Where Knowledge fails, It is the Ignorance that creates path for Success!!! 08-06

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Where Knowledge fails, It is the Ignorance that creates path for Success!!!

Derek Bok, the 25th President of Harvard, famously said: “If you think education is expensive, try ignorance.” What we need is more business education, not less!

“Try ignorance” though said in a different context has become more relevant in the present scenario. A leading Japanese multinational, which is into electronics and infrastructure, systematically, breeds high levels ignorance in their staff right from the stage of initiation, simultaneously imparting highest level of knowledge in the area of their work. I was surprised to find a senior Japanese technician totally ignorant about his company info like turnover, manpower count, he didn’t even know the name of his chairman. He innocently admitted that he only remembered the person he reported to, and people who reported to him. Yet he had contributed constructively to the infrastructural aspects of the power plants, his company built in many countries.

Now compare this to a senior executive from west. He will not only remember everything about his chairman (down to the scandals). He will give you all info (including personal) about other heads like Bill Gates, Steve Jobs, Warren Buffet et al.

Now how does it affect the performance? It does I feel

Now brain like any other data storage system has a fixed capacity for storage. You can only recall what is stored. If you store irrelevant stuff, you are left with a very limited space to store the stuff relevant to your work .It may be enough to carry you through normal times, but not during crisis situations. Japanese realized this early, and the results are there for all to see. A badly battered World War II country rose like phoenix to become the world’s leading economy within two decades.

Who is to blame?

Every one in the establishment, especially those in B-Schools. In order to make themselves relevant, they teach a lot of irrelevant things. A better part of my life has been spent making the students unlearn things not relevant their jobs.

“Mintzberg, a professor of management at McGill University, and a known B-School baiter says that the idea of a foundational education at or near the beginning of a managerial career is fatally flawed. It’s not called the “practice of management” for nothing, he says, and you can only learn the nuanced lessons of management by managing.”

He adds, “.You wouldn’t send a doctor out to practice without years of study; why a manager? Because most of the things a manager needs to know–whether that’s how to motivate people or assess a balance sheet–are context-specific, he says, and not universally applicable. Yes, a manager needs to understand the basics of finance, but that is best learned in a real-world setting. Furthermore, an MBA degree gives graduates a false sense of their capabilities, which can cause tremendous harm to an organization.”

It’s a strongly a contra view–but in this environment, one that suddenly seems a bit less radical.

Where is the solution?

Turn to east & orient; adopt their proactive ways of recruitment and training. Select specialists (Masters) in the related field, rather than management generalists. Impart job specific intensive customized training and keep updating their knowledge to get results. US multinationals in India have already started that practice they are picking students from high schools & undergraduate colleges and grooming them into successful executives. One of the US multinationals had tied up with a university to impart education customized to its job needs. It sponsored the education and absorbed the students after completion.

Either reform the B-School curriculum to make it industry or scrap them altogether.

You don’t need a MBA to create economic crisis. It should be focused towards effectively managing one.

Before concluding, I am tempted to narrate another incident about another senior Japanese techie. My friend wrote to this man to get a car stereo, whenever he came to India next. The man wrote back. “Ok I will get the car stereo, but what about the car.” It took a while for my friend to understand the message. Now the perception of the Japanese was, to get a car stereo, you had to buy a car, pluck the stereo out, and…. What to do with the car? Now he could be excused for the ignorance of the fact that car stereos were available separately in the market. Because this ignorance led to the expertise in his own field.

Best wishes,

Shyam

Proposal for collaboration with Academic Institutions 12-06

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 We are a research organization based in Hyderabad presently extending our services to an organization running a group of schools located at various places in Andhra Pradesh. In March 2014, we will complete our contract with them.

We are looking forward to associate ourselves from April 2014 with any organization already running schools in Andhra Pradesh or with organizations intending to open schools in Andhra Pradesh.

Our expertise lies in the following areas of Academics.

Planning and designing of curriculum as per the requirements of State Government including the implementation of CCE norms.

Training, orientation and continuous updation of knowledge of the teachers of preprimary, primary, secondary, and high school.

Continuous research on the new methods and methodology in imparting and development of knowledge based teaching methods.

Designing of tools and aids to facilitate the elevation of comprehension levels of students to make learning a enjoyable experience.

Working and leveraging methods to relate learning to guidelines suggested in NCF.

Planning & setting up of new schools, development of infrastructure, and recruitment of administrative and teaching staff. Planning and budgeting the revenue, expenditure and other financial and administrative aspects.

