This document discusses innovative approaches to teaching and learning. It covers: 1. The importance of understanding different generations of students and adapting teaching styles accordingly, such as incorporating more active and collaborative learning for millennials. 2. Strategies for making teaching more student-centered and engaging, like problem-based learning, competency-based instruction, and getting students to set goals. 3. Challenges both students and faculty may face with more innovative approaches, and the need for flexibility on both sides to overcome these challenges.

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International Symposium: GEC
Jagdalpur
Dr. Veena Tewari

2. Perspective
Education is the foundation of our economy. What (and
how) we learn in school determines who we become as
individuals and our success throughout our lives. It
informs how we solve problems, how we work with
others, and how we look at the world around us. In
today’s innovation economy, education becomes even
more important for developing the next generation of
innovators and creative thinkers.
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4. Innovative Teaching….
• Creative Teaching
• Audio & Video Tools
• “Real-World” Learning
• Brainstorm
• Classes Outside the Classroom
• Role Play
• Storyboard Teaching
• Stimulating Classroom Environment
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5. • Welcome New Ideas
• Think About A New Hobby
• Work Together As a Team
• Puzzles and Games
• Start School Clubs or Groups
• Refer to Books On Creativity
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6. • Education should not be the filling of a pail, but the
lighting of a fire.
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7. Transformations in Education
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Nature of the Teaching Curriculum
Nature of the Classroom
Character of the Learning Experience

