Orientation Training Programme for Mentors

Course Coordinator : Dr. Sandip S. Kedar, Dr. Kiran Saksena

Course Co- Prof. Chanchal Mehra
Coordinator
E-Content Editor : Dr. Joshua Earnest
Module : Prof. Susan S. Mathew, Prof. Asmita
Contributors Khajanchee, Dr. K. K. Jain, Dr. B. L.
Prof. Chanchal Mehra, Associate Prof.
Gupta, Dr. S. K. Pradhan, Dr. J. P. Tegar,
Dr. S. S. Kedar, Associate Prof.
Dr. A. K. Jain, Dr. A. S. Walkey,
Prof. Susan S. Mathew, Associate Prof. Prof. A. A. Khajanchee, Associate Prof.
Dr. K. J. Mathai, Dr. Vandana Somkuwar,
National Institute of Technical Teachers’ Dr. R. K. Kapoor, Dr. Joshua Earnest
Training and Research, Bhopal

Contents of the presentation

1 2 3 4

Module Expected learning Key Use of performance

overview in outcomes and learning assessment tools in
brief performance contents. respect to module
requirements of (Rubrics for progressive
inductee teachers and summative
assessment) and
gathering evidences
4

Developing
Computer based
Skills

Provide Workshop &

Conducting Field Experiences
Classroom Lectures Use ICT Tools in Teaching
Learning Process

1
Development of varied skills through
Laboratory Experiences

It’s not what you teach,

It’s what the students learn Ha! Ha! Ha!
I only said I
taught him.
I taught I never said
my parrot But I don’t hear it learned to
to whistle him whistling whistle

?
To perform such and similar
activities, what a teacher is
supposed to do?
9 10

Teacher’s Role Major Roles of a Teacher 12

Design and Develop skills and ultimately

Implement Outcome competencies in the students to
Based Curriculum make them employable
Role
Planner Protector
Model
1 2 3 4

Resourcer Assessor Facilitator

Develop learning outcomes Provide various learning opportunities,
at programme, course and experiences to the students to develop
topic levels their overall personality.

2
 Effective Curriculum Implementation

Curriculum Analysis Three Domains of Learning

Achieving the
expected
Plan Instruction, learning
and Media outcomes in
cognitive,
Implement planned psychomotor
instruction and affective
domains Cognitive Psychomotor Affective
Assess students Domain Domain (Skills) Domain
performance (Knowledge) (Attitudes)

Edgar Dale (an American educator) Cone of Experience (1969)

Relationship between Domains of Learning

Psycho-
Cognitive
motor

Affective

15 https://teachernoella.weebly.com/dales-cone-of-experience.html

PEO and Topics Relationship (Joshua & Gupta, 2012)

Many Subject Matter – Topics & Sub-topics

Cognitive Domain Outcomes (UOs)

Practical Outcomes (PrOs)

Affective Domain Outcomes (ADOs)
Number

Course Outcomes (COs)

Competency

PO & PSO

PEO
Few

http://robsegers.blogspot.com/2013/03/edgar-dale-cone-of-experience.html 17 General Nature Very Specific

3
 Learning Outcome Curve (Joshua & Gupta, 2017) Instructional
the whole range of
planning
Expert (PEO) planned activities
Expert/ Proficiency emphasizes on
Level
Competency at
Threshold Level
Competent
(PO/PSO Level)
Attainment of
Cognitive,
Practical and
Social skills for active used by the
3/4 Years in 5-10 Years in
the Institute workplace engagement of teacher
Years
students

The subject The learner

Core ability of a matter to be characteristics
teacher for taught
Instructional effective delivery The
in the classroom, teacher
laboratory, ought to
workshop and know The strategies and methods to
other learning develop the skills and abilities in
environments the learner

22

This requires the teacher to

understand the process of
Delivers the planned teaching learning
human curriculum activities effectively, integrating the
and instructional design principles with
learning analysis
development of various learning
in order to interpret correctly the outcomes in order to promote students’
expected learning outcomes overall ability, personality and social
for their accomplishment. 23
development.

