This document provides information about an upcoming faculty development programme led by Dr. N. Asokan. It includes details about Dr. Asokan's educational and professional background, spanning over 22 years of experience in educational institution development. The document outlines the topics to be covered in the programme, including taxonomy of teaching, learning and assessing, performance excellence, ethics and values, system thinking, and the college of tomorrow. Contact information is provided for Dr. Asokan to learn more about the programme.

1. Faculty Development Programme
Academic Delivery
Performance with Purpose
What If?
What Next?
Contact : Dr. N. Asokan
ntvasokan@gmail.com |  : 9445191369

2. Resource Person
22 years of experience in the development of
sound Educa onal Ins tu ons
Taxonomy of Teaching, Learning and Assessing
Faculty Development Programmes
Educa on
Ph.D in Material Science –
Engineering Educa on,
Faculty of Engineering& Technology, 2007,
University of Madras, Chennai.
M.E., Materials Science,
Dept.of Metallurgy, 1991,
Regional Engineering College,
Trichy 620015.
M.ScPhysics with Electronics, 1987,
Na onal College, Trichy 620001.
.
Industry Experience
Heavy Alloy Penetrator Project
(Min.of Defence), Trichy
Lakshmi Precision Screws Ltd,
Rohtak, Haryana.
STAR HR & Training Services Pvt Ltd, Chennai .
(Cap ve Talent Sourcing Company of
ETA‐ASCON & ETA STAR, Dubai)
Execu ve Leadership
Team Builder
Ins tu on Builder
Change Leader
Life Long Learner.
Former Principal
VelTech Group of Ins tuions, Chennai
Mount Zion College of Engg. & Tech Puduko ai
SAMS College of Engg. & Tech , Chennai
Sree Sastha Group of Ins tuions, Chennai Dr. N. Asokan

3. TABLE OF CONTENTS
Taxonomy Evaluation Micro Teaching Performance
Excellence
01 02 03 04INTRO
07 08 09 10
System
Teaching
Pages 2-4 Page 7 Pages 8-11 Pages 12-13 Page 19
Page 15 Page 20
2020
05
College of
Tomorrow
Pages 16-17
06
Ethics
Values
Page 14
11
Page 23
Research
Issues
12
Page 24
Highly
Effec ve
Teacher
Leadership
Books
Page 22
Teacher
Manager
Leader
Page 21

4. Tamil Nadu
Agricultural
University,
Coimbatore
Manonmanium
Sundaranar
University,
Tirunelveli
ISTE-
Working
Professional
Learning Project
AVC
College of
Engineering,
Mayiladuturai
Vel Tech
Group of
Institutions,
Chennai
Sree Sastha
Group of
Institutions,
Chennai
Alpha
College of
Engg.&Tech,
Chennai
Surabi
Polytechnic College,
Namakkal
AMK
Polytechnic College,
Chennai
STAR
HR & Training
Services PVT Ltd,
Chennai
MIET
Group of
Institutions,
Trichy
JNN
College of
Engg.&Tech,
Chennai
Sudharsan
Engineering College,
Pudukottai
Balaji Institute of
Engg & Tech.,
Chennai
SAMS
College of
Engg.&Tech,
Chennai
PITS
Thanjavur
700 Teachers Learned
Kalasalingam University
MountZion College of
Engg & Tech
Pudukottai
ETA/ETA ASCON
Dubai
Engg
Diploma
Nursing
Management
Engg
Diploma
Nursing
Education
Engg
Arts &
Science
1
Mahathma Gandhi
Insti. Technology
Pudukottai

5. We are losing the battle for the
imagination of our youth with
existing education system. As we
think about the plethora of
challenges and opportunities, it is
important, to remember that
students are driven by passion,
curiosity, engagement, and dreams.
It’s based on faculties’
capabilities, their reliability,
their learnability, their
strengths, and their talents.
T h e F a c u l e s , E d u c a o n a l
Administrators Managers, Leaders
a n d d e c i s i o n m a ke r s o f a n
educa onal ins tu ons are most
welcometopar cipate.
It is more important that students are
distracted by every hour of the
waking day through electronic
gadgets, mass media, purposeless,
meaningless and insignificant peer
conversation.
There is a need for a dramatic and
fundamental transformation of the
educational process.
It requires healthy life style, warm
relationships, intense focus, fanatic
discipline, and incisive thinking to
effectively garnering attention and
holding interest for gadget –friendly
world.
Genesis
2

