AUDIT ON LEARNING

Learning audits help build better response systems

Guaranteed learning:

Education helps develop systematic capacity towards achieving learning.  Formal stations where Education meets learning are none other than our classrooms.  But, do we ensure our classrooms as guaranteed learning centres?

Classrooms as learning audit centres:

Flipped classrooms are order of the day.  But does learning happen?  Learning audits help establish key responsibility systems to develop learning habits.  Any audits format possesses key characteristics to measure and analyze.  The key characteristics of the classroom audit can be categorized as the classroom process and the curriculum design. Let us considers the former first for our discussion, this is the internal part which defines learning.

Key elements of classroom process

●      Objective

○        What to expect?

○        What to learn?

○        What to relate?

○        What is the outcome?

The latter part is the actual classroom process or the external aspect of learning.  This is the coating or the covering provided to the process

Curriculum design starts with the

●      Pedagogy

○        Age appropriate content

○        Methodologies of learning

○        Values and environmental significance

The content for its implementation in classrooms depend on the flow, connectivity and interlinking to parallel concepts of same subject or other subjects.  The content also considers the type of formatives and challenges that can be presented to make the learning interesting.  Audit considers the most appropriate methods of its classroom process that develops application of the learnt.

The process of learning also becomes more important as the core content which includes the modes of best learning which can be incorporated into classrooms.  Some modes ensure repetition for better understanding.  These ensure not only time management but also 21^st century skills.

Developing values are also the focus of today’s main stream education, in the ‘information era’, understanding learner types, their learning and empathizing with socio-economic backgrounds of learners and their capacity to cope up with the challenges presented by the learning opportunities should also be a part of learning audits for its successful validation.  Ethical and moral responsibility also takes part in the evaluation during developing audit systems.

Though, all external factors considered, are the core aspect of ‘representation of the learnt as expressions’, expressions are the forms of writing, talking or technical presentations, are collected as work evidences for validating learning among its learners.  

The path towards achieving learning are many, however the outcome is more focused on Knowledge, Values, Skills and Attitudes which should not be missed out during the entire audit process.

The audit process commences with the various ‘proofs’ of the above said

1. Curriculum design
2. Classroom process and
3.  Proof of learning

However, the learning process is not complete till the direct evidence is collected from the learner.   The audit carried out by organisations need to cater to all the above ideologies of learning within the stipulated time for which the audit is carried out.

Design of audit tracks and collection of procedures is what is generally done throughout the process of audit.  Matching with the outcomes and analysis of the process is done at leisure.  Generally audits does not mean an immediate response but it is a complete and thorough study of

•  What is happening?
• How it is happening?
• Where it is happening?
• How to improve?

Classroom audits not only provide us an insight into the learning process but also help us set achievable targets for further improvement.  It is not unless we test ourselves, change towards betterment will just be an utopian dream.

INSIGHT TO REFLECTION STRATEGIES

REFLECTIONS TYPES IN CLASSROOMS

Reflection is the heart of learning.  It is well understood that until the brain recalls and reviews the learnt fact, actual process of thinking and learning does not happen.   How does reflection generally happen?

• Can you reflect on what we have learnt?
• Can you recall on the aspects we have gone through?
• What do you think about this process?
• Design your own idea about the procedures we have reviewed?

These are some of the questions routinely asked to go through the level of learning that has happened inside the classroom.  Uniform learning is scientifically proven false, so is the uniform input of subject concept in classrooms.  Then, how can reflection be adapted to encompass all the non-uniformity inside our classrooms?

Design of reflection strategies based on the students, the lesson and the teacher is very important to achieve its projected outcome or MLLs (minimum learning levels).  Design of varied strategies within classroom space will be both personnel and time constraint philosophy.  Hence, reflection strategies must be based on the environment which is easily adaptable and accountable for most learners.  This includes catering to the types of learners – auditory, visual and kinaesthetic within the classroom conditions.  The lesson or the concept flow need to be taken into consideration while designing the reflection process.  The lesson or concept can be interlinked to any other aid which was previously taught or seen.  The general flow can be as follows.

There are various reflection strategies which are compatible for various lessons.  A pattern of its adaptability can be derived from the given table below.

Some common reflection techniques that can be used based on the subject under consideration:

• Picture based analysis

a.       What does this picture depict?

b.      What inference do you get from the given picture?

c.       Write a story based on the given picture?

d.      Observe and critically review the artistic, cultural and geographical elements of the picture.

e.      How does this picture stand different from the process or culture followed today?

f.        What does this picture tell about the society of the period under consideration?