4
 Module Outcomes

1. Interpret the learning outcomes after

curriculum analysis of a given course.
2. Select appropriate instructional methods
and strategies in view of the learning
outcomes.
3. Prepare session plan for classroom,
laboratory, workshop and industry-based
instruction.
25

Module Outcomes Module Schedule

4. Relate the classroom delivery with No. Unit
Duration
(in Hours)
No. of
Video
relevant assignments, tests and other 1 Curriculum Analysis for Session Planning 05 08
activities for reinforcement of learning. 2 Instructional Methods and Strategies- Part 1 07 11
5. Supplement the classroom presentations 3 Instructional Methods and Strategies- Part 2 08 14
with appropriate media and materials for 4 Instructional Media 08 11
effective teaching learning process. 5 Instructional Plan Preparation 04 Nil
6. Deliver a session in a classroom and 6 Instructional Delivery 08 06
obtain feedback for improvement. Total 40 Hours 51*

Unit Lessons Videos

1 4 8

2 4 11
Activities and
Assignments
Module 4

3 2 14
Unit
4 4 11 Outcomes

3 0
Lessons Video Activities Assignments
4 6 29

5
 Unit 1: Curriculum analysis for session planning Unit 1: Curriculum analysis
Unit Outcomes for session planning
1. Interpret the curriculum to identify the learning Lessons
outcomes vis-a-vis contents for the courses. L1 Curriculum Analysis
2. Prepare the concept map/ spray diagram to correlate L2 Mapping for Curriculum Analysis
the learning outcomes of different domains with the L3 Strategies for Teaching Elements
content of a given course. of Content Analysis
3. Suggest strategies for teaching different elements of
L4 Learning Principles and Events of
content analysis.
Instruction
4. Correlate ‘Events of Instruction’ with ‘Principles of
Learning’. 31 32

VIDEOS Curriculum Analysis

1. Revised Bloom’s Taxonomy of Cognitive Domain- Part 1
Cognitive Process Dimension • Curriculum document is a blue print of all
2. Revised Bloom’s Taxonomy of Cognitive Domain- Part 2 the activities of various stake holders
Knowledge Dimension including mainly teachers, students and
3. Revised Bloom’s Taxonomy of Cognitive Domain- Part 3
administrators.
Taxonomy Table
4. Curriculum Analysis • Planning for implementation of each
5. Mapping for Curriculum Analysis- Part 1 course curriculum is an important activity
6. Mapping for Curriculum Analysis- Part 2 every teacher has to perform at the start
7. Principles and Process of Learning and Instruction- Part 1
of every semester or year.
8. Principles and Process of Learning and Instruction- Part 2
33

Curriculum Analysis Curriculum Analysis

Curriculum analysis • Sequencing of content and
establishes alignment
between various learning
synchronization of theory and
outcomes such as…. practical classes is part of this
planning process.
Programme outcomes, • From instructional planning point of
course outcomes, unit
outcomes, and session view, analysis of the content is the
outcomes next important stage.

6
 Concept
map using
Open Source
Verbal
information IHMC
or facts CmapTools Proposition
Concrete

Concepts
Abstract
Content Principles,
Analysis rules, laws

Procedures

Applications

38

Concept map using Open Source IHMC CmapTools 39

Concept map using edraw MindMaster
40

Unit 1: Activity and assignment based

evidences
Evidences Maintained in E-portfolio files by
https://cmap.ihmc.us/ Inductee Teacher
A course plan for selected course in the
https://www.edrawsoft.com/mindmaster given format
Concept map/s using open source software
like CmapTools on topics from the selected
course curriculum
41 42

7
 Unit 2: Instructional Methods and Strategies- Part 1
Instruction can be defined as
"the purposeful direction of the learning process" and
is one of the major teacher class activities along
Unit 2: Instructional Methods and
with planning and management.
Strategies- Part 1

Teaching is an interactive process, primarily involving

class room talk which takes place between teacher and
pupil and occurs during certain definable activity.
(Edmund Amidon)
43

Unit 2: Instructional Methods and Strategies- Part 1 Definition of Teaching Model

