Highly useful for university teachers to learn to apply multi-mode teaching learning system

1. Two-Day Workshop/Seminar on Applying Multi-Mode
Approaches in Teaching-Learning in Context of Nepalese
Higher Education
Proceeding Notes by
C P Rijal, PhD in Leadership
Kasturi College, Itahari
Nepal
May 14-15, 2014
May 29, 2014 1by Dr C P Rijal

2. The Contents
1. Teaching Learning Focus
2. Perform Curricular Review
3. Use Multi-Mode Teaching Learning Approaches
4. Initiate Student-Centered Teaching Learning System
5. Facilitate in Personality Development and Grooming
6. Facilitate Interactive Material Development
7. Facilitate Team Work
8. Promote Effective Communication
9. Facilitate Effective Presentation
10. Facilitate Case Studies
11. Promote Shared Commitment
12. Help Celebrate Each Achievement
2

3. The Teaching-Learning Focus
Our teaching learning stands for improving skills of
our graduates:
3
Triology of
Teaching-learning
skills
Communication Skills

4. Help graduates communicate more effectively
1. Make the curriculum
demand graduate
communication with
provision of:
 Group works
 Class presentations
 Class discussions
 Industrial exposure
May 29, 2014 4by Dr C P Rijal

5. Help graduates communicate more effectively
2. Involve graduates in
communication
with provision for:
 Group works
 Class presentations
 Class discussions
 Industrial studies
 Research seminar
and workshop
 Event management
May 29, 2014 5by Dr C P Rijal

6. Help graduates communicate more effectively
3. Transform yourself as a multi-
modal teacher through:
 Micro presentation/teaching
 Role plays
 Audio/visual displays
 Class discussions
 Case presentations
 Research seminar issue
presentations
 Thematic group
presentations
 Discussion forums
 Peer reviews
May 29, 2014 6by Dr C P Rijal

7. Help graduates lead
1. Assess their skill competence, maturity, willingness
and ability
2. Help them identify their common areas of interest
3. Initiate more group and team management
activities
4. Help graduates socialize their presence
5. Provide them with skill development programs
6. What else?
May 29, 2014 7by Dr C P Rijal

8. Hersey and
Blanchard’s
Situational
Leadership
Model Defines
Relationship
Between
Maturity and
Four
Leadership
Styles
High
relationship
Low task
High task
High
relationship
Low
relationship
Low task
High task
Low
relationship
M1
M2M3
M4
High
Low High
Task Behavior
RelationshipBehavior
Style of
Leader
ImmatureMaturity
Ability
Willingness
M1M2M3M4
High Moderate Low
This person is able
(has the necessary
knowledge and skill)
This person is willing
(has the necessary
confidence and
commitment)
Maturity of Followers
Psychological maturity
Job maturity
A great deal
4
Quite a bit
3
Some
2
Little
1
Usually
4
Often
3
On occasion
2
Seldom
1
© Reserved by Dr. C. P. rijal (2011) 8

9. Help graduates in analytical reasoning
 Put them in exploring various problems their
consequences and possible solutions
 Make research and innovation a regular happening
 Help them perform case studies
 Put them in depth observation of issues or
problems in real life setting
 Provide with argumentation skills
 Provide exposure to deal with more conflict and
negotiation situations
May 29, 2014 9by Dr C P Rijal

10. Equally important thing is…
Transform the classroom structural sets:
 Change the seating arrangement
 Use classroom display materials
 Arrange information communication
technologies (ICT)
 Arrange communication supporting equipment
May 29, 2014 10by Dr C P Rijal

11. Above all, transform yourself as a change leader for graduate development
May 29, 2014 11by Dr C P Rijal

12. Learning reflection…
 Take some time to think and decide which among
the above discussed themes you can apply the best
while teaching from now onwards and make a
reason of doing so and share with the rest of
members.
 Please remember, graduates can do more than
what exactly we can, but they need your hands on
support
May 29, 2014 12by Dr C P Rijal