6. Issues and Concerns of Teachers
? What is important for students to
learn in the limited classroom me
available?
? How does one plan and deliver
instruc on that will result in high
levels of learning for large number
ofstudents?
? How does one select or design
assessment instruments and
procedures that provide accurate
informa on about how well
studentsarelearning?
? How does one ensure that
objec ves, instruc on, and
assessment are consistent with
oneanother?
To help teachers systema cally plan
a way of effec vely facilita ng
students’learning.
To help teachers translate standards
into a common language for
comparison with what they
personally hope to achieve, to
present the variety of possibili es
forconsidera on.
To help teachers analyze their
objec ves, instruc on and
assessment.
Determine the alignment of objectives, instruction and assessment
3

7. Performance with Purpose
 Our career, indeed our life, has a
purpose. When we are working within
our purpose, we are happy and have a
good chance of “being in the zone”. We
may be aware of our purpose or we may
be seeking purpose. We may be
conscious about the purpose or we may
beunawareofit.
 PerformancewithPurposewillhelptobe
compe ve and profitable today and
tomorrow. We are determining how to
best focus our efforts, in order to have
the greatest impact. As with any complex
ini a ve, it's important to be flexible and
responsive to a changing world. Change
is “absolutely necessary” and will
happen.
Atoppriorityforuswillbeto
refocus the energy of the
organiza on, energy of an
individual, on our purpose
and on the performance
necessarytoaccomplishit
How many wise decisions we take per day to fulfill the purpose?
quartz
1
2
3
4
5
6
7
8
9
10
Performance for the day:
Thousand of ny choices,
in an endless procession, that confronts us every minute,
unable to intellectualize, compelled us to react ins nc vely
(decisions), follows the path of least resistance.
Performance defined as any outcome
that is deemed valuable by either an
external or internal customer
4

8. INSTRUCTIONAL OBJECTIVES
Syllabus | Course | Programme Educational objectives : NAAC / NBA
Instructional objectives are statements, which communicate in
behavioural terms the expected performance of the studentsat the end of
instruction.
Learningshouldresultinachangeinthebehaviour.
Behaviourreferstoanyobservableactivitydisplayedbyalearner.
Instructional objectives are written in behavioural terms and therefore
theseareknownas“BehaviouralObjectives”.
They should specify what the learner will be able to do on completion of
thelearning
Objectives must be stated
in terms of learner’s
terminal behaviour.
5

9. Learning Outcomes
GainsamorecompleteunderstandingofObjectives.
Makedecisionsaboutwhatisworthteachingintheclassroom.
Makebetterdecisionsabouthowtoteachandassessintermsoftheobjectives.
Enrichmentinthelearning,teaching,andassessingcompetencies.
Expandthecapacityofindividualand Organizationfor BestPerformance
Makesworkingenvironmentandlifeeasier
6

10. Taxonomy for Teaching Learning, and Assessing
Cogni ve ProcessKnowledge Dimension
Factual knowledge
Conceptual Knowledge
Procedural Knowledge
Meta‐Cogni ve Knowledge
Knowledge: “Historically shared knowledge”
that defines the subject ma er of a par cular
discipline. It is not sta c; Changes are made as
new ideas and evidence are accepted by the
scholarly community. The term Knowledge to
reflect our belief that disciplines are constantly
changing and evolving in terms of the
knowledge that shares a consensus of
acceptancewithindiscipline.
Cogni ve Process: It means paying a en on to relevant
incoming informa on, mentally organizing incoming
informa on into a coherent representa on and mentally
integra ng incoming informa on with exis ng
knowledge.
7

11. BASIC CONCEPTS OF EVALUATION
• Evaluation may be defined as a systematic process
of determining the extent to which instructional
objectivesareachievedbystudents.
• Evalua on includes both quan ta ve and qualita ve
descrip ons of student behaviour plus value
judgements concerning the desirability of that
behaviour.
Quantitative description of student’s
performance (Measurement)
AND / OR
Q u a l i t a t i v e d e s c r i p t i o n o f
s t u d e n t ’ s p e r f o r m a n c e
( N o n - m e a s u r e m e n t )
+ VALUE
JUDGEMENTS
Evalua on =
8

