Journal of Engineering Education Transformations

V. Radhika Devi ¹

Affiliations
1 Department of Science and Humanities, MLR Institute of Technology, An Autonomous Institution, Affiliated to JNTUH, Hyderabad, T.S., IN

Abstract

A typical college teacher preparing a course content, spends years in teaching but spends no time on development of teaching skills. When teachers think that the best way to improve their teaching is achieved only by developing their content knowledge, end up with 50% of imparting the subject knowledge. To think that content, matters more than teaching skills, is to imagine that the car is more important than the road. But both are essential. What we teach and how we teach are inextricably linked and are very much dependent on one another. Even though both are tightly linked, development of the one doesn't automatically improve the function of the other. So far no specific attention is paid to certain of the basic requirements to achieve 100% effective transfer of knowledge. This article identifies a set of six C's, (Content, Communication, Confidence, Critical thinking, Collaboration, Creativity) for effective teaching to move from LOTS (Lower Order Teaching Skills) to HOTS (Higher Order Teaching Skills).

Keywords

Bloom’s taxonomy, Lower Order Thinking Skills, Higher Order Thinking Skills.

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V. Radhika Devi ¹

Affiliations
1 Department of Science and Humanities, MLR Institute of Technology, An Autonomous Institution, Affiliated to JNTUH, Hyderabad, T.S., IN

Abstract

A typical college teacher preparing course Introduction: content, spends years in teaching but spends no time on development of teaching skills. When teachers think that the best way to improve their teaching is achieved only by developing their content knowledge, end up with 50% of imparting the subject knowledge. To think that content, matters more than teaching skills, is to imagine that the car ismore important than the road. But both are essential. What we teach and how we teach are inextricably linked and are very much dependent on one another. Even though both are tightly linked, development of the one doesn't automatically improve the function of the other. So far no specific attention is paid to certain of the basic requirements to achieve 100% effective transfer of knowledge. This article identifies a set of six C's, (Content, Communication, Confidence, Critical thinking, Collaboration, Creativity) for effective teaching to move from LOTS (Lower Order Teaching Skills) toHOTS (Higher Order Teaching Skills).

Keywords

Bloom's Taxonomy, Lower Order Thinking Skills, Higher Order Thinking Skills.

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V. Radhika Devi ¹, P. Bhaskara Reddy ²

Affiliations
1 Dept.of Science and Humanities, MLR Institute of Technology, IN
2 Dept of ECE, MLR Institute of Technology, IN

Abstract

In recent times, Class-room Assessment Techniques (CATs) have gained momentum in the engineering education. Class-room Assessment Techniques are intended to evaluate the depth of knowledge gained by a student in a particular subject. Class-room Assessment Techniques are understandably useful in development/improvement of curriculum, as these are critical to determine the effectiveness of programs. When first designing a curriculum, it is important to begin by designing the rubrics for assessment. The RISE (Review, Identify, Strengthen, Evaluate)will help to identify the primary goal of the assessment and how can they be modified to improve the quality of engineering education. A well carried out assessment will provide an observable outcome. Without conducting an area specific assessment, it is impossible to know with any certainty what factors are most responsible for not attaining the desired outcome. Therefore, it is likely that assessments created without specific rubrics may not target the appropriate problem factors and will fail. Following from this, it is important that in order for any program to be effective, a proper assessment technique should be designed before the program is rolled out. This paper summarizes the findings of a project investigating the impact of assessment methods on the quality of engineering education. The key findings elaborated in this paper, concern the impact of existing methods of assessment and trends in the outcomes observed.

Keywords

Class Room Assessment Techniques, Rubrics, Review, Identify, Strengthen, Evaluate.

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V. Radhika Devi ¹

Affiliations
1 Department of Science and Humanities, MLR Institute of Technology, Laxman Reddy Avenue, Dundigal, Hyderabad, IN

Abstract

The approach to science and engineering education in engineering colleges is slowly shifting its focus towards problem solving, innovation and creativity. Curricular and assessment methods are adapted that encourage critical thinking, open ended problem solving and creativity, which were previously built around teacher-centered lecture rooms that focused on information acquisition, memorization and regurgitation at closed book examination. This study examines the paradigm shift in teaching methodologies and analyses, the strengths and weaknesses in their implementation and also empowering the faculty with pedagogical methods.

Further, it strives to capture teachers' readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students' learning; the two aspects that are increasingly being judged by various stakeholders.

The overarching aim of introducing certain changes in teaching methodologies was to facilitate the development of faculty leadership in science and engineering education to introduce innovation and creativity into science and engineering education.

Keywords

Problem Solving, Innovation, Creativity, Paradigm Shift, Pedagogical Methods.

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