13. 2. Perform Curricular Review
Step 1: Determine and collect supplementary
documents, reference materials and basic
textbooks.
Step 2: Revisit the course description provided by the
university or develop/update.
Step 3: Establish the learning objectives.
Step 4: Set the learning outcomes.
Step 5: Develop the course blocks or units.
Step 6: Develop unit details with overall contents of
delivery.
May 29, 2014 13by Dr C P Rijal

14. 2. Perform Curricular Review
Step 7: Allocate unit-wise lecture hours for teaching
learning and assessment activities.
Step 8: Establish the teaching learning methodologies.
Step 9: Establish the assessment criteria.
Step 10: Develop the plan of action.
Please remember: While performing course planning, your works should
be guided by the key learning focus discussed earlier, i.e., promoting
communication, leadership and analytical skill development in
graduates.
May 29, 2014 14by Dr C P Rijal

15. 3.Use Multi-Mode Teaching Learning Approaches
1. Class lectures
2. Story telling
3. Small group teaching
4. Question-answer/probing approach
5. Problem solving
6. Reviews (books, journals, movie)
7. Experiments (lab/field)
8. Group discussions/brainstorming
9. Presentations (individual/group)
10.Case studies
May 29, 2014 15by Dr C P Rijal

16. 4. Initiate Students-Centered Teaching Learning System
1. Written examinations
2. Project works
3. Class presentations
4. Project works/event management
5. Experimentation/practical works
6. Participation audit
7. Performance beyond the subject/course
8. Applied skill competence tests
9. Simulations
10.Independent work/optional credits
May 29, 2014 16by Dr C P Rijal

17. 5. Facilitate Personal Grooming of the Graduates
Another equally
important role for
you as an effective
university teacher is
to help graduates for
better grooming.
Because personal
grooming bears
almost 50% of the
communication
effectiveness.
May 29, 2014 17by Dr C P Rijal

18. 6. Facilitate Interactive Material Development
 Interactive materials may serve as the instruments
for effective communication.
 Such materials may include hand-worked display
materials, case studies, audio-visuals, any other
physical materials that are linked to thematic
teaching learning.
 Ample use of such materials helps improve
communication with affection.
May 29, 2014 18by Dr C P Rijal

19. 7. Facilitate Team Work
 Team work synergizes communication
effectiveness.
 It creates feeling of belongingness.
 Team-based working system promotes
interpersonal relationship and interdependence.
May 29, 2014 19by Dr C P Rijal

20. Types of work teams that can be promoted in colleges
Based on purpose and nature of works performed, the
graduate work teams may be classified in many forms.
A few of them are:
1. Problem solving teams, e.g., SQC
2. Self managed work teams, e.g., Kasturi Basketball
Club
3. Virtual teams, e.g., Kasturi College Alumni at US
4. Group presentation teams, and so on…
May 29, 2014 20individual presentation by Urusha

21. May 29, 2014 21

22. May 29, 2014 22

23. 8. Promote Effective Communication
 Communication serves as a two-way traffic for the
following functions:
1. Control member behavior.
2. Foster motivation for what is to be done.
3. Provide a release for emotional expression.
4. Provide information needed to make decisions.
May 29, 2014 23by Dr C P Rijal

24. The Communication Process Model
Communication Process
The steps between a source and a receiver that result in the transference and
understanding of meaning.
© Reserved by Dr. C. P. rijal (2011) 24

25. Information Richness of Communication Channels
Low channel richness High channel richness
Routine Nonroutine
© Reserved by Dr. C. P. rijal (2011) 25

26. Direction of Communication
Upward
Downward
Lateral
© Reserved by Dr. C. P. rijal (2011) 26

27. Three Common Formal Small-Group Networks
27

28. Good Talking is Essential for Effective Communication
1. Quality of voice: Good voice quality helps one communicate with
effective and adequate emphasis on level of pitch, speed of delivery and
volume of tone.
2. Style of talking: Talking style serves as a blend of pitch, speed
and volume to form a unique talking personality.
3. Choice of words: Choose the words from the listeners’
vocabulary. Select those that appropriately convey the morality
and courtesy you intend and respect the listeners’ knowledge.
© Reserved by Dr. C. P. rijal (2011) 28
4. Adaptation: Adaptation refers to lifting the message to the
listener. It includes word selection, voice and style as per listeners’
capacity to understand.