• Projects

a.       Hypothetical statements and their validity

b.      Questionnaire and their analytical results

c.       Statistical analysis of business data and communication

d.      Society, development and its impact on environment

e.      Scope for socio-economic development of the region

f.        Industrialisation and effect on nature

3.      

• Technical 

a.       Social media Collaboration – Comments on updates, image, video or discussions

b.      Online testing and analysis

c.       Presentations

d.      Classroom Response systems

e.      School podcasts and video channels

f.        Extensions to design and building in technology.

Understandably, teacher recognition of all possible strategies and its implementation will consume a lot of positive engagement from them.  However, planning with proper scheme will benefit learner with positive learning.  Reflection when merely reduced to ‘class tests’ provide no scope for challenge or engagement.  This results in monotony and redundancy in student tendencies towards learning.  Reflection should show case the actual priorities for the application of the learnt.  Mere question and answer type of reflection may be beneficial to a select few, leaving a large gap in the learning outcomes. 

Reflection is not only for reiterating the learnt but also to provide thinking cues to extend the topic for further learning.  Reflection when designed with the right insight kindles interest and ability to extrapolate it to career building skills.   21^st century skill building is more to focus on reflection strategies than the classroom delivery process to build a future ready citizen of the globe.

TRAINING THE TRAINERS

CHANGE IS PERMANENT, FLEXIBILITY IS A SKILL, ADAPTABILITY IS FOR THE TRAINED

Training is the backbone for the growth of an organisation.  Changing according to demand of the situation is more valid in today’s global world.  Institutions look forward for the ability to adapt, learn and facilitate learning among its employees.  These qualities has taken a lead in the 21^st century job skills.  It is well accepted that the ability to adapt and learn is not so natural among its people.  ‘Fear of the unknown’ is what dominates during the process of ‘change’.  It is here that ‘trainers’ play their magic.  The question which dominates in such a scenario are

·         ‘Are the trainers natural or well trained?’

·         How are trainers trained?

Obviously, not all abilities are natural some are trained and practiced.

Trainers are generally quick learners who are able to connect and correlate their working atmosphere to the learned techniques.  Training them should focus on the direction of the instructional flow.

DIRECTED FLOW OF INSTRUCTIONS PROVIDE RIGHT DIRECTION IN GROWTH

Formal training sessions do not include all the nitty gritties of practical experiences. The main reason for this is the ‘lack of time’ and ‘practicality of the situation’. However, it becomes essential for the trainer to design and train on the possible problem areas.  Trainers carry, load of experiences and expertise on their working platform. Generally, they are excellent communicators and negotiators.  Training them would require the super trainer to concentrate on the policy matters and implementation concerns. 

Organization policies need to be strategized in a manner that it sustains until it penetrates the grassroots. The organisation design on training should emphasize on the vision statement and set the achievable and deliverable based on this statement.

1. Identify quick learners and risk takers:

Selection for the trainers is based on qualities like – Good communicator, negotiator, avid learner and risk taker.  These are most essential qualities during and after the training process.

2. Set your objective:

Organisation sets its objective as its ‘vision and mission’, the statements are filtered and applied for the working process and procedures.  The training need to focus on the organizational objective rather that path and procedures.  The deliverable and achievable become the process of attaining such objective.

3. Train and train:

Established norms are then trained as per the process.  It is key to understand that all learners do not have the same level of learning.  To achieve practicality of the learnt, it is a must to focus on individual learning ability and adaptability.  Making mistakes are always part of learning, providing scope for making mistakes allow training to become successful.

4. Refine and allow practice:

Demonstration of the trained skill is essential.  With demonstration, the ability of the trainer to handle various practical situations is well understood.  The objective of training can be reiterated and allowed to follow as and when diversions happen.  Remember, ‘Unlearn to Relearn’ needs time and practice.

5. Reflect on trained

Training does not end with the training phase.  It is a continuous process.  During the sessions, and after the sessions, feedback is essential for the trainer to improve in areas of delivery and expertise.  Once the process is implemented the analyzed feedback of it gives an immense ‘know-how’ of the extent of the validity of the implementation path and procedures.

Support during implementation is as essential as the training itself.  It is during the starting phase the ‘hesitation towards implementation’ is observed.  On time action is what is needed to push the work towards the rolling phase.

Training has become an integral part of every organisation.  It is now more than ever the requirement of trainers is in demand.  The success of every organisation is very much depended upon the understanding of its employees on the ‘Organisation philosophy’.  Working towards this goal becomes possible when the trainers are well equipped with the process that determines its achievement.

Providing scope for improvement in all the nitty-gritties are essential to accept and adapt to change.  Trainers and the trainees are to be made aware of the same as, ‘Change is permanent and is here to stay’.