Unit Outcomes B. K. Passi, L. C. Singh and D. N. Sansanwal
1. Describe the concept of basic teaching model for (1991)
enhancing effectiveness of Teaching- Learning A model of teaching consists of guidelines
process.
2. Justify the need for a variety of instructional
for designing educational activities and
methods. environments. Model of teaching is a plan
3. Classify different types of instructional methods and that can also be utilized to shape courses of
strategies. studies, to design instructional material and
4. Describe the characteristics of basic instructional
methods
to guide instruction.
45

Unit 2: Instructional Methods VIDEOS

and Strategies- Part 1 1. Basic Teaching Model- Part 1
2. Basic Teaching Model- Part 2
3. Basic Teaching Model- Part 3
Lessons
4. Need for Variety of Instructional Methods
L5 Basic Teaching Model 5. Classification of Instructional Methods and Strategies- Part 1
L6 Need for Variety of Instructional Methods 6. Classification of Instructional Methods and Strategies- Part 2
L7 Classification of Instructional Strategies 7. Tutorial as an effective instructional method
8. Improved Lecture Method of Instruction
L8 Basic Instructional Methods (Lecture, 9. Laboratory Experience as an effective instructional method
Demonstration, Tutorials, Laboratory) 10. Demonstration Method- Part 1
11. Planning and Conduction of Demonstration- Part 2
47 48

8
 Unit 2: Activity and assignment based Unit 3: Instructional Methods and Strategies- Part 2
evidences Unit Outcomes
1. Describe the characteristics of advanced
Sl. Evidences Maintained in E-portfolio files by instructional methods.
No. Inductee Teacher 2. Select appropriate instructional methods and
1 Prepare a list of practical outcomes which can strategies in view of the learning outcomes to
be achieved through laboratory work with be achieved.
justification 3. Plan to incorporate blended and flipped
learning approach to develop learning
outcomes.
49 50

Unit 3: Instructional Methods VIDEOS

1. Group Discussion Method
and Strategies- Part 2 2. Panel Discussion- Part 1 (Concept and Purposes)
3. Panel Discussion- Part 2 (Process of conducting Panel Discussion)
Lessons 4. Role play (Process of Role Play)
L9 Advanced Instructional Methods (Seminar 5. Brainstorming
Method, Panel Discussion, Educational 6. Educational Games- Part 1
Games, Brainstorming, Group Discussion, 7. Process of conducting Educational Games- Part 2
8. Use of Case Study as Teaching Method
Case Method, Role-Play, Industry/ Field
9. Problem Based Learning- Part 1
Visit, Simulations, Project Method, Self- 10. Problem Based Learning- Part 2
directed Learning, Problem-based 11. Project Work
Learning.) 12. Seminar Method- Part 1 (Introduction)
L10 Blended and Flipped Learning Approach 13. Seminar Method- Part 2 (Mini-Seminar)
51
14. Blended and Flipped Learning 52

Unit 3: Activity and assignment based evidences Unit 3: Activity and assignment based evidences

Sl. No. Evidences Maintained in E-portfolio files by Inductee Teacher Sl. No. Evidences Maintained in E-portfolio files by Inductee Teacher
1 Suggest three topics related to your curriculum for 5 Formulate learning outcomes in the three domains to be
organizing panel discussion with justification. (In about 100 achieved through industrial visit related to the selected
words each) courses
2 Design an educational game to fulfil the curriculum 6 Formulate/ choose learning outcome(s) for any selected
outcomes of the course course and suggest the relevant instructional methods with
3 Select a topic for group discussion and identify the criteria, justification for your selection. Suggest topics for
and the specific activities that are to be performed by the demonstration.
students before, during and after the discussion 7 Prepare an activity plan to incorporate blended and flipped
4 Suggest three titles each for a micro-project and capstone Learning approach to develop a learning outcome
project. For any one of the projects, state the broad
activities expected from students 53 54

9
 Unit 4: Instructional Media Unit 4: Instructional Media
Unit Outcomes Lessons
1. Identify relevant instructional media based
L11 Need for Instructional Media
on the emerging trends for the given
teaching learning situation. L12 Classification of Media
2. Classify instructional media. L13 Design of Handouts, Assignments
3. Design print and non-print instructional and Laboratory Worksheets
media. L14 Media Design Principles and Effective
4. Use chalk board and interactive board Board Work
effectively.
55 56