29. Barriers to Effective Communication
1. Filtering: A sender’s manipulation of information so that it will be
seen more favorably by the receiver.
2. Selective Perception: People selectively interpret what they see
on the basis of their interests, background, experience, and
attitudes.
3. Information Overload: A condition in which information inflow
exceeds an individual’s processing capacity.
© Reserved by Dr. C. P. rijal (2011) 29
4. Emotions: How a receiver feels at the time a message is
received will influence how the message is interpreted.
5. Language: Words have different meanings to different people.
6. Communication Apprehension: Undue tension and anxiety about
oral communication, written communication, or both.

30. 10. Facilitate Case Study Approach
 Case study approach has been recognized as one of
the powerful tools of teaching-learning in different
disciplines today.
 Many universities do not solicit people for teaching
learning, if they have not developed their own case
studies for teaching-learning facilitation.
 This is an areas in which our higher education has
been lagging behind compared to that of European
and American way of teaching learning.
 Case study approach does not only improve
communication skills, but also improves one’s
critico-analytical thinking.
May 29, 2014 30by Dr C P Rijal

31. 11. Facilitate Effective Presentation
 Communication will improve if we put our
graduates in more presentation and discussion
works.
 Presentations can be facilitated in individual as well
as group forms.
 Presentation should be supported with adequate
interactive materials and adequate communication
skills.
 Presentation serves as a venue to sell the graduate
competence.
 Use ppt slides, flip charts, metacards, and placards
May 29, 2014 31by Dr C P Rijal

32. 12. Facilitate Shared Commitment
 Creation of feeling of we
 Taking responsibility
 Being accountable
 Taking initiatives
 Being the first to take up challenging assignments
May 29, 2014 32by Dr C P Rijal

33. 13. Help Celebrate Each Achievement
 Culture of celebration brings in shared happiness
and joy among the members.
 It helps groom positive thinking about good reason
for hard work, commitment and enthusiasm.
 Celebrating mind and soul will bring in smile in
faces.
 Celebration culture opens up the closed mindsets.
May 29, 2014 33by Dr C P Rijal

34. 14. How to conduct classroom discussions
1. Clearly explain the issue for discussion
2. Provide with required resources
3. Allow each member to make his/her idea on
the issue assigned
4. Facilitate member brainstorming in work
groups
5. Facilitate them generate group consensus
6. Ask them to make a presentation to the
class
May 29, 2014 34by Dr C P Rijal

35. 15. Participant Expectations
1. What do you want to learn?
2. Why are you interested to learn so?
3. How do you confirm you would implement in real
life what you learn here?
4. What, if your expectations remained unmet after
attending this program?
May 29, 2014 35by Dr C P Rijal

36. 16. Questions for group thought
1. A business school should be distinct
from other schools basically in THREE
respects. Can you guess what they
could be?
2. What does it mean by Federalism?
May 29, 2014 36by Dr C P Rijal

37. 17. A few concerns for group discussions
1. Should we continue operating newer universities
by deputing there the officials from other existing
universities?
2. Is it fair to have foreign managers with much
higher pay for taking up key positions of our
organizations?
3. Have the Nepalese top political parties been really
able to prove the significance of the removal of
monarchy system in the country?
4. Has Purbanchal University in Nepal really been
able to perform as an institution running on its
own?
May 29, 2014 37by Dr C P Rijal

38. 18. Ask for the self…
What have I learnt so far? Any thing new?
How can I use it in my career?
Will it help improve my personal relations?
How can I help others now?
Is it feasible for me to continue these things?
Is it really important for me that my graduates should be
more effective in communication?
May 29, 2014 38by Dr C P Rijal
To what extent
have I been able
…

39. Thank You !
May 29, 2014 39by Dr C P Rijal

40. If you need my help in the days to come…
rijalcpr@gmail.com
9851105671
May 29, 2014 40by Dr C P Rijal