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10. Changing Landscape - Students
• Age of incoming students decreasing (slowly)
• Faculty aging
• Economic and other pressures
– Value of education
– Encourage changes in careers later in life
Varied classrooms
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11. Definitions
Generation Years Born Age Today
GI Generation 1900-1924 85-109
Silent generation 1925-1945 64-84
Baby Boomers 1946-1964 45-63
Generation X 1965-1979 30-44
Millennials or Generation Y 1980-2000 9-29
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12. Our Schools
Faculty Students
Boomers
Gen X
Gen Y
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13. Backdrop
• Life experiences impact the way
people learn
• Challenge for faculty to be
effective in teaching and to make
teaching and learning relevant
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14. Generation X
• “Latchkey” kids – both parents working
• Many from single parent homes
• Technologically savvy
• Grew up with corporate downsizing and layoffs,
fewer career opportunities
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15. Generation X
• Independent, problem solvers
• Ambitious, self-starters
• Want support but do not want to be told what to do
or how to do it
• Expect instant gratification, immediate feedback
• Know they must keep learning to be marketable
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16. Generation Y
• Largest generation since baby boomers
• Many from divorced, single parent homes but parents
are extremely hands-on (“decade of the child”)
• Overindulged, overprotected, self-absorbed
• Technologically savvy
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17. Generation Y
• Self-confident, entitled
• Ambitious with high expectations
• Want to know process, rules, how to get ahead
• Expect to start at the top
• Want constant and immediate feedback
• Move quickly from one thing to another
• Not as independent as Gen X (parental back-up)
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18. Mixed Classrooms
Older Students Younger Students
Benefits Experienced Technologically Savvy
Challenges Anxious Lack Identity
Mixed classroom closer to work environment
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19. Our Students
• Surfers and scanners – not readers and digesters
• Expect constant and immediate feedback
• Want directness over subtlety
• Technologically savvy but crave personal contact
• Always hurried – know what they want
• Want to learn
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20. Our Faculty
• Healthiest and wealthiest of generations to date
• Redefine traditional values
• Hard-working
• Passionate (can change the world)
• Believe in hierarchy – may find it difficult to adapt
to more flexible arrangements
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21. How Faculty Spend In-Class Time
Lecturing
60%
Student
Independent
Work 10%
Student
Group Work
15%
Other
15%
What do students retain?
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22. Lecturing
• Research has shown that it is impossible for students
to absorb all of the information in a lecture (limited
short term memory)
• We need every student to learn – not just a few
• More effective approach – get students actively
thinking and learning
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23. Student’s Expectations
• Want solid knowledge base and real-world applications
• Want clear and organized presentation of material
• Want to be stimulated, active and participatory
• Want to know why (how does this activity, reading
connect to my future career?)
• Want faculty to be enthusiastic, helpful and engaged
• Expect “customer service”
• Want face-to-face contact but accept boundaries
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24. Faculty’s Challenges
• Time
– Keeping up with their field
– Dealing with students with varied backgrounds
and skill levels
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25. Strategies
• We must understand learners
• Accept differences among students and between
students and faculty
• Engage students in setting goals and expectations
• Be flexible, creative and try not to be surprised by
anything that happens in the classroom!
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26. Strategies
• Problem-based learning
• Student-centered instruction
(Adult learning/Adult education)
• Competency-based (outcomes-based) instruction
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27. Student-Centered Learning
• Substitute active learning projects and experiences
for lectures
• Hold students responsible for material not yet
covered
• Assign open-ended questions and problems
• Use simulations, role-playing
• Use self-paced or cooperative (team) learning
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28. Student Challenges
• Students feel that teachers have changed the rules
– Teachers not teaching
– Paying tuition for what?
• Team based learning - some do not want to work
in groups
– Do all members contribute equally?
– Too difficult to schedule, coordinate
– Some dominate, others hide
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29. Faculty Challenges
• Fear – stop lecturing & lose control
• Won’t cover all of the material
• Will students do the work?
• Fair assessment of group and team work
• Repercussions of student dissatisfaction (lower
ratings, etc)
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30. Competencies
• Defined by the needs of the workforce and are the
essential knowledge, skills and attitudes (KSA’s)
required to achieve an acceptable level of
performance
• Achieved through formal training in the classroom
and through hands-on field work (e.g., capstone
experience, practicum)
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31. Competencies
• Each competency is supported by multiple learning
objectives.
• Learning objectives for the core competencies
generally fall in lower-middle cognitive domains of
Bloom’s Taxonomy (knowledge, comprehension,
application, analysis)
• Concentration-specific and cross-cutting (or
interdisciplinary) objectives are more complex and
include synthesis and evaluation
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32. Competencies
Competencies
Learning
Objectives
Learning Activities
Input from
employers, alumni,
faculty, staff
and students
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33. Getting from Here to There….
Students
Learn best when outcomes are clear and integrated into relevant context
Need practical - not hypothetical - experiences
Competencies
Increase relevance and accountability in curricula
Challenges
Too many competencies
Levels vary
Assessment
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34. • The Conditions for nurturing creativity
• Self-confidence
• Critical Thinking
• Collaborative engagement
• Multi-disciplinary and multi-talented work teams
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35. Teaching Strategies
• Set context
• Tie topics together continually
• Pre-assignments
• In class lectures and activities
– Opportunity to practice – with feedback
– Audience response system “clickers”
– Short but realistic examples
• Assessments
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36. Be Flexible
• Check-in
– Are students learning?
– How do you know?
– What could be improved?
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37. Strategies
• Use different methods
– In-class
– Outside of class (must link to
course objectives)
• Encourage critical thinking and synthesis
• Create opportunities for reflection
• Pre-class “assignments”
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38. Set The Tone
• Create an environment that supports learning
• Encourage different points of view
• Recognize (discuss) your own biases
• Maintain rigor
• Excite students about content
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39. Good understanding of engagement
Difficult to explain
Engagement Meaning
Passion, Attention, involvement,
participation, inquisitive, Curiosity,
Motivation
In line with edgloassry.org and
PSyCAP definition
Engaged Student
Focused, active at all times,
outgoing, opinion sharing,
prepared, positive attitude, self-
driven
How can we encourage this
behaviour?
Why do students engage?
Marks, Degree, Teacher, Pedagogy
)(difficult question
When do you think about
engagement?
All the time (difficult question) –
How does it manifest in your
planning, creation and in-action
phase?
Engagement Activities ranking
Reflection, Online games,
Discussion,
Readings &Case studies,
Lecture
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41. Behavioural Engagement
Attends, participates,
visible supportive and
positive attitude
Emotional Engagement
Interested, enjoys,
shows belonging
Cognitive
Engagement
Goes beyond
requirements &
inquires
Assess and take as measure for engagement based on degree of visibilityACTIVE QUIET
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42. Examples of innovative approaches in teaching and
learning include:
• Classroom and course management innovations,
including new ways of teaching that promote
student engagement, reorganization of a course(s)
that improves students’ ability to apply what they
learn, course content that clarifies historical
changes in theory, novel assignments that lead to
increased student engagement, student
publications, and/or activities that bring students
from diverse backgrounds together.
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43. • Leadership in innovation that forges new paths and
inspires others within and beyond the institution,
including mentoring colleagues about innovative
approaches, working in administrative and service
positions to promote innovation, actively participating in
committees to promote or create innovation and other
pathways that enhance learning.
• Championing new visions of teaching excellence through
the scholarship of teaching and learning, including
professional contributions to discussions, presentations,
newsletters, publications, and other modes for sharing
innovation.
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44. Behavioural
Engagement
Attends,
participates, visible
supportive and
positive attitude
Emotional
Engagement
Interested, enjoys,
shows belonging
Cognitive
Engagement
Goes beyond
requirements &
inquires
W
H
Y
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45. Aps for teacher to be used…..
• Kahoot
• Google Classroom
• Teach Learn Lead
• Seesaw
• Slack
• Remind
• Additio
• Classtree
• Doceri
• Ted
• Evernote
• Socrative
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46. • Here are some of the clear benefits of using technology
in the classroom:
• It makes learning interesting and engaging, especially for
younger generations raised on the latest technology.
• It allows for faster and more efficient delivery of lessons,
both in the classroom and at home.
• It reduces the need for textbooks and other printed
material, lowering long-term costs incurred by schools
and students.
• It makes collaboration easier. Students, teachers, and
parents can communicate and collaborate more
effectively.
• It helps to build technology-based skills, allowing
students to learn, early on, to embrace and take
advantage of the tools technology offers.
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47. BLIP – Blended Learning In Practice
Toolkit to design engaging programmes/ modules/ workshops/ seminars
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48. How to promote Innovation in Teaching
• By enforcing the role of teachers as champions in the promotion
of more interactive, horizontal, and caring relationships with
students. The social and caring nature of learning is the common
principle underpinning all of our six clusters, which means that
teachers should allocate the time and resources necessary to
allow learners to interact and experiment.
• Teachers need to review their own practices, in order to identify
and better align their creative, intuitive and personal capacities
with those clusters of innovative pedagogies. Some teachers
might incorporate the principles of embodied learning more
naturally. They may feel more confident with arts, design, or
gamification as a result of having positive personal experiences
with using games to learn.
• Third, it is paramount to provide the necessary scaffolding
structures to make teachers integrate, rather than assimilate,
new practices into their repertoire of teaching tools and designs.
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