12. An achievement test is an instrument designed to measure the
degree to which a student has a ained the objec ves of
instruc on. So achievement tests can be administered for all
the subjects included in the curriculum at regular intervals of
me or towards the end of each unit and even towards the end
ofeachsemester.
ACHIEVEMENT TEST
TABLEOFSPECIFICATIONS:
A test of achievement is a test of student’s ability to display
desired behaviour in relation to a specific subject or
content area. Therefore, the two important aspects that
weshouldspecifyforanachievementtestare:
thetypeofthingsthestudentshouldbeabletodo
(i.e.ABILITIES)
the subject matter in which (s)he should be able to do
them(i.e.CONTENT)
By analysing both of these for a particular situation, it is
possible to produce a Table of Specifications for the test.
This is a two way-chart, which relates CONTENT and
ABILITIES by assigning suitable weightages for testing
purposes.
9

13. WRITING OBJECTIVE TEST ITEMS
To appreciate the impor tance of
constructingtestitems
To construct good quality matched response
andmultiple-choiceitems.
To confirm whether a given selection type
itemsatisfiesalltherulesandguidelines.
Toeditandmodifyagivenitem
Comple on Items
True/False Items
Matched Response
Mul ple Choice Items
10

14. STRUCTURED ESSAY QUESTIONS
To apply the principles of construc on and scoring of structured essay ques ons.
To dis nguish between objec ve type items and essay ques ons by sta ng the six
differences between them.
To list the five guidelines for scoring the answers to essay tests.
To modify the given open ended ques on into
a structured essay ques on.
To list the eight rules for construc ng
structured essay ques ons
To state the need for structured essay ques on
in the evalua on process.
11

15. PLANNING FOR TEACHING
Course Plan, Unit Plan, Lesson Plan,
P r e ‐ r e q u i s i t e k n o w l e d g e ,
S t r u c t u r e d S t a ff s y l l a b u s ,
Mapping of topics and subjects,
andCourseFile
Dis nguishbetweenMacroPlanningandMicroPlanning
Iden fyUnitsofInstruc oninagiven syllabus
PrepareaCoursePlanforagivencourse
PrepareanUnitPlanforagivenUnitof Instruc on
Dis nguishbetweenthePhasesof‘Cogni ve Lesson’and‘Skill
Lesson’
Iden fy the ac vi es of the teacher and the students in the
variousphasesofalesson
PrepareaLessonPlanforagivensetof Cogni veObjec ves
Prepare a Lesson Plan for a given set of objec ves in the
PsychomotorDomain
Statetheeightreasonsthat necessitateplanningforteaching
7
12

16. MICRO TEACHING
Micro–teachingwithpeersisasimulatedexperience.
Simula onisbydefini on“ar ficial”.
Simula oninvolvesroleplaying.
Micro‐teaching is a teacher training
procedure which allows the teacher to
prac ce a specific teaching skill by
presen ng a small lesson to a small group
of students (his own peers) with an
opportunity to observe the performance
onvideotape.
The teacher teaches a class of 4 to 5
students for a dura on of 5 to 10
minutes. The number of instruc onal
objec veswillbejustoneortwo.
It is followed up by discussion and lesson
cri que.
13

17. Human Values and Ethics
Maslow’s Hierarchy of Human Needs,
Beliefs,
Limiting Beliefs,
Values,
Moral Values,
Human Values,
Ethics,
Moral Dilemma,
Growing Mindset
14

18. System Thinking
The educational system is very complex system consists of many
variances, unknowns, and uncertainties. Complexity can easily
undermineconfidenceandresponsibility.
System thinking is a discipline for seeing the “structures” that
underlie complex situations. As we enter the “age of
interdependence”, humankind have the capacity to create far
more information than anyone can absorb, to foster far greater
interdependence than anyone can manage to accelerate
changefasterthananyone’sabilitytokeeppace.
System thinking forms a rich language for describing a vast array
of interrelationships and patterns of change. Ultimately, it
simplifies life by helping us see the deeper patterns lying behind
theeventsanddetails.
Conceptsinclude:
Definition, Different systems, Learning disabilities,
Prisoners of the system, Laws of system thinking,
Systems archetypes, Personal mastery, Mental models,
SharedVision,andTeamlearning.
15

