Presented By:
Pooja Gupta
Lecture
Community College
Jazan University
Abstract
This paper focuses on the parameters that need to be
considered for providing a quality education to a
student. What methodology should be used by a
teacher to improve himself/herself which will raise the
standard of teaching and last but not the least how
these strategies will help to create a learning
environment for a student.
What is Quality Teaching
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Quality teaching has become an issue of importance as the landscape of higher education has been
facing continues changes and challenges in this modern era i.e. increased international competition,
increasing social and geographical diversity of the student body, increasing demands of value of
money, introduction of information technology etc[1].
The definition of quality teaching depends on the meaning one choose to give to the word quality.
Quality can alternatively define an outcome, a property or a process. Therefore, it has serveral
definitions.
Quality –A never ending process of reduction of defects-quality teaching is teaching that transforms
students perception and the way they go about applying their knowledge to real world problem and
the question arises “Are we doing things right?”
Is quality means value for money-quality teaching is stakeholder relative stakeholder inclues
students, employers, teaching and non-teachng staff, government and funding agencies, creditors,
auditors and the community at large. TAM(2001) also found that all stakeholders held their own view
of what quality in education means to them.
This proves that quality teaching it seems, pertains to what is taught and how it is taught[2] the
content has to be appropriate, proper and aimed at some worthy purpose. Successful teaching is
teaching yields the indended learning. Good teaching is teaching that comports with morally
defensible and rationally sound principles of instructional practice.
Why does High Quality Teaching
Matter?
 For those students who enroll in university level study, the time spent at
university (or, in the case of distance learning students, engaged with the
university from afar) represents more than just a path to a qualification. The
experiences they have along the way also shape their future interests,
employment options and desire for further learning.
 University teachers aim to encourage student achievement, to enable students
to become ‘creative and critical thinkers … with the capacity to learn both
independently and collaboratively’, and to engender a life-long interest in
learning.
How teachers can achieve this?
 understanding the relationship between knowledge and
how students learn, and integrating that knowledge into
course design and delivery
 understanding the various contexts and settings in which
teaching takes place (e.g. distance or face to face teaching,
classroom, laboratory, field setting, practicum)
 having a mastery of the field of inquiry and its particular
concerns and understanding and respecting individual
students and student groups and their different
backgrounds, needs, values and experiences.
Percentage of Achievement Variance
Effects of Quality Teaching
> 30%
Teachers
Students
Home
Peers
Schools
~5-10%
Principal
~50%
~5-10%
Fig.1. Effects of Quality Teaching, Dinham[3]
Strategies used by the teacher for
creating a learning environment[4]
 Quality learning environment
Focuses on what makes the classroom a place where
students and teachers work together productively.
The elements
 Explicit quality criteria
 Engagement
 High expectations
 Social support
 Students’ self-regulation
 Student direction
Explicit quality criteria
 Students have a clear understanding of how well the
teacher expects them to do something.
 Students have a reference point to which they can
compare the quality of their work.
 ‘Quality criteria’ tell students what constitutes a good
answer or product and how to achieve it.
 Procedural information tells students what they have
to do.
Explicit quality criteria
Strategies
 Provide work samples or models.
 Make statements about the quality of work required
often during a lesson.
 Provide detailed criteria with tasks and explain them
clearly.
 Use the criteria to give feedback on student’s work
while they are doing it as well as when it is completed.
Engagement
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Students are interested and on task most of the time.
Students are attentive and focused.
Students take initiative to raise questions.
Students contribute to group tasks.
Engagement
What are some strategies that you use to engage
students?
Engagement Strategies
 Use group work with varied roles for all students so
that all will be included.
 Make the learning meaningful for students by relating
it to real life and to issues in which they are interested
e.g. youth culture.
 Provide scaffolding for students who need more
support, and open-ended tasks that provide for a range
of responses.
High expectations
 Students are given challenging work.
 Students are encouraged to try hard.
 Students are encouraged to take risks with the
language
 Students’ work/efforts are acknowledged.
High expectations
Strategies
 Identify the prior learning of the students so that the
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work is appropriately challenging.
Challenge your own assumptions – teacher’s
expectations for students tend to be self-fulfilling.
Encourage students to aim high, not just get by.