Unit 4: Instructional Media

VIDEOS
1. Need of Instructional Media- Part 1
ADDIE Model for Media Design
2. Need of Instructional Media- Part 2 Analysis
3. Classification of Media- Part 1
4. Classification of Media- Part 2
5. Media Design Principles- Part 1
6. Media Design Principles- Part 2 Implementation Evaluation Design
7. Media Design Principles- Part 3
8. Effective Board work
9. Smart Class room
10. Smart Classroom- Use of Interactive Board- Part 1 Development
11. Smart Classroom- Interactive Board- Part 2 57

Instructional Media Design Principles

Cognitive scientists have
discovered based on research,
Research related to three important features of the
instructional media human information processing
Richard Mayer
(2004) system that are particularly
relevant for media users.

Dr. S. S. Kedar, Associate Professor & Head, DMRDE, NITTTR, Bhopal

10
 Dual-channels: Separate information processing
Human Information channels are there for visual & verbal material.
Processing System
Limited capacity: People pay attention to only a few
pieces of information in each channel at a time.
Active processing: People understand, when they
Limited Dual Channels Active Processing pay attention to the relevant material, organize it
Capacity into a coherent mental structure, & integrate it with
Mayer (2001) their prior knowledge.

Dr. S. S. Kedar, Associate Professor & Head, DMRDE, NITTTR, Bhopal Dr. S. S. Kedar, Associate Professor & Head, DMRDE, NITTTR, Bhopal

Richard E. Mayer (2001)

Richard Mayer (2004) laid the foundation of
Selecting
words
Organising
words
research-based principles for the design of media
Multimedia
Presentation
Sensory
Working Memory
Integrating
instructional messages.
Memory
Verbal
Words Ears Sounds
Model

Pictures Eyes Images Pictorial

Model
1. Multimedia Principle-
Raw
Material Knowledge

Selecting Organising
constructed
“People learn more when appropriate pictures
images images
are added to text than from text only”
Prior
Long Term Memory knowledge

64
Dr. S. S. Kedar, Associate Professor & Head, DMRDE, NITTTR, Bhopal

3 Phase Induction Motor

11
 Lathe Machine
2 3 4
1
2. Spatial Contiguity Principle- 5
1. Head Stock
“People learn better when corresponding 2. Chuck
words and pictures are presented near than far 3. Tool Post
4. Tail Stock
from each other on the page or screen” 9 8 7 6 5. Bed
6. Lead Screw
7. Carriage
8. Feed Shaft
9. Feed Selector
67

Lathe Machine
Chuck Tail
Tool Post
Head Stock 3. Temporal Contiguity Principle –
Stock
“People learn better when corresponding
Bed
words & pictures are presented simultaneously
rather than successively”
Feed
Feed Lead Temporal means with respect to time.
Selector
Shaft Carriag Scre
e w

70

Upper
Jaws Tightening
Screw
In place of showing picture and subtitles of
Main
Scale parts in succession you must show them
simultaneously to maximize learning.

Tightenin
g Screw Depth
Display picture and part
Vernie probe or subtitles together
r Scale Rod
Lower
Jaws

72

12
 Upper
Jaws Tightening
Screw Main
4. Coherence Principle –
Scale
“People learn better when extraneous words,
pictures, and sounds are excluded rather than
Tightenin
included.”
g Screw Depth
Vernie probe or The word extraneous means irrelevant.
r Scale Rod
Lower
Jaws

74

Unit 4: Activity and assignment based evidences Unit 5: Instructional Plan Preparation
Sl. No. Evidences Maintained in E-portfolio files by Inductee Teacher Unit Outcomes
1 A list of media equipment such as interactive display,
interactive board, interactive panel and pad, multimedia 1. Prepare session plan to achieve the
projector, Opaque projector, etc. with broad specifications. specified learning outcomes in different
2 Prepare a relevant handout to support the classroom
domains.
session, an assignment and a laboratory worksheet as per
suggested format 2. Obtain peer feedback on the developed
3 Prepare a computer-based presentation of about 15 slides, session plan.
incorporating all the media elements, design principles and 3. Modify the session plan on the basis of
guidelines on the topic of your choice
feedback received.
77 78

13
Unit 5: Instructional Plan Preparation Session Plan Preparation
Lessons
Preliminary steps
L15 Classroom Session Plan Preparation
L16 Feedback Mechanism for
Improvement Main steps, and
L17 Planning for Laboratory and Industry-
Based Instruction Final steps.

