Paedagogic Techniques

Pedagogic Techniques
Various methods, like Brainstorming and Puzzles, can be used in order to impart effective teaching and ensure active participation of learners in the classroom. Each method, in turn, has numerous techniques and variations which will enable learners achieve different knowledge levels of Blooms Taxonomy and Gardeners Multiple Intelligence. The following table can be used as a quick reference to select appropriate pedagogic techniques. For details of these techniques, log on to www.mission10x.com.
S No
Method
Techniques Problem Solving
Blooms Level Remembering/ Knowledge Analysis Application Understanding/ Comprehension Application Understanding/ Comprehension Remembering/ Knowledge Understanding/ Comprehension Application Understanding/ Comprehension Analysis Remembering/ Knowledge Understanding/ Comprehension Application Understanding/ Comprehension Application
1.
Brainstorming
Model Making
Simplification
Intelligence Level Mathematical -Logical Interpersonal Intrapersonal Mathematical -Logical Interpersonal Linguistic Mathematical -Logical Interpersonal Mathematical -Logical Intrapersonal Mathematical -Logical Interpersonal Linguistic Mathematical -Logical Interpersonal Linguistic Mathematical -Logical Interpersonal Linguistic Kinesthetic
Introducing Concept/Theory
Resolving Conflicts
2.
Case Study Concept/Theory Application
Problem based Application
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Math- logical / Pictorial /Designing Demonstration
Remembering/ Knowledge Application Remembering/ Knowledge Understanding/ Comprehension Application Understanding/ Comprehension Remembering/ Knowledge Understanding/ Comprehension Application Remembering/ Knowledge Understanding/ Comprehension Remembering/ Knowledge Understanding/ Comprehension Remembering/ Knowledge Analysis Understanding/ Comprehension Analysis application Remembering/ Knowledge Understanding/ Comprehension Application Analysis Synthesis/Create/ Build Remembering/ Knowledge Application Analysis Remembering/ Knowledge
Mathematical -Logical Linguistic Interpersonal Intrapersonal Mathematical -Logical Linguistic Interpersonal Intrapersonal Mathematical -Logical Linguistic Intrapersonal Mathematical -Logical Linguistic Interpersonal Intrapersonal Mathematical -Logical Intrapersonal Mathematical -Logical Intrapersonal Mathematical -Logical Linguistic Interpersonal Mathematical -Logical Linguistic Interpersonal Mathematical -Logical Intrapersonal Mathematical -Logical Intrapersonal Linguistic Mathematical -Logical Interpersonal Intrapersonal Mathematical -Logical
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Learner prepares exhibits with illustration 3. Demonstration Demonstration by Facilitator
Demonstration by Learner
Board Games Individual Participation Board Games Team Participation 4. Games Outdoor Team Games
Indoor Games
Panel Discussion
5.
Group Discussion
Adapting to the real world
Current Events
6.
Impersonation
Facilitator Impersonates
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Understanding/ Comprehension Application Remembering/ Knowledge Understanding/ Comprehension Application Remembering/ Knowledge Understanding/ Comprehension Analysis Application Remembering/ Knowledge Understanding/ Comprehension Analysis Application Understanding/ Comprehension Analysis
Linguistic Intrapersonal
Learner Impersonates
Mathematical -Logical Linguistic Intrapersonal Interpersonal Mathematical -Logical Linguistic Interpersonal Mathematical -Logical Linguistic Interpersonal Intrapersonal Linguistic Intrapersonal Mathematical -Logical Linguistic Interpersonal Mathematical -Logical Linguistic Interpersonal Mathematical -Logical Linguistic Mathematical -Logical Linguistic Intrapersonal Linguistic Mathematical -Logical Linguistic Mathematical -Logical Intrapersonal Mathematical -Logical Linguistic Interpersonal Mathematical -Logical
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Narration by Facilitator
Narration by Learner
Convince the Experts Convince the Unacquainted
7.
Innovative Conclusion
Guess What I Am
Understanding/ Comprehension Analysis
My World in 20--
To Summarize
Understanding/ Comprehension Analysis Application Understanding/ Comprehension Analysis Understanding/ Comprehension Analysis Understanding/ Comprehension Remembering/ Knowledge
Pre-inventive State
8.
Innovative Introduction
Un-raveling the Mystery
Unspoken Word
The Day that Was
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Recall Remembering/ Knowledge Understanding/ Comprehension Remembering/ Knowledge Understanding/ Comprehension Analysis Application Analysis Understanding/ Comprehension Remembering/ Knowledge Understanding/ Comprehension Analysis Application Remembering/ Knowledge Understanding/ Comprehension Application Analysis Remembering/ Knowledge Understanding/ Comprehension Application Remembering/ Knowledge Understanding/ Comprehension Remembering/ Knowledge Understanding/ Comprehension Understanding/ Comprehension Application Remembering/ Knowledge Understanding/ Comprehension Application
Linguistic Intrapersonal Linguistic Intrapersonal
Acronyms
Initial Letter Method
Linguistic Interpersonal Linguistic Mathematical -Logical Linguistic Intrapersonal Mathematical -Logical Intrapersonal Mathematical -Logical Intrapersonal Spatial
Rhyming Jingles 9. Mnemonic Instruction Associative mnemonics Effective Recall
Keyword Method
Rubik Cube
Intrapersonal Mathematical -Logical
Optical Puzzles
Intrapersonal Mathematical -Logical Mathematical -Logical Intrapersonal Linguistic Intrapersonal Mathematical -Logical Intrapersonal Interpersonal Mathematical -Logical Intrapersonal Spatial
10.
Puzzles
Vexiers/Distanglem ent Puzzles
Crossword
Maze
Jig-Saw
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Convergent Questions
Remembering/ Knowledge Analysis Remembering/ Knowledge
Mathematical -Logical Linguistic Interpersonal Linguistic Mathematical -Logical Linguistic Interpersonal Mathematical -Logical Linguistic Mathematical -Logical Linguistic Mathematical -Logical Interpersonal Intrapersonal Mathematical -Logical Linguistic Interpersonal
Factual Questions
11.
Questioning Skills
Divergent Questions
Application Analysis Remembering/ Knowledge Understanding/ Comprehension Understanding/ Comprehension Application Analysis Remembering/ Knowledge Understanding/ Comprehension Remembering/ Knowledge Understanding/ Comprehension Analysis Remembering/ Knowledge Understanding/ Comprehension Application Analysis Remembering/ Knowledge Understanding/ Comprehension Application Analysis Application Analysis
Rapid Fire Questions
Socratic Method
Pick n Learn
Buzzer Round
11.
Quiz Prep Quiz
Mathematical -Logical Interpersonal
How many miles have you traveled
Mathematical -Logical Linguistic Intrapersonal Interpersonal Mathematical -Logical Linguistic Intrapersonal Mathematical -Logical Linguistic Intrapersonal Mathematical -Logical Interpersonal Linguistic
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What If?
12.
Role Play
Give us a Name
Analysis
Mute Play 13. Seminar Presentation by
Understanding/ Comprehension Understanding/
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Facilitator
Presentation by a team of Facilitators
Learner Led Presentation
Comprehension Application Analysis Remembering/ Knowledge Understanding/ Comprehension Analysis Remembering/ Knowledge Understanding/ Comprehension Analysis Understanding/ Comprehension Analysis
Interpersonal
Mathematical -Logical Interpersonal
Mathematical -Logical Interpersonal Mathematical -Logical Interpersonal Intrapersonal
Learner Led Group Seminar
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Brainstorming
Brainstorming is a technique used to generate large number of ideas. The technique was devised by Alex Faickney Osborn and was widely used by business managers to generate ideas and to find out creative ways of resolving management crisis around 1930s. Now the technique is also being used for teaching/learning, with certain modifications. There are two types of brainstorming (based on the number of participants): 1. Individual Brainstorming: This involves allotting a task/theme and asking people to work on it individually. The individual ideas are then consolidated. 2. Group Brainstorming: In this method, group/s consisting of at least eight participants is formed for a said task/theme (this is a more prevalent form of brainstorming).
Overall Objectives of Brainstorming

