
and necessitate little interrelating of material, sequencing of thoughts, analyzing of data.
While a solid base of factual information in learning is clearly important, fixating
students' thinking at this level discourages the development of the more complex
intellectual skills. Questions such as given below encourage the students to use
informational knowledge in order to analyze concepts, synthesize complex
relationships, and evaluate the new data: "What would happen if we inserted a metal
conductor in between the moving charge and the current?"
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Being conscious of the levels of questions one is asking and attempting to structure the
questions towards analysis, synthesis, and evaluation can do much to combat a fixation
at the informational-level of thinking.
Conclusion
If asked to formulate the goals of the educational process, most teachers would
probably include the nourishment of intellectual curiosity, encouragement of
independent learners, development of people able to engage in the more complex
thinking processes, as well as knowledge of certain contents. Yet instructors''behaviors"
such as the six described above work against the achievement of these goals. Now you
know about them! Keep talking about these things and you'll continue to get better.
Teaching can be improved like any other skill, and it was fascinating to me when I first
learned how much research and data has been accumulated about what works and
what doesn't in teaching. Being scientists, we ought to use the data which relates to our
own teaching of science.

Six Ways to Discourage Learning
One way to improve your teaching is to become aware of very common things teachers
often do which don’t help the learning process, and avoid them! This usually takes some practice, and discussion with others who teach. Six of these behaviors to note and avoid are:
Insufficient "Wait-Time”
The Rapid-Reward
The Programmed Answer
Non-Specific Feedback Questions (“Does anyone have any questions?) Teacher's Ego-stroking and Classroom Climate Fixation at a low-level of Questioning
Insufficient "Wait-Time"
"Wait-time" is the amount of time after an initial question has been posed before the teacher answers it him or herself; repeats, rephrases, or adds further information to the question; or accepts an answer from a student. More than just a few seconds are a necessary prerequisite for mental information-processing (Rowe, 1974). When the teacher becomes a non-stop talker, students have no chance to think over what is being said, to formulate intelligent responses, or to ask for clarification?
Mental information-processing may be accompanied by verbal analyses or proceed in silence. It is essential to provide quiet-time for thinking as well as opportunities for verbal responses. Students who note that the instructor answers a preponderance of his own questions without waiting for a response soon grow dependent upon the teacher to do their thinking for them. In like manner, an answer too rapidly accepted has the effect of cutting off further information-processing and analysis by the rest of the class. We may attest verbally to our aim of encouraging independent thinkers, but unless we consciously work to expand our wait-time, we will have rhetoric with little resultant change in behavior.

Active learning requires students to participate in class, as opposed to sitting and listening quietly. Strategies include, but are not limited to, brief question-and-answer sessions, discussion integrated into the lecture, impromptu writing assignments, hands-on activities and experiential learning events. As you think of integrating active learning strategies into your course, consider ways to set clear expectations, design effective evaluation strategies and provide helpful feedback.

“Start classes with a puzzle to be solved or a mystery to be understood. Behind all of the window-dressing, this is what we are really doing when we create strong active learning modules.

Teaching with technology can deepen student learning by supporting instructional objectives. However, it can be challenging to select the “best” tech tools while not losing sight of your goals for student learning. Once identified, integrating those tools can itself be a challenge albeit an eye-opening experience.

The CTL is here to help you (novice, expert and everyone in between) find creative and constructive ways to integrate technology into your class. If you are looking to flip your class, make use of Canvas or simply want to experiment with some new instructional technologies, we can help.

To arrange an appointment or consultation, please fill out our CTL contact form.

What do we mean by “technology”?
The term “technology” refers to advancements in the methods and tools we use to solve problems or achieve a goal. In the classroom, technology can encompass all kinds of tools from low-tech pencil, paper, and chalkboard, to the use of presentation software, or high-tech tablets, online collaboration and conferencing tools, and more.

The newest technologies allow us to try things in physical and virtual classrooms that were not possible before. What you use depends fundamentally on what you are trying to accomplish.

How can technology help you?
Online collaboration tools, such as those in Google Apps, allows students and instructors to share documents online, edit them in real time and project them on a screen. This gives students a collaborative platform in which to brainstorm ideas and document their work using text and images.
Presentation software (such as PowerPoint) enable instructors to embed high-resolution photographs, diagrams, videos and sound files to augment text and verbal lecture content.
Tablets can be linked to computers, projectors and the cloud so that students and instructors can communicate through text, drawings and diagrams.
Course management tools such as Canvas allow instructors to organize all the resources students need for a class (e.g. syllabi, assignments, readings, online quizzes), provide valuable grading tools, and create spaces for discussion, document sharing, and video and audio commentary. All courses are automatically given a Canvas site!
Clickers and smartphones are a quick and easy way to survey students during class. This is great for instant polling, which can quickly assess students’ understanding and help instructors adjust pace and content.
Lecture-capture tools, such as Panopto, allow instructors to record lectures directly from their computer, without elaborate or additional classroom equipment. Consider recording your lectures as you give them and then uploading them for students to re-watch. Studies show that posting recorded lectures does not diminish attendance and students really appreciate the opportunity to review lectures at their own pace.
What are some good examples?
One of the best ways to get ideas and inspiration is learn from others and blogs are a great way to do that. Here are some of our favorites