19. College of Tomorrow
There is a need for a drama c and fundamental
transforma on of the educa onal process. It’s based
on facul es’ capabili es, their reliability, their
learnability, their strengths, and their talents. It
requires healthy life style, warm rela onships,
intense focus, fana c discipline, and incisive thinking
to effec vely garnering a en on and holding
interestforgadget–friendlyworld.
The College of Tomorrow is to make professional
courses a rac ve and fully engaging, making
colleges exci ng, crea ve, adventurous, rigorous,
demanding and empowering milieu, to listen, learn
and lead to innova ons that will keep us free, secure,
healthyandthrivinginavibranteconomy.
16

20. Visionary Exercise
With an increasingly mobile society, cynicism about
corporate life, and an expanding entrepreneurial
segment of the economy, organiza ons need more
than ever to have a clear understanding of their
purpose in order to make work meaningful and
thereby a ract, retain, and mo vate outstanding
people. Organiza ons will need to draw on the full
crea veenergyandtalentoftheirpeople.
Purpose (Mission) captures the soul of the
organiza on. Purpose gets at the deeper
reasons for an organiza on’s existence
beyondjustmakingmoney.
Vision has become one of the most overused
– and less understood‐ word in the language.
The word vision conjures up all kinds of
images. We think of outstanding
achievements. We think of audacious,
exhilara ng goals that galvanize people. All of
us know vision is important, but what exactly
isit?
It can truly be said that happens un l there is vision.
But it is equally true that a vision with no underlying
sense of purpose (Mission), no calling, is just a good
idea–all“soundandfury,signifyingnothing”.
Mission
Posi ve Vision
Nega ve Vision
Objec ves
Core values
Dialogue
Discussion
Discovery Process
Crea ve process
Process ques ons
Culture, and
Alignment
17

21. Overview of Successful Education
The twenty‐first century challenges professional
educators to design teaching, learning and assessing
process to strategically and holis cally target students
development, including cogni ve, psychomotor, social
andaffec vedomains.
It is the responsibility of the professional organiza ons,
teachers and ins tu ons to “ mould the students in
terms of Knowledge, and Skill set to face the real
prac cal life in profession and in person” rather than
saying“itisyourlifeleaditthewayyouwant”
Therehastobefocusonteaching,learning,assessingand
pedagogyaswellasalearner‐centricapproachwherethe
teacher is the facilitator in the acquisi on of knowledge
andvaluesandteachinginskills.
It is be er to teach the students by understanding
individual’s competency rather than wait for them to
learn something from the world and then show them the
rightwaytogoaboutit. Core areas of educa on, Mapping of core areas of educa on, Lifelong Learning,
Limi ng beliefs, Assump ons and Thought, Power of powerlessness,
Synchroniza on, Knowledge, Skill, Talent, Values, Technology Competency,
Change, Culture, and Quality of Life.
18

22. Performance Excellence:
Road map to next level of excellence
Excellence" is an inner call a
passion once we develop this as
a HABIT as a behaviour you
neednosupervision.
Happiness is a by product of
suchperformance.
The desire to excel is exclusive
of the fact whether someone
else appreciates it or not.
"Excellence" is a drive from
inside,notoutside.Excellenceis
not for someone else to no ce
but for your own sa sfac on
andefficiency
An Organiza on exists for a purpose
and that purpose is performance
Fears, Needs and Focus, Homeostasis, Learning disabili es, Personal Mastery,
Likeonomics , Prac cal Intelligence, Return on Luck, Skilled Incompetence,
Storytelling, TASK to Mul TASK, TRUST
19

23. Preparing Professionals of 2020 and beyond
Topics includes:
Several elements of educa on system
An cipated social and economic changes beyond 2020
An cipated social and professional context beyond 2020
An cipated skill sets required beyond 2020
An cipated curriculum, teaching and learning paradigms
beyond 2020
The future is unpredictable and will be global. The
engineer of 2020 and beyond will need skills to be
globally compe ve over the length of her or his
careertobecomeglobalci zen.
Whatfundamentalanddrama cstransforma on
of the educa onal process required for not losing
theba lefortheimagina onofouryouth?
Howtoenrichandbroadenengineeringeduca on
so that technically grounded graduates will be
be er prepared to work in a constantly changing
globaleconomy?
What restric ng of program, realloca on of
resources, refocusing of faculty, me and energy
required so that our educa onal infrastructure
can educate engineers prepared to tackle the
challengesoffuture?
20