79 80

Preliminary steps
Main steps
 Choose the topic based on content
analysis.  Select appropriate instructional method.
 Write the learning outcomes of the  Identify teaching points and arrange in
session. logical sequence.
 Identify entry level knowledge and skills.  Select suitable learning activities.
 Select material for session.  Decide how learning would be assessed
 Gather relevant material.
81 82

Robert Gagne’s Nine Events of instruction

Final steps. Sr. Instructional Events Relation to Internal Learning Process
No
1. Gaining attention or motivation. Reception of patterns of Neural impulses
 Prepare Instructional Session Plan. 2. Informing the learner of the Activating the process of executive
objectives/ Setting targets control
 Prepare media, handouts, assignments based 3. Stimulating recall of pre-requisite Retrieval to working memory
learning
on session plan. 4. Presenting the stimulus material Emphasizing features of selective
 Arrange and check physical resources and 5.
(new material)
Providing explanations
perception
Semantic encoding
media. 6. Eliciting performance Activating response organization
7. Providing feedback about Establishing reinforcement
 Choose the instructional methods performance correctness

 Decide the instructional strategy 8. Assessing the performance of

students
Activating retrieval making reinforcement
possible
 Deliver instructional session plan 9. Providing practice for retention
and transfer
Providing cues & strategies for retrieval
83 84

14
 Including Gagne’s Nine Events of instruction in session plan
Phases of Session Instructional Events Relations to Learning Processes
Planning Revised Bloom's
Introduction 1. Gaining attention Reception of patterns of neural CREATE - Combines elements to form
impulses (learning material or
Cognitive Domain new entity.
stimulus) Taxonomy EVALUATE - Involves acts of decision making
2. Informing the learner of the Activating the process of executive
objective/ LOs control or judging, based on criteria and rationale.
3. Stimulating recall of Retrieval of prior learning to working ANALYSE - Separates whole into its parts, until
prerequisite learning memory relationship among elements is clear.
Development 4. Presenting the stimulus Emphasizing features of selective
material perception APPLY - Uses information in a situation
5. Providing learning guidance Semantic encoding; cues for retrieval different from original learning context.
6. Eliciting the performance Activating response organization
7. Providing feedback about Establishing reinforcement UNDERSTAND - Interprets, translates, summarizes
performance correctness or paraphrases given information.
Consolidation 8. Assessing the performance Activating retrieval; making
reinforcement possible REMEMBER - Recognition & recall of facts and specifics.
9. Enhancing retention and Providing cues and strategies for
transfer retrieval 85

Revised Bloom's Cognitive Domain Taxonomy Revised Bloom's Cognitive Domain Taxonomy
Taxonomy Verbs that can be used in writing Learning Outcomes Taxonomy Verbs that can be used in writing Learning Outcomes
Level Level
Remember • Arrange, Cite • collect • define • describe • duplicate Apply • apply • calculate • chart • choose • classify • complete • compute
• enumerate • find • identify • locate • memorize • record • construct • contribute • develop • discover • dramatize • employ
• recognize • match • relate • select • name • label • list • experiment • extend • illustrate • implement • instruct • interpret
• modify • operate • participate • practice • predict • show • solve
• order • quote • recall • repeat • reproduce • select • show
• teach • test • use
Understand • Associate • classify • compare • contrast • convert
Analyse • advertise • analyze • break down • categorize • classify • collect
• describe • estimate • explain • extend • generalize • give • compare • connect • contrast • correlate • criticize • diagram
examples • identify • interpret • justify • locate • outline
• differentiate • distinguish • divide • establish • examine • explain
• paraphrase • predict • recognize • report • restate • • identify • illustrate • infer • investigate • order • outline • prioritize •
review • select • summarize • trace • translate question • select • separate • verify
Gronlund, N. E. (1981). Measurement and evaluation in teaching, 4th ed. New York, Macmillan Publishing.
McBeath, R. J., (Ed.). (1992). Instructing and evaluating in higher education: A guidebook for planning learning outcomes. Englewood Cliffs, NJ: Educational Technology Publications