To generate large number of creative ideas To introduce innovation in application To encourage self learning
Brainstorming Techniques
Option 1 Problem Solving Procedure 1. Form 4 to 5 groups of learners (of not less than 8 learners in each group). 2. Present the problem to the groups with a brief explanation of the problem. 3. Ask Groups to come up with different ways of resolving the given problem within the stipulated time, and present their solutions. 4. Begin the process of brainstorming for generating ideas 5. Encourage/create space to generate wild ideas 6. Avoid criticism of ideas put forth by participants during brainstorming session. 7. Focus on quantity. Primary function of brainstorming is to generate large number of ideas. 8. Select ideas that are relevant, appropriate, applicable and creative. 9. Integrate the ideas, improvise and reach a conclusion regarding what could be the most appropriate solution. To understand fundamental concepts/theories in unconventional/novel ways To assess the level of learning of the learners in the classroom As a closure activity towards the end of the lesson
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Specific Objectives
Application Areas
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Facilitators role
Learners role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 2 Model Making
Designs a Problem (mathematical/mechanical etc) Facilitates the brainstorming session Helps learners arrive at a solution or solutions Ensures the involvement of the entire class Forms groups to find out different ways of solving the problem within the theoretical framework Actively participates in the brainstorming session One learner records all the ideas generated. Understanding Analysis Application Mathematical-Logical Interpersonal Intrapersonal Procedure 1. Form 4 to 5 groups of not less than 8 learners in each group. 2. Give a brief description of the model to be made (Preferably with pictures). 3. Supply the materials required for the task. 4. Ask learners to brainstorm about the different ways of making the model. 5. Instruct learners to use Graphs, drawings, or write down formulas prior to making the model. 6. Ask the groups to present their model/s. 7. Inhibit criticism of ideas by anybody at this stage. 8. Hold an open session involving all the learners to identify appropriate but creative models. 9. Reassign the task/project to groups to look out for improvisation/innovation. Note: Reading material or a visit to industry /research labs could also be thought of prior to the activity of model making.
Specific Objectives Application Areas Facilitators role
To learn application of theoretical knowledge To enable learners make innovative models As a closure activity towards the end of the session Introduction to the application of the theory Provides necessary theoretical framework for making the model Provides means/ materials to construct the model Clarifies doubts Ensures that all learners are involved in idea generation Intervenes in the case of a major hurdle
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Learners role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed
Applies the theory learnt to create a working or a dummy model Constructs the model keeping in mind the cost, time, innovation, improvisation and application Comprehension Application Mathematical-Logical Linguistic Interpersonal
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Option 3 Simplification
Procedure 1. Ask Learners to list out the difficult or abstract concepts/theories, and their application for the purpose of clarity. 2. Begin the process of brainstorming, and include all the learners in the class. 3. Identify different level of learners within the class/grade. 4. Once the comprehension levels of the learners are ensured, divide the class into small groups, of not more than 5 in each group. Form the groups in a manner so that they include learners with difficulty in understanding a concept/theory as well as learners who have comprehended the concept/theory well, so that there is opportunity for peer learning. 5. Ask learners to feel free to share their difficulties in comprehending a concept/theory and its application, and ask those learners who have comprehended the concept well to explain it to his/her group. 6. Observe and listen to the explanations/discussions being carried out by learners within the groups to ensure right learning and intervene only when the group fails to comprehend even after the brainstorming. 7. Hold an open session involving all the learners to identify appropriate but creative ways of resolving the problem. To facilitate comprehension of new concepts To encourage Application of learned concepts Recapitulation of a learned concept For linking a learned concept to a new concept Forms groups and creates a space for learner-interaction Intervenes only when the group makes factual errors Identifies difficult area in a lesson/topic and communicates the same to the facilitator (could be pure theory or application of theory-lab experiments/workshop) Assumes a Non- judgmental attitude towards learners who have shared their difficulty in understanding the topic Comprehension
Specific Objectives Application Areas Facilitators role Learners role
Mathematical-logical Interpersonal
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Case Study Method

A case Study is an open-ended actual story. It brings chunks of reality into the classroom. This method is used for solving a difficult problem or in case of a dilemma without an obvious solution. It forces us to deal with a real life situation where we have to answer: What do we do now?" The case study should be: context-based, relevant and involve relatively realistic scenario or situation or problem. challenging but not too frustrating a problem, task, or situation. an open-ended problem or situation that requires careful formulation (one should definitely be able to find a solution). a problem or situation that motivates the learner to explore, investigate, and study. a problem or situation that encourages interaction: among learners, learners and facilitator, between learner and the outside resources.
Overall Objective of Case Study Method

To offer a less instructive approach to teaching To stress on the development of learners' communication and higher order thinking skills To encourage learners to engage in critical analysis and ensure active learner participation (which is its hallmark)
Case Study Techniques

Option 1 Introducing a concept/theory Procedure 1. Take any two ideas that are fundamentally important in science, yet abstract and difficult to grasp. 2. Prepare a case study that should present the learner with any material (media account/ developed one) which reflects the problem and which lends itself to analysis. 3. The case study ends with a list of questions (Why, What, How). 4. Present the case study to the entire class. 5. Give each learner a copy of the case study 6. Divide the class into smaller groups and give them the task of finding the solution to the problem presented in the case-study. 7. Allow learners to reflect and understand the facts involved in the case-study. 8. Let learners discuss the various solutions to the problem. 9. Debrief and consolidate the various points given by the different groups. To make abstract concepts more interesting and concrete Introduction
Specific Objectives Application Areas
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Facilitators role
Learners role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 2 Resolving conflicts
Organizes group activities Performs as a resource person collecting materials for preparation of case studies Guides learners in reaching solutions Evaluates performance of the groups Uncovers facts Actively participates in problem solving and presentation activities Participates in group discussion Knowledge Comprehension Application Logical-Mathematical Intrapersonal
Procedure 1. Prepare a case study that gives information about a certain concept. 2. Present the case study to the learners. 3. At the end of the case study, a few claims about the concept /theory are made, which may be valid or invalid. (Or a list of claims/statements about a particular theory or concept may be given, some of which are valid and some invalid). 4. Divide the group into smaller teams and ask them to judge the validity of claims. 5. Allow learners time to reflect on the case study and discuss among themselves. 6. Ask them to explain in their own words why they feel a certain claim is valid or invalid as the case may be. 7. Debrief and consolidate the claims. To gain a better understanding of a difficult and abstract concept or Theory Introduction Reinforcement of a learned concept Organizes group activities Acts as a guide for the groups Questions the validity of answers Listens to explanations offered by learners Examines the justification of the explanations Interprets the claims related to the case study Actively participates in group discussion Explains why a claim could be considered valid or invalid Comprehension Analysis
Learners role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels
Logical-Mathematical Interpersonal Linguistic
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Developed Option 3 Concept/Theory application Procedure 1. Prepare a case study in a manner so that it gives information about a certain procedure or process, but omits some details (for e.g. does not give a cause). The case study could also deal with a theory/concept. 2. Divide learners into teams. 3. Present the case study. 4. Allow teams to reflect and discuss. 5. Ask each team to research through the given case study and come up with the missing detail /causes /procedures/ preparation/ method as the case may be. 6. Debrief and consolidate the missing details. To reconstruct the concept/theory already learnt Recapitulation of theoretical knowledge learnt previously Organizes group activities Helps learners in filling up the missing details Analyses the procedures followed by teams Evaluates the answers given by learners Participates in research Actively Participates in group discussion Generalizes the ideas shared in group discussion Knowledge Comprehension Application Logical-Mathematical Interpersonal Linguistic Procedure 1. Prepare a case study that describes a problem and its context, but provide no instructions about the procedure involved or the experiment involved to derive the product. 2. Add a list of questions at the end of the case study. 3. Present the case study to learners. 4. Divide the class into teams and ask them to find the appropriate procedure or experiment. 5. Ask learners to carry out research and come up with an appropriate procedure which will result in the given product. 6. Ask learner to develop the experiment procedure by taking the help of the questions supplied with the Case study. 7. After their initial research is complete, ask each team to make oral presentation in which they describe the method that can be used.
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Learners role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 4 Problem-based Application
Sample Case Studies
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Specific Objectives Application Areas Learners role
8. Debrief and consolidate all the solutions and develop one procedure/experiment which is agreed upon by every team. To solve a given problem by using the knowledge of any concept/theory learnt earlier Reinforcement or recapitulation ( to check understanding of learners) Solves problems Demonstrates applicability of theoretical knowledge Conducts research Actively participates in the development of procedure/experiment Knowledge Comprehension Application Logical-Mathematical Interpersonal Linguistic Bodily Kinesthetic ( if procedure is lab based )
Demonstration
Demonstration is a method of explaining a concept with the help of illustrations and ensuring active participation of learners. Demonstration involves a scientific experiment which is carried out for the purpose of illustrating principles, rather than for hypothesis testing or knowledge gathering. It is a technique which involves illustration with examples rather than simple explanation. In this technique, the learners observe, collect data/required information, assist in setting experiment/presentation for the facilitator initially and later perform the given task independently.
Overall Objective of Demonstration as a Teaching Technique

To impart concrete experiences during the course of a lesson when abstract points need to be explained To explain each and every step systematically with illustration, examples, comparisons and the like To provide opportunities for questioning and cross-questioning, and help learners draw inferences To put theory into practice, help learners master new skills, and use mathematicallogical proof
Demonstration Techniques
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Option 1 Math-logical/ Pictorial / Designing Demonstration
Procedures 1. Select a topic which involves derivation. 2. Using their math skills, ask learners to derive the concept under study by designing, drawing diagram and/or graph, charts and pictures. 3. Encourage learners to seek other resources. 4. Instruct learners to write reports on the process undertaken. 5. Clarify questions posed by learners. To apply acquired knowledge in a new situation To develop the skill of illustration by utilizing available resources To develop the skill of drawing/sketching/solving problem/graphical representation of a concept Any appropriate stage of the class Motivates learners Provides learners with the required input Provides links to the content required Actively participates in the demonstration process Collects required information for presentation Utilizes skill of drawing, sketching, organizing and writing Comprehension Application Linguistic Logical-Mathematical Intrapersonal Interpersonal Procedures 1. Allow learners freedom to select an innovative topic of their choice (ensure two learners do not choose the same topic.) 2. Instruct learners to prepare their presentations on the chosen topic with the help of SELF MADE static or working models. 3. Encourage and appreciate creative exhibits. 4. Instruct learners to support/supplement exhibits with written reports. To show and explain a concept under study with the help of teaching aids To illustrate the project work undertaken Any appropriate stage of the class Motivates learners Provides learners with the required input Provides links to the content required Actively participates in the demonstration process Collects required information for presentation Utilizes drawing, sketching, organizing and writing skills Knowledge Comprehension Application Linguistic
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Specific Objectives
Application Areas Facilitators role
Learners role
Option 2 Learner prepares exhibits with illustration
Specific Objectives
Learners role
Blooms Taxonomy Learning levels Achieved Multiple