24. Teachers as Managers and Leaders
(Getting people done through work)
• How to incorporate the revolu onary
insights shared by great managers
everywhere.
• To discover what is unique and
universal about each person and
capitalize on it.
• To have the greatest impact possible
for the longest period of me.
• Different approaches to managing
and leading people (students) wax
and wane.
• Each human’s nature is different.
Managers and Leaders must find a
mechanism to unleash each human’s
nature.
• To get the best performance from
your people, you have to be able to
execute a number of different roles
very well. You have to learn how to
steer them toward roles that they fit
them.
The three roles that are the most cri cal if
teachers are to achieve something significant in
their life and then sustain and expand this
achievement, namely the roles of Manager,
LeaderandIndividualPerformer.
Warren Bennis and Marcus Buckingham confirm
that“Leadershipaccountsfor,attheveryleast,15
percentofthesuccessofanyorganiza on”.
During the course of our life we will inevitably be
exposed to all manner of op ons, opportuni es
and pressures. The key to sustaining success is to
be able to filter all these possibili es and fasten
on to those few that will allow you to express the
bestofourselves.
Differences between Knowledge, Skill
and Talent, Five Fears, Five Needs and
One Focus, Three Levers, Twenty
Percenters. Three Contenders, Focus
on Strengths, Managing Weakness,
Thirty four themes of Strength Finders,
PerformanceManagement.
Human beings are frustratingly complex
21

25. Leadership through books
What the great authors and think tanks thinking very deeply about
Changing and succeeding under any condi ons
The role of thinking and feeling
Seek first to understand, then to be understood
The discipline of ge ng things done
The art and prac ce of the learning organiza on
What the world's greatest managers do differently?
How winning companies build leaders at every level?
The mckinsey way
Why some companies make the leap . . . And others don’t?
Leadership in the era of economic uncertainty
The unexpected truth behind earning trust, influencing behavior and inspiring ac on
How the mighty fall and why some companies never give in?
A rough economist explores the hidden side of everything
Go from being a good manager to being an extraordinary leader
Why some ideas take hold and others come unstuck?
How li le things can make a big difference?
I am, because we are
Elephants can dance
…about great managing, great leading and sustained individual success
The power of thinking without thinking
Develop your talent and those of the people you manage
Uncertainty, chaos and luck‐why some thrive despite them all
Control your des ny or someone else will
The new rules for ge ng things done in difficult mes
22

26. Issues Related to Research
Issues related to Guide – Student Rela onship
Issues Related to Research scholars
Class Room Research
Research Outcomes from Great Books
Research
Issues
and
Concerns
Assume Nothing, Ques on Everything, Start Thinking, Learn the Truth
23

27. 24
Ineffec ve Teachers
The effec ve teacher is . . . . . . .
The effec ve teacher does . . . . . . .
The effec ve teacher thinks . . . . . . .
Six Beliefs about Learning and Teaching
Stumbling block of a new teacher
Low Expecta ons Trap
Energizing and Empowering Experienced Teachers
Highly
Effective
Teacher
Born to Teach, Born and should not Teach, Should never have been Born

28. Mathematics
is
Mental weight training
It is a means to end (for most people), not an end in itself.
Through Math
exercises
you can
improve
your ability to
think logically
So that you can be
a better
Engineer, Mariner, Manager,
Leader, Architect, or Parent.
Intended Participants
Teachers of
School
Polytechnic
Engineering
Art & Science
Educa onal Administrators
Managers,
Leaders
and decision makers
of an educa onal
ins tu ons are most
welcome to
par cipate.
Days
1 | 3 | 5
Methodology
Lecture Discussion
The course uses par cipa ve
discussion, cases and prac cal
assignments to achieve the learning
objec ve.
Par cipants are encouraged to
bring their problems to the course
with an objec ve to learn through
guided prac ces and experience
sharing
Guided Prac ce
Contact : Dr. N. Asokan
ntvasokan@gmail.com
 : 9445191369
Sessions
90 minutes
4 Sessions / Day