The members of the R&D are senior professionals having experience of between 2 to 4 decades as teachers, principals, coordinators, Kendriya Vidhyalayas, CBSE, and State Government affiliated schools.

Most of them hold post graduate qualifications in both education and their subjects.

We invite response from likeminded people and organization. We will welcome proposals from organizations that have dared to come out of the exam oriented system and transited successfully to knowledge enhancement system.

Please send your responses with details of the background of the organization, people associated with it, the important stake holders, size of organization and its geographic location. Please send your responses addressed to The Director, to the following email id. cbdsee@gmail.com 

How to Put Metacognition in Process for Teachers 02-07

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How to Put Metacognition in Process for Teachers

from wikiHow - The How to Manual That You Can Edit  

Image credit: Shyam's Imagination Library


Teaching someone a skill is not the same as helping motivate them to understand and use it.

Metacognition is a process of varying approaches thinking about and using different learning styles to enable the teacher to teach better. It is for the teachers who are already in the profession and teaching.

The process involves honing the teaching skills to go far beyond lecture. This process is to increase the depth in your imparting, so that absorption, assimilation, analysis, recall, and creative applications, production, synthesis, are improved at the students level.

The programme is conceived, designed, monitored, delivered and evaluated with different depth, and intensity; so, it should have specific customization, categorization and focus. The stress should be on applying the five senses to expand into about ten unique intelligences not just three traditional categories (written language, mathematics and non-verbal/visual IQ) but more...

Steps

Recognize the key points of Metacognition: 


Think "multiple representations" for critical thinking -- not just words, but learning experiences through a set of activities that help students think about their learning:[1] Metacognitive experiences are student's experiences that involve one's current, on-going cognitive endeavor -- using the process of thinking in learning situations. Metacognitive skills include planning the approach to a learning task, checking on comprehension, evaluating progress on a task and maintaining motivation to see a task to completion to become aware of distracting stimuli -- both internal and external -- and so to sustain effort over time.

Metacognition -- student will use prior knowledge to plan a strategy for successful learning, in steps to problem solve, using necessary tools, reflecting on, monitoring and evaluating your results, and modifying your approach as needed.

Seek "linguistic intelligence" (word smart): 

Deal with improving the language for imparting knowledge, accurate word use, selection of phrases, and pauses (such as wait time for student reaction and to answer questions) in oral and written forms, where strategies like thinking aloud while performing a task include self-questioning, such as:

Planning - 

What do I already know about this topic?

 How have I solved problems like this before?

What should I do first?

Monitoring - 

What should I look for in this reading?

 How should I proceed?

What information is important to remember? Evaluating -

 What did I learn? Did I get the results I expected?

What could I have done differently?

Can I apply this way of thinking to other problems or situations?

Is there anything I don’t understand—any gaps in my knowledge?

Do I need to go back through the task to fill in any gaps in understanding?

Evaluate "logical intelligence" (reasoning smart):

Answer a question using a plan and steps -- show comprehension by explaining the concept, applying it, example:

Plan an essay: brainstorm, listing related bits pro and con; 

Make concept maps, flow charts, semantic webs, use bubbles containing your words and connect bubbles with "kite-strings" to other relevant words in their bubbles. Make connections of your thoughts and knowledge, possibly by using a simple frame of thinking, such as:

1.Read the essay question; 

2.Identify the theme or topic of the essay;

 (3)brainstorm and choose your best ideas; 

(4) use five paragraphs;

 (5) the first paragraph states your theme and introduction;

(6) develop the body using three paragraphs of evidence and discussion: examples, comparison, contrast, etc. and 

(7) state a conclusion in a final paragraph. 

(8) Also, if this involves research, state your sources in the format used by your teacher, school or a standard writing manual/handbook.

Apply "mathematical intelligence" (number/geometric/abstract smart): use analytical logic, using many and varied graphical and verbal representations to:

Describe, draw, use graphs, setup Cartesian coordinates, apply geometry, use color, measure, diagram, use mapping;

Collect data, organize, find patterns and report using: logic, arithmetic, number systems, mathematical operations, algebraic relations, creating a function, sets, statistics, central tendencies (mean, median, mode), chance and probability;

Evaluate mathematical information: solve the word/story problem using a plan, steps -- explain, apply the plan to solve the problem.

Project "spatial intelligence" (visually smart): instruct students to use their abilities to create two- and three-dimensional pictures (in the mind) for the concrete or abstract subject to apply and transfer it using:

Multiple views/viewpoints to assemble 2-dimensional views: front, back, top, footprint, sides/faces;

Graphical variations, visualizing (realizing), simultaneous information (visual plane and space);

Perspective in 3-dimensional space: visualize depth, think of a focal point, realize there is convergence (a disappearing point), rather than mechanical parallel representations, in the distance/background toward the horizon;
Order, flow, steps, sequencing, presenting sequential information.

