Greetings learned colleagues, we are meeting for the first time and allow me to say that this page I'm devoting to converse with you. You may belong to any faculty.....psychology, education, philosophy, pharmacy, medicine, engineering,etc etc. stay tuned. i will be talking about things concerned with the business of education.There will be sharing of any current educational event around the country and world. there would also be some interesting powerpoint presentations, videos on happening topics. a total mash up so keep track of things..
First in the series..... Dear Educators, here I'm enclosing some ppts of the presentations I made at seminars and conferences. feel free to use for academic purposes, but please be gracious enough to quote me.
here's another lecture in PPT I delivered at a local school, Aurangabad (Dt.), Maharashtra. INDIA. Do go through and feel free to use the content, but don't forget to give credits please.
Bye for now....
ALTERNATIVE HIERARCHIES FOR EDUCATIONAL OBJECTIVES
Well, all of us are aware of how Dr. Benzamin Bloom's Hierarchy of Learning Objectives and Outcomes forms the basis of entire Teaching Practice... Theory and Practice. But not many Curriculum designers and Teacher Educators are aware of the fact that Bloom had to face stiff opposition later on w.r.t. the Hierarchy. I'm not sure how many teacher education Institutions have currently included a Critique of Dr. Benzamin Bloom's Hierarchy of Educational Objectives either.
Not only that but quite a while ago his disciple and a fellow worker in the same field also brought out a revised scheme of Educational Objectives making apparently less but significant changes in the phrasing of the terminology. Few though are aware that this Hierarchy has undergone subtle yet substantial changes in its content. Fewer havestudied it and even fewest have dared to apply it in their daily pedagogy. The revised hierarchy needs to be given a wider circulation, as the older one is no longer being used in places it originated. not only that but there are equally significant and appropriate ones that are being employed in other disciplines within India.
No harm in at least toying with other hierarchies, I feel.
If at all nothing, we have so far been faithful followers of the Dr. Bloom's Hierarchy and when its been revised the same then must be adopted too.
For the convenience of my readers I am giving you all, not only a peek into the onslaught of criticisms Bloom had to face in accounting for the usefulness and validity of the Hierarchy but also the revised hierarchy. Please visit it at...
www. mrswatersenglish.com. or
And now please also check...
I'm quite sure you would love to read the criticisms that Bloom had to face. Should help us too in oiling our analyzing faculties. It did that for me. Check it out.....
ANY ALTERNATIVES THEN ?
Now we need to look for alternative hierarchies for designing learning and evaluation. and yes quite so, educationists over the world have been working out the alternatives, overcoming the gaps in Bloom's taxonomy. Here are some of the few available at.....
The first alternative hierarchy is given in the SOLO Taxonomy. lets have a look at it.
The Second Alternative
The Third Alternative
Giving a serious thought ? Hope the intellectual in you appreciates the newer vistas opened by fraternity. What have we been doing?
How do we determine the Characteristics of Effective teaching?
It just occurred to me that most of the times the distinction between Teaching and Education is not clear to us. We tend to use the two terms synonymously. Find out more about the two in the page for the Fraternity and also visit the following page that supports the contentions made.http://knowledge.wharton.upenn.edu/article/the-objective-of-education-is-learning-not-teaching/
You know what, I had promised I would be talking about the Characteristics of Effective Teaching. and I hit upon a very readable webpage. I want all of you to esp study the same given in a graphical manner. The website address I am providing you all here. Get linked. Happy reading !! here it is. Just click the link...characteristics-of-highly-effective-teachers
Here ! A presentation I made with the help of another on the topic of 'Characteristics of Effective Teaching' . Hope u like it..
What's happening at the Harvard' Graduate School of Education, right now ?!!
Dear learned Readers, I have always been a skeptical of the Teacher Education Curricula we've been teaching back here in India. Ask me why? That's becoz the proverb.... Old wine in a new bottle .... very much befits the situation here.And I'm not saying this without reason . I still very vividly remember the curricula we had way back in the year 1990's when I took the Under-graduate Teacher Education degree. The subjects more or less remain the same, a little content modified here and there, a couple of deletions made to some really good courses of study such as Evaluation & Statistics, and options such as 'A Comparative Study Of Education Systems around the World' etc etc.in the name of introducing new important subjects.But nothing evolutionary or radically different in all theses 25 years !!! Only the Labels or the so called nomenclatures have changed.
Are we so scared of introducing radical reforms ones of our own or all creativity has dried up or or it is that we have lost touch of our rich civilization and values and now we feel safe and cosy in our comfort zones or is it that we have this slave mentality and will be happy if our rulers did something new and then we would be so happy to imitate?
Why don't the Apex institutions such as the NCERT and the NCTE and the UGC invite scholars who can and are deeply interested in the reforming the scene of Indian system of Teacher Education.
What I decided to do was to study leading and trailblazing global leaders in Teacher Education Systems and find out how these were different from ours. I am very soon going to publish my short essay on it. just wanted to announce. Meanwhile if I have something of interest to share with you, I will be doing it. Do stay tuned !!!
KEEPING UP WITH THE THE GLOBAL TRAILBLAZERS
I talked about the Harward School of Education, MA, USA, back then. let us get informed about what's happening there and how different it is from kind of Teacher Education that we provide back here in India. Read for yourself and you will know..
1. Doctoral Programs: It provides three Doctoral programs viz. One in Educational Leadership, Second in Education and a Third in Philosophy of Education. Gives away the Ed. D degree.