Revised Bloom's Cognitive Domain Taxonomy

Taxonomy
Level
Verbs that can be used in writing Learning Outcomes
Session Plan format
Evaluate • appraise • argue • assess • choose • conclude • convince • criticize •
critique • debate • decide • defend • determine • discriminate •
evaluate • grade • integrate • interpret • judge • justify • predict •
prioritize • rate • recommend • reframe • score • select • support •
 Module 4 Lesson 15 - Classroom
Create
value
• adapt • anticipate • arrange • assemble • collect • combine •
Session Plan Preparation
compile • construct • decide • design • develop • facilitate
formulate • generate • generalize • imagine • incorporate
•
•  Appendix A- Session Plan
individualize • integrate • invent • modify • negotiate • organize •
plan • propose • rearrange • reconstruct • reorganize • revise • (Sample) pg. 10, 11
select • structure • substitute • validate

90

15
Time Teaching Points Teacher’s Activity Student’s Visual/Any 5E learning model
Activity other
material 5E Learning model
2 INTRODUCTION • Ask why oils are Student PPT.1
used? (For (Rodger W. Bybee, 2006) focuses on the
mins a) Oils used mainly answer showing
as lubricants lubrication) question title of the students’ learning sequence experiences in
• Ask any other linking prior knowledge with new concepts
b) Oils also used Trainees session
purpose (For
for transmitting transmitting answer/que and and the skills.
power, rust power for cooling stion give objectives
prevention as a cutting fluid example
c) Additives added or for rust Here 5E stands for
to oil prevention) Engage, Explore, Explain, Elaborate, and
Evaluate (Abell, 2006) .
91 92

5E learning model
Unit 5: Activity and assignment based evidences

Sl. Evidences Maintained in E-portfolio files by Inductee

Engage Explore Explain No. Teacher
1 Prepare and submit a peer validated session plan
for a classroom session of 45-60 minutes in the
suggested format
Elaborate Evaluate

93 94

Unit 6: Instructional Delivery Unit 6: Instructional Delivery

Unit Outcomes Lessons
1. Organize for instructional delivery as per the validated
session plan. L18 Organising for Effective Delivery in
2. Manage class and the requisite resources for effective Classroom and Laboratory
delivery of instructions. L19 Assessment Tools for Classroom
3. Use assignment and assessment tools to assess and
enhance students learning. and Laboratory Session
4. Deliver the session for a period of 45 to 60 minutes L20 Classroom Management: Students,
duration in a classroom situation. Resources and Time
5. Obtain feedback from peers and mentor about the teaching
practice using suggested “observation form”.
L21 Practicum in Classroom
6. Identify areas for improvement based on feedback received95 96

16
 Unit 6: Instructional Delivery Unit 6: Activity and assignment based evidences
Sl. No. Evidences Maintained in E-portfolio files by Inductee Teacher
VIDEOS
1 Record your video and submit the recorded video to the
1. Delivering an effective lecture in classroom
mentor
2. Introduction to Assignment as a method of
2 Develop an action plan for the next six months in order to
assessment
improve your teaching skills, based on the feedback
3. Aspects of Classroom Management- Part 1
provided by mentor, colleagues and self-feedback
(Students Management) 3 Prepare a checklist to ensure the availability of resources
4. Aspects of Classroom Management- Part 2 for effective implementation of the validated laboratory
(Resources and Time Management) session
5. Do’s & Don’ts of Classroom Management- Part 3 4 Prepare one Check list for product and process assessment
6. Instructional planning and delivery each to assess selected tasks/ topics from the course
97
teacher has taught 98

17