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Intelligence Levels Developed
Logical-Mathematical Intrapersonal Interpersonal Procedure 1. Plan and rehearse presentation/ experiment, collect required materials in advance. 2. Introduce demonstration by telling personal experience or incident, a story, or by performing simple experiment/test. 3. Illustrate the fact and principle of the subject matter in an interesting way. 4. Demonstrate the experiment in a clear and convincing manner. 5. Make use of Blackboard/ White board wherever necessary. 6. Ensure involvement of all learners in the process. To perform/organize/ conduct an experiment for clear understanding of the concept Introduction Illustrates with example Involves learner in discussion Encourages questions related to the demonstration Actively participates in discussion Clarifies doubts Uses various types of skills required for effective demonstration Comprehension
Option 3 Demonstration by Facilitator
Learners role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 4 Demonstration by Learner
Linguistic Logical-Mathematical Intrapersonal Interpersonal Procedure It could be either individual or group work depending on the concept and time required. Explain the task to learners along with procedure/brief out line of how to carry out the demonstration. Ask learner/s to analyze the given task and clarify their doubts before taking up the actual work /preparation. Instruct performers to collect required information and material (if it is a group work, work may be distributed among selected learners). Organize trial-run if necessary, and ask learners to reorganize their presentations on the basis of feedback. Provide Hand-outs on the performed task, if required. Encourage learners to ask questions. To demonstrate the task given To analyze the concept under study To develop skills required for effective presentation
Specific Objectives
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Any appropriate stage of the class Motivates Provides required inputs to the learner Provides links to the content required Actively participates in discussion Collects required information for presentation Uses various types of skills such as-construction, repairing, manipulation, exhibiting, communication and presentation, drawing, sketching, and problem solving Knowledge Comprehension Application Linguistic Logical-Mathematical Intrapersonal Interpersonal
Learners role
Games
Game is an activity that allows learners to participate and finally discover outcomes by giving a meaning to their experience. All this happens in a playful environment.
Overall Objective of Games as a Teaching Technique

To provide a non-threatening environment for learning To provide the learner with an opportunity to learn a concept through a fun activity To encourage participation in group activities
Game Techniques
Option 1 Board games (individual participation) Procedures 1. Display the board game preferably on the LCD screen. 2. Explain the rules of participation clearly. 3. Identify the participants and encourage them to play the game. 4. Instruct learners who are participating in the game to come to the front of the class, facing the other learners. 5. Ask other learners to observe and evaluate the answers. 6. Identify a volunteer who would keep the score. 7. Answer the questions/solve the problems posed as a part of the game. 8. Ask learners to answer the question individually. Note: The Snake and Ladder Board Game played in the Mission10X workshop could serve as a good example.
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Specific Objectives
To clarify/recapitulate concepts taught earlier To test prior knowledge of learners about the concept being taught Introduction Reinforcement/Recapitulation creates the game identifies volunteers explains the rules clearly encourages participation The players understand the rules and participate by recalling the concepts/definitions questioned. Others listen and recall the answers, but do not say it aloud. The volunteer Maintains and announces scores. Knowledge Understanding
Learners role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 2 Board games (team participation)
Intrapersonal Logical-Mathematical
Procedure 1. 2. 3. 4. 5. Display the board game preferably on the LCD screen. Divide the learners into four or more teams. Explain the rules of participation clearly. Ask the teams to take their position. Encourage them to play the game by challenging each other. 6. Allow them time to discuss the answers. 7. Evaluate the answers and keep the scores, or ask each team to choose a volunteer who would announce the correct answer. 8. If the answer is not correct, the question goes to the next team. Note: The Snake and Ladder Board Game played in the Mission10X workshop could serve as a good example. To clarify/recap concepts taught earlier To test learners previous knowledge about the concept being taught Introduction or recapitulation of any content that has several definitions and procedures to be memorized or recalled. Creates the game Divides the learners into appropriate number of teams Explains the rules clearly and encourages participation Maintains and announces scores The team members listen, understand and follow the rules. They discuss the answers among themselves. A representative of the team announces the answers. Knowledge
Learners role
Blooms Taxonomy
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Learning levels Achieved Multiple Intelligence Levels Developed Option 3 Outdoor team games
Understanding Intrapersonal Logical-Mathematical
Procedure 1. 2. 3. 4. 5. Take learners to an open ground. Keep all the requirements for the game ready. Identify the teams. Explain to the teams the rules of participation clearly. Ask teams to take their position and follow the rules and answer the questions/solve the problems posed as part of the game. 6. Evaluate the answers and keep the scores. 7. Question the participants systematically about their experiences. Consolidate the experiences to effectively connect them to the abstract concept to be discussed. Note: The All Aboard activity conducted in Mission10X workshop to understand the role of a leader could be referred to in this connection. To support the learning of a complex concept being taught To help the learners experience a situation created through the game To connect experiences of learners to the concept being discussed Explanation of a complex abstract concept Learning-by -doing Identifies the teams Explains the rules clearly and encourages participation Debriefs systematically after the game and links the experience of the learners to the abstract concept Listens, understands the rules and participates actively Responds to the series of questions raised by the facilitator about their experiences Tries to connect their learning to the abstract concept Understanding Analysis Intrapersonal Logical-Mathematical Linguistic
Specific Objectives
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Option 4 Indoor games (individual participation)
Procedure 1. Draw the attention of the learners and explain the purpose of the game. 2. Explain the rules of participation clearly and that they would be later questioned about their participation. 3. Instruct learners who are participating to participate from their place either sitting or standing (as per the game requirements). 4. After they follow the instructions, question them on their participation and its outcome and ask them to answer the questions individually. 5. Consolidate the responses and connect it to the abstract concept related to the subject being taught. Note: The Head, Shoulder activity played in the Mission10X workshop can be referred to in this context. To support the learning of a complex concept being taught To help learners experience a situation provided through the game To direct the above experience and connect it to the concept being discussed To energize learners Explanation of a complex abstract concept Learning by experiencing Explains the rules clearly and encourages participation. Plays the crucial role of debriefing after the game to link the experience of the learners to the abstract concept related to the subject. Listens, understands the rules and participates actively Responds to the series of questions raised by the facilitator about their experiences Attempts to connect their learning experiences to the abstract concept Understanding Analysis Application Intrapersonal Logical-Mathematical Linguistic
Specific Objectives
Learners role
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Group Discussion
Group discussion is a technique used in the teaching- learning process. It is a formal discussion or verbal exchange of ideas and opinions on a specific subject with a group consisting of 5 to 8 members. In this methodology, the group members are given a topic or a situation. After reflecting on the topic for few minutes, they are asked to discuss it amongst themselves.
Overall Objectives of Group Discussion

To address a particular problem or an issue To broaden the outlook of the participants through cross-fertilization of ideas and expose learners to new experiences/ideas
Group Discussion Techniques

Option-1 Panel Discussion on an issue Procedure 1. Instruct 5 to 8 members from the group to volunteer to become panel members. 2. Provide topic/issue/concept related to respective subject in the form of a statement to the panel 3. Request panel members to discuss about the pros and cons of the issue. 4. Help learners derive Conclusion at the end of the discussion. 5. Ask others in the class to observe the panel discussion. To develop logical thinking skills in learners To strengthen the ability of presenting arguments convincingly with evidence As a closure Activity towards the end of the session Recapitulation/reinforcement of concepts learnt earlier Forms panels Conducts and directs group discussion Shares ideas and thoughts with peers Understands and analyzes the different perspectives of an issue Application Creative thinking Critical thinking Linguistic Logical-Mathematical Intrapersonal
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Option 2 Adapting to the real world
Procedure 1. After discussing a topic/unit, divide the class into equal groups. 2. Ask each group to discuss the topic and prepare a presentation on the applicability of ideas in real life situations. 3. Encourage the group to be open to questions and provide clarification on issues. To verify the applicability of the topic To facilitate creative and critical thinking skills As a closure Activity at the end of the session Helps learners conceptualize a topic Co-ordinates group discussion Monitors group response Summarizes points made during discussion Shares innovative thoughts Encourages peers to look into real life applications of concepts Application Analysis Synthesis Linguistic Logical-Mathematical Intrapersonal Procedure 1. Divide class into equal groups. 2. Present topics to groups of learners before formally teaching them in the classroom. 3. Learners brainstorm the effect of certain current developments in society. To generate awareness about the current developments in the chosen area of study To enhance logical thinking skills in learners Exposition of a new topic Analysis of the new developments in the chosen area of study. Exposes learners to current events related to the subject of study Facilitates group discussion Guides the brainstorming activity Utilizes research, documentation and presentation skills Knowledge Application Analysis Logical-Mathematical Intrapersonal Interpersonal
Learners role
Option 3 Current Events
Specific Objectives
Application Areas
Facilitators role
Learners role Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed
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Impersonation
Impersonation is a technique where one imitates or copies the behavior or actions of someone/ something.
Overall Objective of Impersonation Method

