Faculty QA cell Academic Staff-NSc-QA-cell Annual action plan Final Report 2016 - Nsc - Action plan Final Report 2017 - Nsc - Action plan 2018-Nsc-Action plan For IQAU Guidelines for a good day school Given below are activities that needs to be incorporated into day schools and time allocation for each of those activities which were identified and approved by the Faculty Board based on a work shop held on 26.12.2014 organized by the Faculty QA Committee. Activity % time on each activity Objectives of the day school 5% Overview of the course unit 5% Student staff Interaction (time for questions from students, discussions based on questions, generate further questions, short activities, problem solving and to teach study skills). 70% Summarize the content (show connection with previous and future day schools and possibility with assignments). 10% Learning outcomes of the day school 10% Do’s and Don’ts at Day Schools Do's Teacher must know what is to be taught. Teacher should have a full knowledge about the subject. Describe your lecture objectives. Student interest should be aroused and capture the listeners’ attention. Convey your enthusiasm, use real life applications & relate to real world situations. Relate new information to previous lectures and prior knowledge. Direct their attention to the most important information. Be sensitive to verbal and non verbal responses of students. The language used as a medium between the teacher and learner must be common to both. Effectively use verbal and non verbal communication. Pay attention to develop study habits of students Integrate active learning into lectures (concept map, mind maps, short notes, group work, presentations, role play). Give students an opportunity to process information verbally by summarizing their own words, discussing, or explaining something to others. When the activities are developed for discussion include at least one activity for each level in Bloom’s taxonomy (refer to box below) Give students short breaks throughout lecture to review their notes and ask questions. Short breaks will revitalize the audience's attention. The facts to be learned are clearly stated, with strategies for learning them. Students are helped with attention to details.. Conclude with a good summary. Dont’s give all the details and overload students One-way lecturing Using monotonous tone when lecturing Do not assume what students know, but determine it. Jump straight into the topic Turn your back on the audience. If you speak too fast, you are making it harder for your listeners to follow you. BLOOM’S TAXONOMY - Application of learning hierarchy What Is It? Bloom’s Taxonomy is a classification of educational objectives used for developing higher level thinking skills. It is a process-oriented model that allows teachers to present ideas and concepts at many different levels to meet the needs of a variety of learners. How Is It Used? When developing learning tasks and activities around Bloom’s Taxonomy, it is important to include at least one activity from each of the six levels of the taxonomy. Knowledge -requires learning information -consists of memorizing or identifying facts -provides the basis for greater understanding Questions that ask students to define, describe, label, locate, recite, select, memorize, recognize, name, state, identify, or repeat utilize the knowledge level of Bloom’s taxonomy. Comprehension -requires understanding information -focuses on the meaning and intent of the material Whenever students are asked to restate, paraphrase, rewrite, convert, give examples, illustrate, summarize, explain, locate, express they are employing comprehension level skills. Application -requires using information. -gives student practice in the transfer of their learning to other situations Some action verbs associated with the application level are apply, modify, dramatize, translate, demonstrate, and construct. Analysis -requires examining specific parts of information to “see” the underlying ideas -utilized before decisions are reached and problems are attacked Analyze, classify, distinguish, subdivide, separate, differentiate, examine, calculate, compare/contrast are verbs that could be used to express the analysis level of Bloom’s taxonomy. Synthesis -requires doing something new and different with information -involves the ability to put parts and elements together in a new form Students who combine, compose, design, organize, invent, develop, plan, or create are using synthesis level skills. Evaluation -requires judging information using some criteria or standard Asking students to evaluate, recommend, summarize, debate, criticize, or judge challenges them to incorporate the evaluation level in their thinking process. After the preparation of an activity is complete, teachers should look closely at the tasks assigned by reviewing the verbs (what the students are asked to do) to ensure that each level of Bloom’s Taxonomy has been addressed.