2. Masters Program in Education: that is termed as Ed. M. that is a rigorous yearlong program, that is designed to be a yearlong intensive program for students who wish to study a particular field in education, acquire a general theoretical background for understanding past and future field experiences, or develop skills for use in professional work in education. Their program offerings include:
- PreK-12 programs crafted for a broad cross section of stakeholders: superintendents, principals, directors, coordinators, teachers, and those who shape or implement educational policy.
- The Principals' Center provides aspiring and experienced school leaders from across the country and around the world with exemplary professional development to meet personal and professional goals.
- The Harvard Institutes for Higher Education are designed for presidents, vice presidents, provosts, vice provosts, deans, directors, and department heads to address key issues facing administrators at specific stages in their careers.
PROJECT ZERO: Project Zero's mission is to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels.
Read more: http://www.gse.harvard.edu/profed/#ixzz2jJot6M00
That was just a very very brief introduction. One may visit the weblinks contained within.
Seen? And now.....Don't you see the difference already ?!
I wish our top notch bureaucrats up there at the apex bodies and university Board of Studies members, get inspired and instead of beating the bush, really go about making radical reforms in the programs and curricula based on our nation's goals and regional contexts and international perspectives.
I strongly feel there is a need to organize sponsored and well funded academia exchange programs wherein the select educators would visit the Western and other Eastern countries to study the nature and variety of Teacher Education out there. We need to enrich our educational repertoire. We need to explore the world and transform ourselves in accordance with the pace of the rest of the advanced world.
Swami Vivekananda strongly recommended world exploration.But the academicians today are trapped in the shackles of rules and regulations that pose obstacles more than they motivate. Anyways one feels things will certainly improve gradually.
Next in the series I will be giving a similar introduction on another trailblazer in the field of Teacher Education... Stanford Graduate School of Education...... Stay tuned.
What's happening at the trailblazer Stanford School of Education
I had earlier talked about Harvard School of Education. and now I shall be talking about one of the famed world leaders in the field of Teacher Education.. The Stanford Graduate School of Education. Lets also find out how it is different from the Harvard School of Education and our very own.
About: The Stanford Graduate School of Education (GSE) is one of the seven schools of Stanford University, that was founded in 1891, is located Stanford, California USA. Its mission is "To continue as a world leader in ground-breaking, cross-disciplinary inquiries that shape educational practices, their conceptual underpinnings, and the professions that serve the enterprise." Many prominent educational theories, policies, and inventions have come from, or been influenced by, the Graduate School of Education, including the Stanford-Binet IQ test and various LeapFrog products.
Academic Programs: The Graduate School of Education offers nine master's and four doctoral degree programs, as well as undergraduate honors and minors programs. As a graduate school of education, the undergraduate programs are not degree programs, but instead offer education-related training for students majoring in other areas, as well as co-terminal master's degrees. The largest program at the School is the Stanford Teacher Education Program, or STEP, which is the only program which offers a teaching credential for K-12 teachers. Unlike many other schools of education, the doctoral programs are academic rather than professional doctorates, and grant Ph.D. instead of Ed.D. degrees.The School also offers numerous professional development programs and resources for practicing elementary and secondary school teachers. These include the Center for the Support of Excellence in Teaching (CSET), the National Board Resource Center (NBRC), the Problem-Solving Cycle, and Stanford English Learner Education Services.
- Curriculum and Teacher Education: CTE1.1
- International Comparative Education: ICE
- Individually designed M.A. in Education
- International Educational Administration and Policy Analysis: IEAPA
- Learning, Design, and Technology: LDT)
- Policy, Organization, and Leadership Studies: POLS
- Stanford Teacher Education Program: STEP
- Joint MA/JD with Law and Education
- Joint MA/MBA with the Stanford Graduate School of Business
- Joint M.A/MPP in Public Policy and Education
The goal of the GSE PhD program is to prepare the next generation of leading education researchers. The Doctoral Programs are organized under Academic Committees
- Elementary Education
- Curriculum Studies and Teacher Education (CTE) Committee
- Literacy, Language, and English Education
- History/Social Science Education
- Learning Sciences and Technology Design
- Mathematics Education
- Science Education
- Teacher Education
- Developmental and Psychological Sciences (DAPS)
- Developmental and Psychological Sciences
- Learning Sciences and Technology Design
- Social Sciences, Policy, and Educational Practice (SSPEP or SHIPS)
All doctoral students in SHIPS may pursue one of three programs
options, enrolling in one of the following...
options, enrolling in one of the following...
- A program in one of the seven HSS (Humanities and Social Sciences in education disciplines), or
- A program in one of the four IDE (Issue Domains in Education) areas, or
- A dual specialization program in one HSS discipline and in one IDE area
- Educational Policy
- Higher Education
- International Comparative Education
- Organizational Studies
- Race, Inequality, and Language in Education
Learning Sciences and Technology Design (LSTD) (cross-disciplinary with one of the above areas).....Learning Sciences and Technology Design is a unique cross-area specialization. Students will study the learning sciences and technology design within the context of the area (DAPS, CTE or SHIPS), to which they are also formally admitted.
Other Academic Opportunities
- Concentration in Education and Jewish Studies
- Quantitative Methods Certificate Program
- Stanford Interdisciplinary Doctoral Training Program in
- Quantitative Education Policy Analysis
The best part of all these programs is that a complete profession projection, a job profile for the candidate, and the list of competencies needed by the learner before entering a profession are outlined !!! I find it amazing that smallest of the significant detail has been worked out for the students. Doesn't that give one a sense of sure-footedness!! Wish our Teacher Education System was that fortified too.
Find out more at https://ed.stanford.edu/academics/doctoral