To help learners develop language fluency To facilitate learners develop knowledge and competencies in contexts To appreciate how concepts/models/ prototypes are constructed and used in society To assist learners internalize the strategies for practical application of theory/principles and technology
Impersonation Techniques
Option 1 Facilitator impersonates a machine/instrument Procedure 1. Pose as an instrument/ machine. 2. As a machine/ instrument, outline its functions/ uses/procedures/ parts. 3. Speak as if the machine/instrument were speaking making use of voice modulation, simulation and the like. 4. Allow opportunities for the class to ask questions. 5. Explain to the class, the functions and procedures of what is being impersonated. Note: Transistor could be an example of a device that could be impersonated. To demonstrate the practical uses/utility of a procedure/ instrument/machine/technique To ensure greater clarity in the understanding of the working of a procedure/ technique/ instrument Introduction Explanation As a closure activity, for drawing analogy and enhance comprehension of the application of a learned concept Performs the impersonation Brainstorms on the possible learning that could happen through the impersonation Practices the impersonation Improvises on the impersonation Moderates discussion after impersonation Observes performance of the facilitator Reflect on the impersonation Questions the features/functionalities being demonstrated Internalizes the underlying principles of the concept Knowledge Understanding Application Logical-Mathematical Linguistic
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Specific Objectives
Application Areas
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Interpersonal Option 2 Learner/s impersonate/s a machine/ instrument /procedure Procedure 1. Involve a learner or a group of learners (maximum three) to pose as a device or parts of a device. 2. Outline the functions/ uses/procedures/ parts of the thing being impersonated. 3. Instruct the learner to speak as if the machine/instrument were speaking making effective use of voice modulation, simulation and the like. 4. Allow opportunities to the class to ask questions which permit the learner to further explain the functions and procedures of what is being impersonated. 5. Intervene wherever and whenever necessary. Note: If one person is doing the impersonation, he/she could demonstrate the behavior of a device e.g. Transistor. If more than one learner is involved, it could be the impersonation of linked instruments/machines. If more than one is doing the impersonation say three, then one could be the transistor, the second the vaccum tube and the third the IC. There could be a dialogue between the three machines. To demonstrate the practical uses/utility of a procedure/ instrument/machine/technique To ensure greater clarity in the understanding of the working of a procedure/technique/ instrument To promote active participation and involvement of learners in the learning process Introduction Recapitulation of a previously learnt concept Reinforcement Acts as a coach and mentor to the learners Brainstorms with learners on the possibilities Monitors a rehearsal and provides guidance Moderates the discussion after the impersonation Volunteers as impersonator Practices impersonation Performs as impersonator Observes the performance of volunteers Questions the features/ functionalities of the thing impersonated Internalizes the concept learned in the process Knowledge Understanding Application Logical-Mathematical Linguistic Interpersonal Intrapersonal
Specific Objectives
Application Areas
Facilitators role
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Option 3 Narration of innovation/ discovery by Facilitator
Procedure 1. Impersonate a scientist/ discoverer or narrator. 2. Make use of voice modulation, imitation and classic terms or phrases associated with the one being impersonated. 3. Outline how a new procedure/ technique/ discovery evolved or came to be recognized and accepted. 4. Allow opportunities for the critics/ dissenters to voice their criticism/dissent. 5. Respond as the impersonator to the criticism. 6. Encourage learners to become the critics and clarify their doubts. Note: Wright brothers explaining their invention or the life experience of a scientist from the field of study could serve as good examples. To appreciate the evolution/discovery of a procedure/ practice/ To understand the factors/ circumstances that led to a discovery/practice/procedure To develop the linguistic fluency of the learners Estimation of the process of formation of theoretical postulates For using analogy to enhance comprehension Does background study about the scientist/ pioneer Develops script for impersonation Practices the impersonation and Improvises on it Responds to queries of learners Leads discussion Observes the impersonation Reflects on the purpose of the performance Questions the impersonator Internalizes the ideas learnt through the performance Develops analysis skill Knowledge Understanding Analysis Application Logical-Mathematical Linguistic Intrapersonal
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Option 4 Narration of innovation/ discovery by learner/s
Procedure 1. Involve one or more learners (if group, then 2 or 3) in the impersonation. 2. Ask a learner to impersonate a scientist/ discoverer or narrator and outline how a new procedure/ technique/ discovery evolved or came to be recognized and accepted; or ask a group to do the impersonation with learners impersonating different people as in the real situation. 3. Instruct learners to perform the impersonation in the form of a debate/dialogue. 4. Encourage impersonator/impersonators to make use of voice modulation, imitation and classic terms or phrases associated with the one being impersonated. 5. Allow opportunities for the critics/ dissenters to voice their criticism/dissent. 6. Play the role of dissenter if needed. If there is a group performance, one in the group could be the dissenter who exists in real time. The learners could also become critics. 7. Ask the impersonator to respond as in real life. To appreciate the evolution/discovery of a procedure/ practice To understand the factors/ circumstances that led to a discovery/practice/procedure To develop the linguistic fluency of the learners To promote learner participation and involvement in the learning process Estimation of the process of formation of theoretical postulates Reinforcement Encourages learners to develop an impersonation in a given area of study Suggests materials for background study Brainstorms on possibilities Guides in development of text for impersonation Watches a rehearsal Provides guidance on improving impersonation Moderates the discussion after impersonation Volunteers for impersonation Practices impersonation Conducts background research on the subject of impersonation Performs as impersonator Observes the performance of volunteers Reflects on the ideas put forth through the performance Questions the volunteers Internalizes the concept learned Develops analysis skill Knowledge Understanding Analysis
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Blooms Taxonomy Learning levels Achieved

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Multiple Intelligence Levels Developed
Application Logical-Mathematical Linguistic Interpersonal Intrapersonal
Innovative Conclusions
The Innovative Conclusion method is called Innovative because its a novel method, and conclusion because it is intended for use in a class devoted to end a unit /chapter.
Overall Objective of Innovative Conclusions

To demonstrate the understanding of a concept, through explanations and questioning.
Innovative Conclusions Techniques

Option 1 Convince the Experts Procedure 1. Divide the class into groups of ten or more. 2. Pick one from every group to form a panel, which will serve as a jury. 3. The panel needs to come up with a list of topics on which the groups can make a presentation. 4. Ask each group to select a topic by drawing a lot and make presentation on the same keeping in mind three focus areas a. Technical b. Teamwork c. Quality of Presentation (innovativeness/ language). 5. Guide the panels so that they could mutually decide on the parameters for judging a presentation keeping in mind three focus areas mentioned above. 6. Ask the panel to follow up Individual Group presentations with questioning round. Note: The concerned activity is used as a conclusion activity, which means, learners comprising the presentation groups are to revert to their previous learning, whereas a Seminar is usually used to introduce a topic afresh to the target audience. Also a seminar requires elaborate preparation whereas the activity in question would require participants to be spontaneous and innovative with minimum preparation. A Seminar in a classroom setting provides a platform for discussion usually spearheaded by a lecturer, as compared to the current activity where the responsibility is on the learners and the lecturer functions as a facilitator. Most importantly a Seminar presents the interpretation of a concept, whereas the current activity is a factual representation based on previous leaning.
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Specific Objectives
Learners role Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 2 Convince the unacquainted
To emphasise the use of the appropriate terminologies while explaining a concept To enhance the ability of effectively presenting convincing arguments As a closure activity for an expansive or elaborate concept Organizes groups and panels Supervises panel activities Reviews panel activities Develops logical reasoning skills Organizes arguments effectively Comprehension
Linguistic Interpersonal Procedure 1. Divide the class into groups of ten or more. 2. Pick one from every group to comprise a panel, which is to serve as a jury. 3. Decide on the preparation time and presentation timepreparation time could range from a week to a day or even to five to ten minutes. 4. Ask the panel to come up with a list of topics on which the groups can make presentation. 5. Instruct the Panel to behave as people who are unacquainted or unfamiliar with the engineering context/concepts. 6. Ask the other groups to make presentations on the given topics. 7. Instruct each group to select a topic by drawing a lot and assume that they are making their presentations to a panel of members who are unfamiliar to engineering contexts/concepts, and therefore to concentrate on simplifying their explanations by replacing jargons/technical terminologies with analogies or metaphors. 8. Guide panel members to mutually decide on the parameters for judging a presentation keeping in mind three focus areas a. Simplified explanations b. Team work c. Quality of Presentation (innovativeness / language). 9. Ask the panel to follow up Individual group presentations with questioning round. To emphasize on simplified explanations of a concept, using analogies, metaphors etc Explanation of abstract concepts Organizes panels
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Supervises panel activities Reviews panel decisions Logically organizes arguments Develops skill of effective presentation of arguments Analysis
Logical-Mathematical Linguistic Interpersonal
Option 3 Guess What I am?
Procedure 1. Divide the class into groups of ten. 2. Choose a Structural design or a working system/mathematical derivation (one for every group). 3. Identify the key words/symbols and write them on separate flash cards. 4. Give each group the flashcards belonging to a specific structural design or working system or mathematical derivation. 5. Ask the groups to arrange them in the appropriate order. They could do so by either each Learner assuming the component or functions mentioned on the flash card and then positioning themselves accordingly with each other, or they could simply arrange the flash cards on a base (chart paper). 6. Once all the groups are ready with their respective configurations, start reviewing one group at a time and include other groups in the review. 7. Reviewing should be based on whether or not the concerned group was able to correctly represent a given device or working system and the other groups were able correctly to identify the same and also support their answers. To review structural designs and working process of a system/model for the enhancement of technical comprehension Recall/recognition of known concepts Recapitulation of newly learned concepts Forms groups Chooses the design/structure Provides key words to denote parts of the design Supervises group activities Reviews group performance Discusses the topic in groups Prepares presentations Comprehension
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Learning levels Achieved Multiple Intelligence Levels Developed
Mathematical-Logical(analytical) Interpersonal
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Option 4 My world in 20_ _(a futuristic year)
Procedure 1. The class could be started by showing a video clipping from movies which deals with futuristic subject, like 2095. 2. Divide the class into equal groups. 3. Select a concept or allow learners to select it. 4. Ask each group to design a futuristic model of the current concept/device/working system. 5. Ask learners to include the following in their presentations of the futuristic model: a. A detailed description of the model, both structurally and functionally. b. Focus on the new features and statements supporting their requirements. c. A rough draft of how these features can be developed. d. Different application areas of this model. 6. Review the presentation based on the above-mentioned parameters. To develop the ability to visualize the subsequent formative stages of a concept Creative visualization of an evolving concept Organises movie show Forms groups Supervises group activities Reviews group presentation Discusses the topic in groups Prepares presentations Analysis
Learners role Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 5 Now to summarize . .
Mathematical-Logical Linguistic Procedure 1. Identifies a Learner/group of Learners to summarize the days class. Learner/groups could take turns to summarize a class. 2. Notify learner/groups at the beginning of the class that they are required to summarize for the current class. 3. Ask group/learners to note key concepts/points of the lecture during the class. 4. Instruct them to present key points/concepts through an OHP or on the board. Recapitulation Summarization As a closure activity for a continuation class and not necessarily for concluding a unit/chapter Organizes learners to form groups
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Supervises group activities Reviews group performance Discusses topic in Groups Prepares presentations Comprehension
Mathematical-Logical Linguistic Intrapersonal
Innovative Introductions
The purpose of using Innovative introductions is to create interest in the current topic and find relevance with previous knowledge.
Overall Objective of Innovative Introductions