UWB Learning Technologies
Teaching Forum: talking teaching at UWT
GridKnowledge (blog of UWT’s Assistant Chancellor for Learning Technologies)
Wired Campus, Chronicle of Higher Education
Prof Hacker, Chronicle of Higher Education
Agile Learning (blog of the Director of Vanderbilt’s Center for Teaching)
Faculty Focus
Where to get support
Center for Teaching and Learning
CTL can help with the pedagogical methods for deploying technologies in your teaching. We offer workshops in partnership with UW-IT, individual consultations, and can prepare a custom workshop for you group or department.

Visit CTL’s Teaching remotely pages to learn best-practices, important policies, and essential aspects of effective online instruction. This resource is designed for UW faculty members, graduate instructors, teaching assistants, and staff educators who are seeking information, advice, ideas, resources, and support for their remote course planning and teaching.

IT Connect Learning Technologies
IT Connect’s Learning Technologies group can help identify and implement various tools that support teaching and learning. They offer numerous workshops to get you up and running, as well as integrated workshops in partnership with the CTL

Academic Technologies (Seattle campus)
Academic Technologies offers comprehensive media support and services to students, faculty and staff. They offer a full range of in-classroom audio and video expertise (including help with classroom computers, equipment rental and repair, technical services and access to an educational media collection).

UW Bothell Digital Learning & Innovation
The Office of Digital Learning & Innovation (DLI) provides support for the integration of technology in teaching and learning. Their website includes how-to guides, instructional resources and a blog. They also offer a Hybrid Course Development Institute for faculty looking to replace some face-to-face instruction with increased online teaching.

UW Tacoma Academic Technologies
UW Tacoma Academic Technologies is a collaboration of faculty, UWT Libraries, Information Technology and the UWT Teaching and Learning Center. They sponsor events and workshops, and offer one-on-one consultations. Among their offerings is the Technology Fellows Initiative in Innovative Course Redesign

External links and additional resources
Online publications, virtual communities and more blogs
Campus Technology.
EDUCAUSE is an online research community
EdTech: Focus on Higher Education.
eLearn Magazine
Learning through Digital Media
HASTAC: Humanities, Arts, Science and Technology Advanced Collaboratory
Videos
Creating a PDF with video: “One easy way to make readings come alive for your students.”
Resources from other teaching and learning centers
Faculty Innovation Center, Center for Teaching and Learning, University of Texas, Austin
Teaching with Technology, Center for Research on Learning and Teaching, University of Michigan
Learning Technologies, Center for Teaching, Learning and Technology, University of British Columbia.

Teaching with technology can deepen student learning by supporting instructional objectives. However, it can be challenging to select the “best” tech tools while not losing sight of your goals for student learning. Once identified, integrating those tools can itself be a challenge albeit an eye-opening experience.

The CTL is here to help you (novice, expert and everyone in between) find creative and constructive ways to integrate technology into your class. If you are looking to flip your class, make use of Canvas or simply want to experiment with some new instructional technologies, we can help.

Infant Development Program
CLASSROOM EXPLORATION AREAS
Every day children at School should explore various centers inside the classroom as well as in the outside classroom space. The centers have been outlined below and have citations from NAEYC content standards as evidence of the learning and development that occurs in the children's everyday play. Play is not structured and children are encouraged to play in all of the classroom areas throughout the day as they find interest in specific toys, other children or caregivers.

Math and Science Inquiry
Water

The classroom environment helps children learn about themselves and the world around them. Children develop social skills through observing, exploring, and problem solving. Through the exploration of materials such as sand or water, children learn about cause and effect relationships . The children also learn about math concepts such as understanding numbers and their relationships, through their play with blocks, manipulatives, and other equipment. Children learn about themselves and the world around them. Children develop social skills through observing, exploring, and problem solving. Through the exploration of materials such as sand or water, children learn about cause and effect relationships. The children also learn about math concepts such as understanding numbers and their relationships, through their play with blocks,manipulatives, and other equipment .
Dramatic play

In dramatic play, children learn about themselves and develop positive social behaviors . Children learn to ask and answer questions, and work together to solve problems. The "dramatic play area" provides many opportunities for socio-emotional development, as children learn to be flexible and cooperate with others by negotiating roles and playing together. This area is where children use their imagination to invent a variety of scenes which include dressing up, cooking, shopping, and going to work.