Use Bodily-Kinesthetic intelligence ("body smart"): physical action and interaction, physical stimulus and robust body activities are the best pathways to help them learn. Acting out learning as much as possible, activities to walk around when they are learning.

Role play as planets, moon, sun, etc., as atoms: electrons, nucleus, neutrons, protons and more by drawing and taping an atom, the nucleus and its orbits on the floor. Let your child move around on it to learn the role of all of the particles. Place objects within their sight and reach.

Use hand gestures, body action, miming of information, etc.,

Display and use the world globe, math shapes such as cube, pyramid, cone, etc. Use manipulative objects: construction sets, Legos, modeling clay, science experiments, props to use in dramatizations, outdoors gear (work shoes, bags to collect rocks, leaves, feathers, plants, flowers, etc.), storage for keeping the specimens they collect, sports equipment, puzzles, dance music,...
Model mathematic skills, addition and subtraction -- give young learners boxes and a set of plastic cubes, have them move them around in the boxes, to illustrate it.

Dimensions (length, width, area, volumes), teach them hand gestures that signify what they are. For example an area of a triangle (1/2 breadth x height) has 3 hand gestures - for 1/2 use one hand sideways to cut the other hand's palm in half, for breadth put your palms together and move them apart horizontally, for height put your hands together one on top of the other and move them apart vertically.

Science -- role play a butterfly's lifecycle from caterpillar to cocoon to butterfly

Experiments, use materials and projects to learn science, mathematics, manipulatives (using objects), etc. -- Conduct science experiments - home chemistry, simple physics etc.

Geography -- Teach your child some dance moves from other countries. Have your child make up hand gestures for various geological formations that they have to learn about

History -- Help your child make a drama about the Indian independence movement and play all the characters

Play silent charades to learn about various historical occurrences
Practice musical intelligence ("music smart"). Use songs, percussion, clapping, singing geometry, rapping math facts, play music during art and other quiet activities.

Communicate using "interpersonal intelligence" (people smart): deal with the skills of classroom management, just a few rules, with many procedures and establishing a rapport and mutual trust with the students for hassle free interaction.

Know your "intra-personal intelligence" (be self smart): get on useful terms with oneself (self-motivate, plan, start/take initiative, be industrious/follow-through, finish, report out).

Help "naturalist intelligence" (nature smart): motivate through the ability to work and apply geo-science, the natural environment, to teach using nature, nature trails, field trips, plants in the windows, a school garden, planting trees, etc.

Do a formative assessment: decide and plan lessons with the needed complexes of understanding and transmission skills to reach the trainees before structuring the quality and quantity of the training. This will position the trainer and the trainee on the same wave length.
Understanding can be facilitated, when participants are engaged and applying the learning in real world problems, relevant situations, and labs, experiments, and involved with "Eureka!" experiences. The impact is necessarily different from the intellectual experience created when originally delivering the concept.

Tips

Training can be through videos, role plays, case study experiments, training exercises, which is processed with ‘understanding’ in mind, which is not a simple analysis of what happened in the experiment or video or exercise, which is what participants tend to explain, but it also deals with how this learning can be applied in their own classroom and teaching processes.
This training should enable you to have a clear focus and facilitate your handling of multiple portfolios with equal efficiency. It should help students to overcome inhibition, indecision, procrastination. This training should improve the students overall productivity and delivery levels.

The faculty members after learning and applying such training should be confident to face two challenges and manage the student and whole class behavior: 

(1) The challenge of initiative and 

(2) The challenge of restraint.

Warnings

There cannot be a uniform training for all grades and cadres of teachers.
The depth and intensity of the training should vary based on the five intelligences levels of the teachers.
The training will not bear fruit if it is not backed by sustenance programme, robust monitoring and evaluation systems for the progress achieved.
Don't settle for doing a job, but motivate yourself far beyond work and pay calculations.

Things You'll Need

Plan: actualize your inclination to improve, working toward using methods of the best teachers.
Mission: clarity in purpose and confidence in yourself, your abilities & patience to transform your methods in a natural way.
Optimal standards: goals for quality of education to understand comprehensively, reproduce learners, achieve results/transfer knowledge and concepts without dilution.

Video

Teaching matters Metacognition

Please also read Shyam's latest article

How to lead the student from the wrong answer to the correct one?