To demonstrate the understanding of a concept, through explanations and questioning.
Innovative Introduction Techniques

Option 1 Pre- inventive state Procedure 1. Choose a topic and create a vivid scenario consisting of the different activities, which would be affected in the absence of the concept (for e.g. how the world would be affected if rubber had not been discovered). 2. Narrate the situation in the classroom without revealing the missing concept. 3. Ask learners to indicate the concept / idea the absence of which is responsible for the above presented scenario. 4. Once the concept or idea has been correctly identified, ask learners to recreate the same situation, this time with the introduction of the missing concept. 5. The discussion can be continued along the lines of the diverse (positive or negative) effects the topic or idea would have on the given scenario. To recognize and analyze the multi-track significance of certain technical inventions/innovations Introduction to a lesson, to highlight a Landmark invention/concept Supervises activities for creating the scenario Reviews responses of learners Analyzes the given information Generates appropriate responses Participates in discussion Analysis
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Learning levels Achieved Multiple Intelligence Levels Developed Option 2 Unraveling the Mystery
Application Comprehension Linguistic Mathematical-Logical Procedure 1. Begin the class through a demonstration of the topic to be introduced. 2. After the demonstration, ask learners to identify the various scientific principles or concepts governing the demonstration based on their previous knowledge. 3. In case the topic is new to the Learners, reveal the topic/ scientific principles or concepts governing the demonstration, and thus use the demonstration to tap the Learners interest. 4. If the demonstration is tedious or time consuming, record the same and then play the video to begin the class. 5. Review the responses of the Learners based on the following: a. Correct identification / accurate description of the principles b. Use of appropriate terminologies in the explanations c. Any alternate suggestions that would achieve the same result To identify, analyze and explain the scientific theory behind a given scenario Explication of primarily practical-oriented topics Prepares appropriately for the required demonstration Reviews the responses of the Learners Provides additional relevant information Analyzes the given information Generates appropriate responses Participates in discussion Analysis Comprehension Linguistic Mathematical-Logical Intrapersonal Procedure 1. Identify similar topics/devices/derivations, which have overlapping content and then list out the key words or symbols for each of the above topics. 2. A convenient medium (visual/auditory) could be used to present the list of key words/symbols. 3. Ask learners to note each list separately, analyze the key
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Option 3 Unspoken Word
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words or symbols and identify the topic/device/derivation. 4. Compare Learners responses and ask them to support their explanations. 5. Highlight the subtle distinctions between overlapping content of the topics/devices/derivations with the help of suitable examples. To analyze the given information and identify the concept Recapitulation Reinforcement Identifies similar topics/devices/derivations having overlapping content Makes lists of key words or symbols for each of the topic Reviews the responses of the Learners and provides additional relevant information Analyzes given information Identifies the concept Generates appropriate responses Participates in discussion Analysis Comprehension Linguistic Mathematical-Logical Intrapersonal Procedure 1. Identify a Learner/group of Learners to summarize the learning of the last class. Learner/groups could take turns to do the same. 2. Ask the group/Learner to recapitulate the key concepts/points of the previous class. 3. Presentation could be made utilizing an OHP, on the board or using a power point. To help learners recapitulate newly learned concepts At the introductory stage of a continuation class Recapitulation and summarization Organizes Supervises presentation Reviews responses of groups/learners Participates in group discussions Organizes presentations Knowledge Recall Linguistic Mathematical-Logical Intrapersonal
Learners role
Option 4 The day that was . .. .
Mnemonic Instruction
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Mnemonics is a memory enhancing instructional strategy that involves helping learners to link a new concept to an already known concept. This method acts as an aid for better retention of information and enhances effective recall of the same.
Overall Objective of Mnemonics as a Teaching Technique

To help learners relate information more easily To enable learners organize and retain information systematically To help learners retrieve information quickly
Mnemonics Techniques
Option 1 Acronyms Procedure 1. Identify and prepare a list of sentences or words to remember. 2. Ask learners to work individually and form an acronym by joining the first letter of the sentence / words. 3. The word thus formed could be meaningful or meaningless. The following would serve as examples of Acronym: a. HOMES is a meaningful acronym for the 5 great Lakes of America i.e. Huron; Ontario; Michigan, Erie and Superior b. VIBGYOR is a meaningless acronym for the seven colors of the rainbow namely Violet, Indigo, Blue, Green, Yellow, Orange, Red. To help learners remember a list of words/ sentences in a particular order Introduction Identifies the list of words/sentences to be remembered. Explains the method with an example Listens, understands and forms the acronym from the content given Knowledge Comprehension Intrapersonal Linguistic
Specific Objectives Application Areas Facilitators role Learners role Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 2 Initial Letter Method
Procedure 1. Identify and prepare a list of sentences or words to remember. 2. Divide learners into teams randomly. 3. Instruct the teams about the method of devising this kind of mnemonic, which is as follows: Pick the first letter of every word in the list. Using these letters, learners are asked to form words to make a meaningful or meaningless (preferably funny) sentence. 4. Give ten minutes to each team to come up with ideas. 5. Ask the teams to present the mnemonics developed by them. The following could serve as examples:
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a. To remember the Descending order of metric scale Kilo, Hecto, Deca, Metre, Deci, Centi, Milli, the following sentence is used: "King Henry Denied Meeting Detroit Cement Minister." b. For the 7 layers of the OSI model (computer science)Application, Presentation, Session, Transport, Network, Data Link, Physical: All People in Selam Turned NDP To help learners memorize a list of words and reproduce the order of the words exactly Introduction Identifies the list of words/sentences to be remembered Explains the method with examples Listens and understands the rules to form acronym Discusses with the team members Forms the acronym from the content given Knowledge Comprehension Interpersonal Linguistic
Specific Objectives Application Areas Facilitators role Learner role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 3 Rhyming jingles
Procedure 1. Identify the topic to be remembered. 2. Ask learners to work individually and develop a limerick to remember and recall the concept explained. 3. Allot fifteen minutes time to learners to form limericks. The following could serve as a perfect example of a limerick: Discovery of America in 1492Columbus sailed the ocean blue In fourteen hundred and ninety two 4. Ask learners to present their creation. To help learners to remember numbers, formulae, dates and concepts by creating short limericks Recapitulation Reinforcement Identifies the list of words/sentences to be remembered Explains the method with an example Listens and understands the rules to form limerick Discusses with the team members Uses verbal skills and forms the limerick from the content given Knowledge Comprehension Analysis Linguistic Mathematical-Logical
Specific Objectives Application Areas Facilitators role Learner role
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Option 4 Associative mnemonics
Procedure 1. Identify the topic to be remembered. 2. Divide the learners into teams randomly. 3. Instruct the teams about the method of this kind of mnemonic, which is explained below: Stalactites and Stalagmites are the natural formations that are found in caves. Stalactites are the name given to the formations that start from the roof and reach the floor. Stalagmites are the term used for the formation that originate from the floor and reach the roof. All you have to do is associate the ending sounds of each word as follows: Stalactites- hold tight the roof. Stalagmites- might some day reach the roof. 4. Give fifteen minutes to each team to come up with ideas. 5. Ask the teams to present their creation. To enable learners to effectively associate the meaning of the word or its spelling to the concept it represents Recapitulation Reinforcement Explains a concept Explains the mnemonic with an example Listens and understands the use of the method Discusses with team members Develops mnemonic based on the concept given Application Analysis Linguistic Interpersonal
Specific Objectives
Application Areas Facilitators role Learners role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 5 Effective Recall
Procedure 1. Identify the list of important constants and their values to be memorized. 2. Divide the learners into teams randomly. 3. Instruct each team to memorize a constant and its respective value. 4. Explain to the teams the method of developing this type of mnemonic with examples. The following could serve as examples: a. The square root of 2 is 1.414 Replace this 1 -4 - 1 - 4 with the following words: I - wish - I - knew - the square root of 2 ( If you notice the value of the numeral is replaced by a word containing the number of letters equal to the value) b. May I have a large container of coffee? Counting the letters of each word gives you the value of pi to 7 places (3.1415926). 5. Give each team fifteen minutes to come up with ideas.
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6. Ask the teams to present their creation. 7. The best creation is rewarded.
Specific Objectives
To help learners remember the values of constants like Pi in a simple and fun way Introduction Explains a concept Explains the mnemonic with an example Listens and understands the use of the method Discusses with the team members Develops mnemonic based on the concept given Comprehension Recall Mathematical-logical Interpersonal
Application Areas Facilitators role Learners role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 6 Keyword Method
Procedure 1. Instruct learners to transfer a newly learnt word to a word that is nearest in sound in the language that is familiar to them. 2. Encourage learners to allow their imagination go wild and link these two words (new and familiar) keeping in mind the meaning of the new word. The following could serve as example: 'RODILLA' in Spanish is Knee in English Nearest word in English is RODEO Imagery: A Rodeo with knees protruding and riding on a horse 3. Allot 10 minutes for developing the imagery. 4. Let learners explain the imagery developed by them. 5. This should be taken as an individual activity. The better the quality of the imagery the better would be the recall for the learner. To help learners remember a new word along with its meaning using the power of imagery Introduction Explains a concept Explains the mnemonic with an example
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Listens and understands the rules of forming the mnemonic Imagines and develops a mnemonic based on the concept given Explains the imagery developed by him/her in a detailed manner Knowledge Comprehension Application Analysis Mathematical-logical Intrapersonal Spatial
Puzzles
A Puzzle is a problem that challenges ingenuity. It involves serious mathematical or logical problems. Both inductive and deductive reasoning skills are required for solving puzzles.
Overall Objectives of Puzzles