Social Studies
Blocks are ideal for children who wish to set the stage for social development. Children can work independently, or in a group, developing and understanding concepts of length, height, weight, and area. The children are provided with blocks, cars, trucks, people, houses, animals, and a number of items to initiate imaginative play and an understanding about their community . Children are encouraged to revisit and continue previously started block work and others are taught to respect work that is out and in progress without disturbing it .
Music and Movement

Music and movement are social activities that help children feel a part of the group. Through music and movement, children can express their feelings, and improve their balance, coordination and rhythm . The teachers play music which offer children an outlet for children’s energy and high spirits. Children can play with instruments and props for dancing and singing Children are provided various opportunities to learn new concepts and vocabulary related to music and dance .
Literacy
Our classroom libraries include many wonderful books that are always available to the children. The library provides an oasis in the classroom—a place to relax in a soft environment, and enjoy the wonderful world of literature. The children are provided with magnetic letters to aid them in identifying letters, sounds, and alphabet awareness. These materials, along with puppets and oral storytelling, promote literacy skills. During music and story times, the children learn to sit attentively while the teacher reads them a story, tells a flannel story, or teaches the children rhymes . During these experiences, children are motivated to converse, read, and write.

Art/Writing
Teachers should provide children with opportunities to explore and manipulate age-appropriate art materials, care for tools, develop fine motor skills, and expand their repertoire of skills through the use of scissors, crayons, markers, glue, play-dough, goop, colored pencils, chalk, brushes, paint, clay, and collage materials. Teachers support the children’s cognitive development by introducing new concepts and vocabulary such as smooth, bumpy, media, sculpture, bright, dark, texture, smooth, pattern and expression . Child-initiated art and writing are prominently displayed in the classroom to encourage the children to reflect on their work and encourage parents to support their children’s developing skill and expression. Art and writing are introduced to children through books and posters which help them gain an appreciation of the arts in ways that reflect cultural diversity.

Teaching A Lesson

A learning event is a simplified description of the student's learning activity. There's an infinite number of learning strategies,Tell me and I forget. Teach me and I remember. Involve me and I learn.
- Benjamin
- Yet learning isn’t only about finding the right answer, but also creating the road that leads to the answer. Learning with every step is the true sign of progress.
- Memories fade with time and lessons are forgotten, but experiences shape a human being and leave a lasting mark. Teachers have the privilege of guiding early experiences and discoveries.
- In the face of disrespect, misbehavior, and lack of student enthusiasm, teachers are the believers. They see the light at the end of the tunnel and they lead step by step—truly the greatest act of optimism.
- Teaching is the greatest act of optimism.
- Colleen Wilcox
- If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.
Knowledge is food for thought, and while food is perishable, thoughts persist. Teachers feed the whole world, many times over.
Education is not preparation for life; education is life itself.
- John Dewey
- Learning may begin in the classroom, but it certainly doesn’t end there. Teachers set up the signs for the road ahead that is life itself. They inspire students to learn wherever life may take them.
- What sculpture is to a block of marble, education is to a human soul.
- Joseph Addison.
- The carving and chipping away to create a masterpiece take years of dedication. Teachers help students discover their interests, passions, and ultimately themselves.
- Teaching is the one profession that creates all other professions.
- Teachers give us comic artists, filmmakers, astronauts, architects, and entrepreneurs. Without teachers, we wouldn’t have Superman, the Eiffel Tower, or the internet. Ultimately, it is the teachers who have the greatest superpower: creating superheroes.

*KU holds meeting of academic counselors of main, satellite campuses*

Srinagar, Mar 16 (KNO): Kashmir University’s Dean of Academic Affairs Prof Shabir A Bhat has urged the academic counselors of various departments of the varsity and its satellite campuses to work towards meeting the objectives of the flagship National Education Policy-2020.

Chairing a meeting of academic counselors to discuss issues pertaining to Choice Based Credit System (CBCS), Prof Bhat, in a statement issued to the news agency—Kashmir News Observer (KNO), said the country’s higher education system is in the process of undergoing a revolutionary change with implementation of the NEP-2020 and our academic counselors across the university campuses must be ready to meet its objectives in a time-bound manner and reap the benefits.

“Our endeavors and initiatives in higher education have to be set in line with the NEP-2020 so that our contribution to the timely implementation of the policy is both distinct and visible,” he said.

Chief Coordinator CBCS Prof Mohammad Shafi said the current CBCS scheme is well-placed and operationally efficient.

He said that SWAYAM courses shall be an alternate choice corridor for the students alongside the basket courses (elective courses) available to them in the academic structure.

“The scheme focuses on an interdisciplinary approach to learning while retaining focus on specialisations. It also offers courses that impart hands-on training on skill-based courses and development of soft skills which have lifelong utility for the student community,” he said.

Dr Saleema Jan, KU’s Media Advisor and Director EMMRC offered a detailed insight into the adoption and creation of Massive Open Online Courses (MOOCS).

“Many faculty members have made their MOOCS courses available on the SWAYAM platform. I am glad to share that our university is far ahead in this activity, but there is much greater scope for creating more online courses,” she said.

Dr Javaid Rashid, Coordinator CBCS presented guidelines of CBCS and the role and responsibilities of academic counselors therein, while Dr Farzana Gulzar, Coordinator CBCS gave a brief presentation on adoption of SWAYAM courses by the university, as approved by the competent authorities and creating an alternate course corridor structure for Generic/Open Elective courses.

The meeting was followed by a vibrant interaction session wherein academic counselors from all campuses presented their views on CBCS and MOOCS—(KNO)