Always recognise the efforts of students.
One-to-one feedback
Social support
 Students feel safe and accepted.
 Students are encouraged to try hard and take risks in a
climate of mutual respect.
 Effort, participation and the expression of points of
view are valued.
Social support
Strategies
 Use a variety of collaborative activities.
 Design flexible learning tasks so that all students can
experience success.
 Always respect, value and incorporate the ideas and
opinions of all class members. This is particularly
relevant in tasks with an intercultural focus.
 Allow all students to contribute and collaborate
through activities such as think-pair-share and jigsaw.
Student self-regulation
 Students demonstrate self-control and initiative in
relation to their behaviour.
 Students understand and have internalised the
standards of behaviour required in the class.
Student self-regulation
Strategies
 Ensure activities are purposeful and interesting with
clear goals that students perceive to be worthwhile.
 Encourage students to evaluate their own progress and
achievement.
 Negotiate a shared understanding of classroom
behaviour and responsibilities.
Student direction
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Student direction is about students assuming
responsibility for class activities by exercising some
control over:
choice of activities
time spent on activities
pace of the lesson
criteria by which they will be assessed.
Student direction
Strategies
 Allow students to choose:
 how they go about a task e.g. independently, as a pair, as
a group
 how they present their work.
 Negotiate with students how much time is
required to complete their work
 Let students participate in determining the criteria
by which they will be assessed.
Significance
The elements
Background knowledge
Cultural knowledge
Knowledge integration
Inclusivity
Connectedness
Narrative
Background knowledge
Knowledge gathered in:
previous lessons
personal lives.
Cultural knowledge
Linking the lesson content to one or more
specific social groups.
Linking the lesson content to one or more
specific social groups.
Valuing
Accepting
Cultural knowledge
Examples
•When teaching a unit on birthday
celebrations, discuss how different students
celebrate their birthdays at home, or if there
are other celebrations of greater importance.
•When teaching food and drink, find out what
the typical food items on the table are at
dinner time at the students’ homes, and
how/when they are eaten.
Knowledge integration
Taking the pieces of the puzzle
and fitting them together to
form a bigger picture, by linking
to other subject.
Inclusivity
Key questions:
Are all students of all social groups
included in the public work of the
class?
Are the contributions of all students
taken seriously and valued by their
classmates and the teacher?
Inclusivity
Examples
Vary the grouping, e.g. individual work,
pairwork, friendship groups, ability groups,
class surveys (as oral work)
Questioning techniques, e.g. teacher to
student and student to student, group
responses and individual responses, moving
from closed questioning to open-ended
questioning.
Positive feedback to students, including
clarification, e.g. “Your pronunciation was
spot-on that time”. When correcting a
student’s answer, involve the class in
practice/feedback.
Connectedness
Connectedness
Examples
The use of video learning,games,elearning.
Incorporating skills such as numeracy
and literacy.
Real world skills and tools such as mapreading and the use of ICT play a vital
role in connecting what happens in the
classroom to the world beyond.
Narrative
The use of stories or anecdotes to
contextualise the learning, making it
more meaningful.
Personal stories are better remembered
by students.
Conclusion
“Teacher is always a seeder.”
Adopt different Teaching and Learning strategies
and make learning fun & real. To be a teacher first
be a student because they are good learners.
References
[1]. Henard F. and Leprince-Ringuet S. ,”The Path to Quality Teaching in Higher
Education”.
StudyMode.com.
Retrieved
11,
2013,
from
http://www.studymode.com/essays/The-Path-To-Quality-Teaching-In1886376.html.
[2]. Fenstermacher D G., Richardson V.,” On Making Determinations of Quality
in Teaching”, paper presented in Education of the National Academy of Sciences,
University of Michigan, Ann Arbor, july 11,2000.
[3]. Dinham S., “LEADING A SCHOOL FOR IMPROVED STUDENT
OUTCOMES”, presented presentation in ACER under CURRICULUM
CORPORATION Melbourne, November 11th ,2008.
[4]. Quality teaching in NSW public schools: An annotated bibliography, Published
in professional support and Curriculum Directorate,May 2003.
Thanks
Special Thanxs to
Dr. brijesh Kumar,
Professor,
Lingaya’s University,India