To introduce new ideas To make classroom learning livelier To illustrate problem solving strategies To test learners critical thinking skills To carry out action research
Puzzle Techniques
Option 1 Rubik Cube Procedure 1. The various squares on the Rubik cube could be associated with different questions. 2. At the end of the lesson, divide the class into teams of 2-4 members. 3. Ask each team to choose a particular square and answer questions associated with that square. 4. The different colors of the squares could be used to indicate questions of varying difficulty level and therefore points allocated to them would vary. 5. The layer like structure of the Rubik cube could be used as an analogy, e.g. to explain the structure of polymers. 6. Solutions involve solving the cube, layer by layer, in which one layer, designated at the top is solved first, followed by the middle layer and then the final and the bottom layer. 7. Other general solutions include corners first method wherein corner pieces must be rotated in pairs one clockwise and one counter-clockwise; block method wherein the cube is solved outwards from one corner. Note: Sudoku can be used as a variation of Rubiks cube. It is
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Specific Objectives
Application Areas Facilitators Role
Learners Role
simply a Rubik's Cube with each side labeled with the numbers 1 through 9. The object is to put all of the numbers from 1 to 9 in order on each side of the cube. Permutations and combinations of numbers play a major role here in getting the desired arrangement. To use a concept in a new situation To enable learners Apply what was learned in the classroom into novel situations in the work place To develop heuristic problem solving skills Reinforcement Recapitulation Explains the technique to learners Develops the puzzle Guides learners in solving the puzzle Searches for optimal solutions trying different permutation and combinations Explains the analogy Knowledge Comprehension Application Analysis Intrapersonal Mathematical-logical
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Option 2 Optical Puzzles
Procedure 1. The class can be divided into three teams. 2. Use three types of prisms-Dispersive, Reflective and Polarising, and give them to the three teams respectively. 3. The patterns in which these three prisms would break light would be different. 4. Involve the class in a discussion regarding the properties of these different types of prisms and their varied uses in day-to day life. Notes: The basic components of the puzzle are the light bulbs that create white light, mirrors that reflect light and t junctions that split the light. Patterns can be created by rotating these fixed components. Prism could be used as an optical device. To manipulate objects to create various patterns with light To brainstorm on the uses of optical devices in day-to-day life Reinforcement Guides learners in the use of prisms Explains its various uses Finds the configuration in which to split and reflect the light Carries out action research Knowledge Comprehension Application Mathematical-logical Intrapersonal
Specific Objectives Application Areas Facilitators Role Learners Role Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed
Procedure Option 3 Vexiers / Disentanglement Puzzles 1. The puzzle involves two or more metal wires, which have been intertwined to be untangled. 2. The wires can be untangled in various ways. 3. Vexiers can be used for explaining concepts related to geometric topology. 4. Chinese rings are a variation of vexiers. In these puzzles, a long wire ring entangled in a mesh of rings and wires need to be separated. The number of steps required for a solution often has an exponential relationship with the number of loops in the puzzle. These puzzles can be used for explaining concepts related to body-and image-space. 5. Tangloids is a variation of vexiers. It is a mathematical puzzle for two players originally created by Piet Hien to model the calculus of spinors. Tangloids apparatus consists of two flat blocks of wood each pierced with three tiny holes joined with three parallel strings. Each player holds one of the blocks of wood. The first player holds one block of wood still, while the other player rotates the other block of wood around any axis for two full revolutions. Then the first player tries to untangle the
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Application Areas Facilitators Role Learners Role Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 4 Crossword
strings without rotating either piece of wood. Only translations (sliding the pieces) are allowed. Afterwards, the players reverse role. Whoever can untangle the strings fastest is the winner. To explain the concepts of compactness/connectedness/ count ability To Summarize in ones own words the steps of performing a complex task Introduction Comprehension Explains a concept Demonstrates the use of the puzzles Observes Explains the steps to solve the problems Knowledge Comprehension Intrapersonal Mathematical-logical
Procedure 1. Hand over copies of crossword puzzles individually to learners or put them up for common display on the LCD. 2. The learners may be divided into two teams. The team, which solves maximum number of puzzles correctly, may be the winner. 3. The learners may be divided into two teams and asked to create crossword puzzles on the content discussed in the classroom. Each team may put up its crossword puzzle on the black board and ask the other team to solve it. 4. Another variation of the crossword puzzle can be the tic-tactoe box. Notes: It is a word puzzle that takes the form of a square or rectangular grid of black & white squares. The goal is to fill the white square with letters forming words or phrases; related to the content under discussion, with the help of relevant clues provided, which help in arriving at correct responses to the crossword puzzle. To reproduce learned technical concepts To recognize the clues and use the same to solve problems Reinforcement of learned concepts Develops the puzzle Guides learners to solve the puzzle Solves the puzzle in consultation with peers Brainstorms to generate new crossword puzzles Knowledge Comprehension Linguistic
Specific Objectives Application Areas Facilitators role Learners Role Blooms Taxonomy Learning levels Achieved Multiple
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Intelligence Levels Developed Option 5 Maze
Intrapersonal
Procedure 1. Select any of the several maze patterns and explain to learners, how it works. (Refer to Note given below) 2. Unicursal Maze/Simply connected Maze can be created around a scientific process. Coming out of the maze would involve a path that sequentially links the various stages of the scientific process. 3. Multiple connected maze can be created around a flowchart of a scientific process which involves inputprocessing-output-feedback mechanism and resembles a loop like structure. 4. Weave maze can be adapted to explain Engineering processes and concepts which represent complex interwoven network of pathways. 5. Planair Maze can be adapted to reinforce geometric concepts in the form of mazes covering the surface of a cube, sphere, torus, or a Moebius strip. 6. Logic Maze can be used to explain a scientific process which is undertaken while adhering to certain important ground rules. We could include a maze containing different colored symbols that must be passed in a certain order, or a maze that has some passages that may only be followed in one direction (an arrow maze). A logic maze Note: Unicursal maze- A maze with a single path (commonly called a labyrinth). Simply-connected maze- Simply-connected mazes have pathways that never re-connect with one another, so every path one chooses either leads to additional paths (a fork) or to a dead end. There is only one solution to a simply-connected maze, and it can always be found by following the "left hand rule "simply walk forward, keeping to ones left hand on the wall at all times. Multiple-connected maze- A multiple-connected maze contains one or more passages that loop back into other passages, rather than leading to dead ends. A well-designed multiple-connected maze is more difficult to solve than a simply-connected maze, for one will spend a great deal of time simply going around in circles. Weave maze-A weave maze has pathways that go under and over each other. An outdoor maze that has bridges or tunnels is a partial weave maze. Planair maze- A mind-bending maze whose underlying topology is unusual (non-Euclidean) and which has edges that connect with one another. Logic maze- A maze that must be navigated by adhering to logical rules in addition to following its passages. To develop cognitive skills such as puzzle solving and hand-eye
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Application Areas Facilitators role Learners Role Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 6 Jig-Saw
co-ordination To promote both structured and creative thinking skills. Explanation of concepts Recapitulation of learned concepts Develops the puzzle Guides learners to solve the puzzle Uses logical reasoning skills Applies learned strategies to work their way out of the maze. Comprehension Application Intrapersonal Interpersonal Mathematical-logical Procedure 1. Draw the pictures of engineering devices/equipments on a cardboard sheet, and cut them into pieces of different shapes. 2. Arrange the pieces to get the complete picture. 3. Three dimensional jigsaw puzzles could be constructed to represent various parts of a machine. Put together, the jigsaw would closely resemble the machine. 4. Ask learners to dissemble/assemble the specific parts of the machine represented through the pieces of the jigsaw. Note: A jigsaw puzzle requires the assembly of numerous small, often oddly shaped, interlocking pieces. Each piece has a small part of a picture on it. When complete, a jigsaw puzzle produces a complete picture. Most modern jigsaw puzzles are made out of cardboard. An enlarged photograph or printed reproduction of a painting or other two-dimensional artwork is glued onto the cardboard before cutting. A set of hardened steel blades are pressed against the desired shape through the board until it is fully cut. To develop reasoning, deduction, analysis and logical thought process To create physical hand-eye co-ordination and spatial awareness for learners Introduction Recapitulation To prepare or arrange for the puzzle To involve learners in the arrangement To demonstrate the puzzle To guide learners in assembling/dissembling parts of the puzzle Observes Takes part in discussion Participates in the demonstration
Specific Objectives
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Knowledge Comprehension Application Intrapersonal Mathematical-logical
Questioning Skills
Effective teaching involves the skill of asking questions. Thoughtful questioning helps learner to reach deeper and newer levels of awareness and thinking.
Overall Objectives of Questioning Skill