Article provided by wikiHow, a wiki how-to manual. Please edit this article and find author credits at the original wikiHow article on How to Put Metacognition in Process for Teachers. All content on wikiHow can be shared under a Creative Commons license.

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Elite Institutions & Eluding Parent Patronage

Education and its quality is one factor that decides & impacts the quality of socio economic life a person leads. Naturally every parent   aspires for the best in education for his children,especially in India where there is virtual hand holding till at least the graduate level. Now if you think, this is the trend only amongst the educated parents, you are in for surprise.

In a survey conducted in the Hyderabad slums, it was found out that 65% parents sent their children to private schools. This fact was more or less corroborated by my own experience, while interviewing post graduate students (MSc) in the prestigious Andhra University campus at Vizag. I found that a large number (almost majority) including girls hailed from small villages and whose parents were laborers surviving on daily wages. The grit, the determination, and the mindset of these uneducated parents make the thinking of pseudo intellectuals like us look pedestrian.

Now who is a real intellectual? The uneducated intellectuals more than deserve the few lines that I have dedicated to them. more...

Big names often deliver small in Education ऊँची दुकान, फीका पकवान

Big names & places often deliver small in the field of education.

ऊँची दुकान, फीका पकवान

Politics in Education, No, No, No, Never.

Education in Politics (for politicians)???

Well, yes. But who is interested??? (Not politicians’ at least)

We have a situation in India where education institutions are mostly owned by politicians or their family members. Once a noble profession, it is now an industry. With new phrases being heard like ROI, breakeven, growth (for the institutions, not the students). In the midst of this, if we ask the question “Where are the values??” The prompt answer is “What are values? And how are they related to the industry??”

This when the corporate and the business are talking about end to end responsibility, corporate social responsibility, social accountability. Just when the commercial world is going societal, Education has totally transformed itself into a commercial entity.

Most of the educational institutions are investor run, Investors are the decision makers. However their ignorance is in a larger quantum then their knowledge when it comes to Academics. And this (ignorance) is what they contribute to the organization.The academicians associated have no say when it comes to financial matters like investments, salaries & amenities. Their time is mostly consumed in either defending or correcting the wrong speech and the actions of the investors.

This being the situation, how then is it possible for Academic staff to work for the elevation of imparting & comprehension standards. They also slowly get into an laid back mindset and start working more for their own survival then the prestige of the institution.

This is a stage where the citadel of education transform themselves into profit centers for business.  The names remain big but delivery is Small, Substandard and Insubstantial.

We have to search with magnifying glass to locate an institution owned and run by the educationist. The prestigious institutions of yesteryear that were delivering value along with the education have become irrelevant and redundant in today’s context. Parents are no longer sending their children here because these institutions lack the glamour and the corporate status.They are mostly catering to the economically poor students who are not able to afford five star cost of the corporate institutions. 

This being the scenario, you feel a breath of fresh air when you visit the few prestigious institutions, which have been there since a long time delivering value in education and still continuing the same. Some of the University campuses (only some) have still retained the same serenity, dignity, simplicity, and continue to be the temples of learning; they were once famously regarded as.

One thing I have found very surprising, (and reassuring) is that educational institutions located in smaller towns are maintaining higher  standards in education than their counterparts located in larger towns, districts, cities and metros. The student quality is also is very high. They may be low on the general knowledge IQ, but are very high on relevant subject knowledge IQ. Reverse is the case with the students from larger cities where general & social media IQ is very huge resulting in a much depleted subject IQ. These I tell you are the students from the so called prestigious institutions owned by the famous politicians.

I humbly request the organisations going for the campus recruitment to probe the colleges in the rural areas if they are serious about techno savvy candidates, instead of socio savvy candidates.

What is the remedy for the present situation?

Now how to transform these institutions from centers imparting curriculum, to temples imparting values and education?

Please join the discussions with your valuable inputs.

Best wishes,

Shyam

Please also read my  featured article in wiki " How to impart STEM education to your children"


"When it comes to technological innovation, the United States remains number one. Yet, among 15-year-olds worldwide, the US ranks 29th in math literacy, falling behind Finland, Croatia, the Czech Republic, and Liechtenstein. This means that the US delivers a less-than-excellent education in Science, Technology, Engineering, and Mathematics (STEM education). Due to the declining quality of public primary and secondary education as well as an overall lack of financial and societal support (only 10 percent of children's TV characters are scientists or engineers), fewer young American students are showing an interest in STEM education".


http://www.wikihow.com/Impart-STEM-Education-to-Your-Children