To extract factual knowledge To aid learners in connecting concepts To encourage creative and imaginative thinking To help understand difficult concepts and topics To generally help learners to explore knowledge To make learning exciting To aid self directed learning To evaluate understanding.
Questioning Techniques
Option 1 Convergent Questions Procedure 1. Explain to learners that the questions may have a finite range of correct answers though not one factual answer 2. Ask the questions at the concluding session of a lesson/topic or before introducing a new session. 3. Word the questions carefully for clarity. Note: These types of questions should not be asked in the middle of a session. To analyze topics to which convergent questioning can be applied as a teaching technique To identify stages in teaching of a particular concept where convergent questioning technique can be applied Introduction to a new topic As a Closure activity towards the end of the session Asks questions Provides sufficient time to learner for responding Encourages discussion Discusses with peers and answers Recall and Recognition Analysis Mathematical-logical Linguistic
Specific Objectives
Learners role Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels
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Developed Option 2 Factual Questions Specific Objectives Application Areas Procedure 1. Frame simple straight forward questions 2. Ensure that learners provide factual answers or definitions. To help in the recapitulation of acquired factual information. To connect known factual information to unknown concepts. Introduction Conclusion Recapitulation Asks questions Provides sufficient time to learner for responding Encourages discussion Answers the questions in consultations with peers Recall Recognition Interpersonal Linguistic
Facilitators role
Learners role Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 3 Divergent Questions
Procedure 1. Frame the questions in a manner so that learners can explore and come up with different alternative solutions. 2. Explain to learners that there could be no specific answers for such questions, but that the answers should follow the logic of the concept or theory learnt. 3. Facilitate and direct the group discussions around questions. 4. Ask the groups to make presentations. 5. Ensure that the language used for the presentations is clear and precise. To help learners infer, apply and logically arrive at diverse possible solutions To help learners to be innovative and construct new understanding of the theory /topic learnt While discussing Case Studies Extension activities, for example- assignments Provides Case Studies Asks questions Encourages discussions around Questions Promotes creative thinking Infers, applies and interprets Case Studies to arrive at innovative solution Makes presentations in the class of the solutions arrived at Actively participates Application Analysis Mathematical-logical Interpersonal
Specific Objectives
Learners role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels
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Developed Option 4 Rapid Fire Questions
Linguistic Procedure 1. Explain to learners that this is an oral quiz where questions and answers are exchanged very fast. 2. Ask simple straightforward to extract factual answers or definitions. 3. Frame the questions in a manner so that a total of 10 questions could be answered by a learner in 5 minutes. 4. Instruct learners not to consult each other. To evaluate understanding of concepts and theories Introduction As a Closure Activity Prepares and asks questions Conducts Rapid Fire round Furnishes correct answers at the end of the Rapid Fire. Participates One learner acts as a scorer Understanding Recall Mathematical-logical Linguistic
Learners role Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 5 The Socratic Method
Procedure 1. Lead the learners to understand and assimilate a concept through a series of questions. 2. Keep the telling part at minimal. 3. Organize the questions sequentially and logically. 4. Arrange the questions incrementally so that the class begins with simple factual questions and proceeds to more convergent and divergent and/ or probing type of questions to deal with the more complex aspects of the concept or topic. 5. When learners are unable to answer a particular question, reword the question or reiterate the previous question to help learners to think and gain insights from previous knowledge 6. If the learners are still unable to answer, provide hints Just enough to help learners to go ahead on their own. Note: This is a powerful method of getting the learner involved in their learning and also a method for promoting self-learning. The logic is that when learners participate or are involved in active learning, their receptivity is heightened. This method is a dialogue between the learner and the facilitator which means opportunities have to be created by the facilitator for the learners to ask questions. To promote self-learning
Specific Objectives
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Application Areas
Facilitators role
To develop logical and critical thinking skills. Introduction Recapitulation Problem Solving Prepares a series of questions arranged in a logical sequence. Accommodates the questioning skills according to the needs of the situation Participates actively in the shared dialogue between the learner and the facilitator Understanding Recall Analysis Application Mathematical-logical Linguistic
Quiz
Quiz is a type of questioning technique. A short oral or written examination to test Knowledge. Etymology: Quis (Latin) meaning what sort of a person or a thing is.
Overall Objectives of Quiz

To test knowledge of a learned concept. To evaluate understanding of a learned concept. To focus on challenging areas in a particular topic/lesson. To make the class room learning learner centered and exciting. To connect with the faculty and other fellow learners.
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Quiz Techniques
Option 1 Pick n learn Procedure 1. 2. 3. 4. 5. Divide learners into groups of five Explain to learners that this would be an oral quiz. Create the quiz. Check the questions for accuracy and language. Form a grid like the following with Numbers or alphabets. A B C D E F G H I J K L M N O P Q R S T Ask learners or the group to select an alphabet and then answer all questions under it. A total of five questions can be asked for each alphabet. Questions are graded on the basis of the difficulty level. That is, Question 1 will be the least difficult question pertaining to recall and question 5 the most difficult question pertaining to application. Answers could be just one or two words for questions one and two and one to two sentences for questions three, four and five. Set the time limit as 3 minutes per Alphabet. Group with the highest score wins.
6. 7.
8. 9. 10.
Note: Instead of alphabets, the squares could have topic /concept names or chapter names and the groups could be allowed to choose of the topic. Many other variations could be tried out. To develop interpersonal skills through team work To recapitulate previously learned concepts Introduction As a Closure activity at the end of the lesson Creates the quiz Conducts the quiz Acts as a referee Participates in groups One learner acts as the scorer. Recall Understanding Mathematical-Logical Interpersonal Intrapersonal
Option 2
Procedure
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Buzz Round
1. 2. 3. 4. 5.
6. 7. 8. 9. 10. 11. 12. Specific Objectives Application Areas Facilitators role
Divide the learners into groups of five. It is an oral quiz. Involve learners in the forming of the questions. Start the quiz by asking a question on a chosen topic to group number 1. The group number 1 will answer the question and ask a question to group number 2. The question by group 1 should be related to the answer. Group 2 answers the question and asks a question to Group 3 based on their answer and so on. Answers could be a one word answer or an explanation of not more than one or two sentences. Allot one minute for asking and one minute for answering the question. Verify and score the answers as 1 point for a right answer. Set the time duration as 10 to 15 minutes. Group with the highest score wins. When a group is unable to answer a question, pass it on to the next group. Inhibit interruptions by other groups. To enhance conceptual understanding of learners To encourage use of analytical skills Introduction Recapitulation Conducts the game Scores the game Acts as a referee Encourages constructive participation Participates in the group activity Recall Understanding Analysis Mathematical-Logical Interpersonal Linguistic
Option 3 Prep Quiz
Procedure 1. Explain to learners that it is a preparatory quiz on a new chapter/topic which is yet to be taught. 2. Explain that it would be a written quiz of 5 to 10 minutes duration where most of the questions are of knowledge type. 3. Encourage all learners to participate. 4. Inform learners about the topic and the sources of material in advance (at least one week in advance). 5. Prepare a handout of 10 to 12 multiple choice questions on the forthcoming topic/lesson. 6. Check the questions for accuracy and language. 7. Answers could be one word answer or an explanation (explanations of not more than 1 or 2 sentences). 8. Give one point each for the correct answer. To ensure that learners have understood the topic/concept
Specific Objectives
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Learners role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 4 How many miles have you traveled
To enhance deeper understanding of the new material when it is taught To help the faculty understand the areas to emphasize on while teaching Introduction Recapitulation Conducts the quiz Provides the correct answers with brief discussions Acts as the referee Participates in the written quiz Scores their own answers Asks questions for clarification Recall Understanding Analyzing Application Mathematical-Logical(analytical) Interpersonal Procedure 1. Explain to learners that this would be a complete TV style oral quiz of 40 minutes to 1 hour duration where majority of the questions would be of knowledge type. Answers could be one word to one/two sentence/s long. 2. Inform learners about the topics in advance, e.g. all chapters in the semester syllabus. 3. Set questions in a manner so that they are clear and specific. 4. Divide the class into 4 to 5 groups. 5. Encourage use of technology like LCD, music etc 6. Ask a group of 8 to 10 learners, who will not participate in the quiz, to organize the program. 7. Ask a few members of the group to look into the production aspects like the sound system, visuals, seating arrangements etc. 8. Ask the rest of the group answer the questions and follow the rules of the game. 9. Appoint a member as leader of the groups. 10. Explain that the group that travels the maximum number of miles (answers the maximum number of questions). 11. The highest scoring individual who travels the maximum number of miles could also be rewarded. 12. One point each for the correct answer and a bonus point for answering a question passed on could be given. 13. Give opportunity to the audience to answer and get rewarded if none of the groups are able to answer a question. To evaluate the learners knowledge and understanding on a topic learnt To facilitate recall and application of knowledge acquired Recapitulation Supervises the quiz Acts as the referee
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Specific Objectives
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Learners role
Provides correct answers with explanation Prepares for the quiz Participates in the quiz Acts as referee Recall Understanding Analyzing Applying Interpersonal Intrapersonal Linguistic Mathematical-Logical
Role Play
Role playing exercises is one of the oldest of educational methods. The method has been used extensively in vocational training situations and in vocation-oriented higher-education courses. In this method the participants adopt different roles to highlight different perspectives of an issue.
Overall Objective of Role Play

To represent already known concept/device in different perspectives To improve the learners listening and observation skills
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Role Play Techniques

Option 1 What if..? Procedure 1. Divide the class into groups of ten. 2. Present the topic to the class and ask them to create a scenario, which showcases the effects of the absence or nonexistence of the said topic or concept/device, e.g. a world without telephone. 3. Set a time period required for the activity based on preparation, presentation, discussion and the number of groups. 4. Instruct learners to work in groups and enact thus constructed scenario. 5. Follow up the individual presentation of the groups with a discussion involving all the groups, based on: a. The probability of a depicted situation. b. The differences/similarities between the various depictions of the same situation. c. Any alternate ideas, which could replace or compensate for the absence of the concerned topic or concept (for e.g. if the topic was a world without telephones, which other means of communication would become dominant). d. The diverse (positive & negative) effects, when the absent or non existence concept or topic comes into being. To elaborate on the example given earlier: After the invention of telephone, what could be considered as the advantages and disadvantages of the same. To recognize and analyze the diverse significance of the current topic Introduction to topic highlighting a Landmark invention/ concept Organizes the class into groups Supervises group activities Reviews individual group presentations and provides additional relevant information Participates in group activities Organizes presentations Participates in discussion and notes down relevant points Analysis Application Linguistic Mathematical-logical Intrapersonal
Learners role
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Option 2 Give us a name
Procedure 1. Decide on a list of topics and write each topic on a separate card. 1. Divide the class into groups of ten. 2. Give each group a card containing the topic. 3. Ask the groups to make presentations without disclosing their topic. 4. Instruct the groups to prepare a list of the key components/words/symbols in their given topic/device and assign them to each member of the team. 5. Instruct the members of a group to introduce themselves (structurally/functionally etc) according to the key word/symbol assigned to them during the groups presentation. 6. Ask each group to take turn in presenting their topics/devices. 7. Ask the other groups to try to identify the concerned topic/device, based on the information given by each member of the presenting group. 8. Review the responses generated at the end of every presentation. To review the understanding of a previously learnt concept To develop the skill of meaningfully relating information To develop analyzing and synthesizing skills of learners Conclusion to a class/chapter/unit Organizes the class into groups Supervises group activities Reviews individual group presentations and provides additional relevant information Participates in groups Organizes presentations Participates in discussion Analysis
Learners role
Linguistic Mathematical-logical Intrapersonal
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Option 3 Mute play
Procedure 1. Divide the class into groups of ten or more. 2. Ask each group to decide on a topic/device/concept. 3. Write the topics/concept/device on separate cards and drop them into a box. 4. Ask each group to pick a card from the box and enact the same without using any words. 5. Ask other groups to identify the topic/device/concept being enacted. 6. Follow up group- presentations with review of the presentations regarding the accuracy of enactment and possibilities of improving the same. To demonstrate the understanding of a concept/device/topic As closure activity Introduction to a new topic (to determine the level of knowledge in the concerned topic/device/concept) Organizes the class into groups Supervises and guides group activities Reviews individual group presentations and provides additional relevant information Participates in group activities Organizes presentations Participates in discussion Comprehension
Specific Objective Application Areas
Facilitators role
Learners role
Seminar
Seminar is a method of instruction in which facilitator or a team of facilitators or learners make an oral presentation followed by discussion on a specific topic. Seminars are more interactive than a lecture.
Overall Objectives of Seminar

To facilitate learners to understand the method of studying a topic/subject To encourage learners to think about practical problems that may come up with a particular topic To teach a particular part of the syllabus either by the facilitator/s or learner/s To encourage learners to become independent and autonomous learners
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Seminar Techniques
Option 1 Presentation by the facilitator Specific Objectives Procedure 1. Present a seminar on a specific topic. To familiarize learners with a special topic or an application of a topic To make learners understand certain process or application of a concept Conclusion Selects topic Explains special features of the topic to the learners Suggests reading material and makes it available to the learners. Makes arrangements for conducting the seminar. Provides summary or main points to give a holistic picture of the seminar topic Understands the purpose of the seminar Seeks clarification on issues Collects and reads the reading material suggested/provided by the faculty Participates in the seminar and responds by listening and asking questions Understanding Application Analysis Linguistic Interpersonal
Learners role
Option 2 Presented by a team of facilitators Specific Objectives
Procedure 1. Two faculty members coming from different areas / specializations present a joint seminar to their learners. 2. Learners could be from different branches as well. To expose learners to two or more different perspectives on a same topic To help learners appreciate diverse perspectives on a given topic Continuation class on a multi-disciplinary topic needing multiple specializations Explains the need for a team-seminar and inter-disciplinary topic Provides the background information to the learner to help them appreciate this form of seminar Provides/suggests reading material (There could two types of reading materials if the topic includes two or more disciplines.) Makes arrangements for the seminar Sorts out logistic issues like timetable, location and time when more than one department is involved
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Learners role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 3 Learner led seminar presentation. Specific Objectives
Appreciates the need for an inter-disciplinary perspective Studies the background and other reading-materials provided by the facilitator Understands and appreciates multiple perspectives of an issue Participates in the seminar and responds by asking questions Recall Understanding Analysis Mathematical-Logical Interpersonal
Procedure 1. Guide learners to select a topic. 2. Help them to prepare for the presentation. 3. Instruct them to make presentation on the selected topic. To provide an opportunity to the learners to do an independent study To encourage learners to develop presentation skills. To help learners to develop leadership and analytical skills Continuation class on a specific topic (when well-written instructional reading material is available) Selects the learners who will make the presentation Helps them in choosing the topic Provides guidance in preparing the presentation Facilitates the presentation Takes initiative to make presentation Gets involved in selecting the topic Prepares presentation Makes presentation and answers questions raised by other members on the topic Knowledge Understanding Analysis Mathematical-Logical(analytical) Interpersonal
Learners role
Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed Option 4 Learner led group seminar Specific Objectives
Procedure Identify learners to form a group of four to five members. Ask the group to prepare a seminar presentation on a topic of their interest. To provide opportunity for an independent study of a selected topic not necessarily a part of the syllabus, but very much related to it To learn to work in groups and develop capacity to work in a situation with diverse perspectives. To help learners develop presentation skills and negotiation skills Summarization of a topic before Closure
Application Areas
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Facilitators role
Learners role
Forms teams and helps them in topic selection Facilitates teamwork and sorts out difference that may crop up Guides the team and provides feedback on the work done Helps the team in drawing conclusions from their study Respects group norms and actively participates in group activities Works towards completing the group task Makes presentations and responds to the questions raised Understanding Analysis Mathematical-logical Interpersonal intrapersonal
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Option 3 Simplification
Procedure 8. Ask Learners to list out the difficult or abstract concepts/theories, and their application for the purpose of clarity. 9. Begin the process of brainstorming, and include all the learners in the class. 10. Identify different level of learners within the class/grade. 11. Once the comprehension levels of the learners are ensured, divide the class into small groups, of not more than 5 in each group. Form the groups in a manner so that they include learners with difficulty in understanding a concept/theory as well as learners who have comprehended the concept/theory well, so that there is opportunity for peer learning. 12. Ask learners to feel free to share their difficulties in comprehending a concept/theory and its application, and ask those learners who have comprehended the concept well to explain it to his/her group. 13. Observe and listen to the explanations/discussions being carried out by learners within the groups to ensure right learning and intervene only when the group fails to comprehend even after the brainstorming. 14. Hold an open session involving all the learners to identify appropriate but creative ways of resolving the problem. To facilitate comprehension of new concepts To encourage Application of learned concepts Recapitulation of a learned concept For linking a learned concept to a new concept Forms groups and creates a space for learner-interaction Intervenes only when the group makes factual errors Identifies difficult area in a lesson/topic and communicates the same to the facilitator (could be pure theory or application of theory-lab experiments/workshop) Assumes a Non- judgmental attitude towards learners who have shared their difficulty in understanding the topic Comprehension
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Paedagogic Techniques

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Paedagogic Techniques

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Pedagogic Techniques

Techniques Problem Solving

Case Study Concept/Theory Application

Problem based Application

Math- logical / Pictorial /Designing Demonstration

Learner prepares exhibits with illustration 3. Demonstration Demonstration by Facilitator

Adapting to the real world

Convince the Experts Convince the Unacquainted

Understanding/ Comprehension Analysis

Un-raveling the Mystery

The Day that Was

Linguistic Intrapersonal Linguistic Intrapersonal

Initial Letter Method

Rhyming Jingles 9. Mnemonic Instruction Associative mnemonics Effective Recall

Intrapersonal Mathematical -Logical

Vexiers/Distanglem ent Puzzles

Remembering/ Knowledge Analysis Remembering/ Knowledge

Rapid Fire Questions

Quiz Prep Quiz

Mathematical -Logical Interpersonal

How many miles have you traveled

Mute Play 13. Seminar Presentation by

Understanding/ Comprehension Understanding/

Presentation by a team of Facilitators

Learner Led Presentation

Mathematical -Logical Interpersonal

Mathematical -Logical Interpersonal Mathematical -Logical Interpersonal Intrapersonal

Learner Led Group Seminar

Overall Objectives of Brainstorming

Specific Objectives Application Areas Facilitators role

Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed

Specific Objectives Application Areas Facilitators role Learners role

Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed

Case Study Method

Overall Objective of Case Study Method

Case Study Techniques

Specific Objectives Application Areas

Specific Objectives Application Areas Facilitators role

Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels

Logical-Mathematical Interpersonal Linguistic

Specific Objectives Application Areas Facilitators role

Sample Case Studies

Specific Objectives Application Areas Learners role

Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed

Overall Objective of Demonstration as a Teaching Technique

Option 1 Math-logical/ Pictorial / Designing Demonstration

Application Areas Facilitators role

Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed

Option 2 Learner prepares exhibits with illustration

Application Areas Facilitators role

Blooms Taxonomy Learning levels Achieved Multiple

Intelligence Levels Developed

Option 3 Demonstration by Facilitator

Specific Objectives Application Areas Facilitators role

Application Areas Facilitators role

Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed

Overall Objective of Games as a Teaching Technique

Application Areas Facilitators role

Specific Objectives Application Areas Facilitators role

Understanding Intrapersonal Logical-Mathematical

Application Areas Facilitators role

Blooms Taxonomy Learning levels Achieved Multiple Intelligence Levels Developed

Option 4 Indoor games (individual participation)