This document discusses innovative teaching practices that can be implemented at the school level. It describes practices like providing learner-centered and constructivist approaches, using peer learning, and incorporating multimedia and ICT into classrooms. Blended learning is discussed as a way to combine physical and online classrooms. Flipped learning involves doing schoolwork at home through videos and using class time for application. Spaced learning involves short learning sessions with breaks in between. Other practices mentioned include collaborative learning, mind mapping, concept mapping, brainstorming, and initiatives by the government like e-textbooks and language labs.

1. INNOVATIVE TEACHING -
LEARNING PRACTICES AT
SCHOOL LEVEL
Dr. Madhu Singh
St. Xavier’s College of
Education, Patna

2. "...if we teach today as we
taught yesterday, we rob our
children of tomorrow."
- John Dewey

3. Innovative practices at school
level
Innovative teaching is a proactive
approach to integrate new
teaching strategies and methods
into a classroom.

4. Some innovative practices in classroom
 Provide Opportunities for Learner - centered
Constructivist approach
 Peer-learning
 Use of ICT and multimedia in classrooms
 Demonstration method of teaching
 Interaction-based teaching
 Use of visual and audio aids with emphasis on
thinking (reflection) rather than just learning.
 Engage in purposeful play

5. Blended
Learning

6. Blended classroom
Developed by innovative teachers who see
blended learning as a way to answer pedagogical
needs.
Combines the physical classroom with an online
learning space in order to improve education for
students.
 As a result, it is a mix of blended learning,
formative assessment techniques and visible
learning.

7. The Blended Classroom

9. Blended learning

10. The Blended Classroom
 The two classrooms, the traditional
physical classroom and the online
classroom, both offer unique possibilities.
 In the blended classroom, the teacher uses
the best properties of both classrooms.
 This means we must be familiar with the
characteristics of both classrooms when
planning our teaching.

11. Flipped Learning

12. WHAT IS FLIPPED LEARNING?
 Defined simplistically as
"school work at home
and home work at school.

13. WHY USE THE FLIP?
As curricular requirements grow,
instructors are pressured to make more
efficient use of class time.
In the flipped classroom students can get
the most out of class time by spending it
on practical application, not on inactive
lecture.

14. THE FLIPPED CLASSROOM AND BLOOM’S
TAXONOMY
Students can remember and understand the contents
by reading lecture notes or view the videos.
In the class they involve in activity based learning
individually or in groups thus giving them an opportunity
to master their knowledge and skills by working on the
higher levels of Bloom’s taxonomy by applying,
analysing, evaluating and creating new knowledge and
understanding .

15. Students expressing their pre -knowledge of the topic at
home

16. Online activities– preparing for the
next class

17. Utilizing classroom time for feedback

18. Storyboard

23. Role play

26. SPACED
LEARNING (Applying
the science of learning)

27.  The key to long-term memory formation is not the
amount of time spent on learning, but the amount
of time between learning.
 By switching your learner’s brain cells “on”
(during learning) and “off” again (during breaks),
the learner’s unconscious has time to internalize
the knowledge and the repetition results in long-
term memories.
 Research has also shown that longer breaks
between teaching sessions can result in longer-
lasting memories.

28. What is spaced learning and
repetition?
Spaced learning is a training
technique that involves three 15-20
minute training or learning sessions
with two 10-minute breaks between
the sessions.

29. Spaced learning
 College students often think they can get the
grades they want by “cramming” for hours the
night before a test.
 This simply isn’t the case. Rather than focusing
on long periods of learning, we learn better when
our brain cells are switched on and off, or with
short periods of learning and breaks in between.

30. Collaborative
Learning

31. Collaborative Learning
Collaborative learning is an
educational approach to teaching and
learning that involves groups of students
working together to solve a problem,
complete a task, or create a product. ... It
is through the talk that learning occurs."

32. MIND MAPPING

33. Mind maps were developed in the late
60s by Tony Buzan as a way of
helping students make notes that
used only key words and images,
But mind map can be used by
teachers to explain concepts in an
innovative way.

37. Mind map helps to
1. Save time
2. Boost memory
3. Boost understanding

38. CONCEPT
MAPPING

40. Types of concept maps

41. Types of concept maps
Flow Chart: Linear Fashion

42. Types of concept maps

43. Brainstormin
g

44. The key rules in a
brainstorming session
1. relaxed atmosphere - completely free
2. no criticism or judgements
3. quantity matters
4. all ideas legitimate
5. all ideas put on the sheet of paper
6. evaluation only after the session

45. Organising a session
1. PREPARATION PHASE
2. CONDUCT THE SESSION
3. EVALUATION

46. Innovative practices by
government at school level

47. Innovative practices by government at
school level
E-textbooks
E-pathshala
Barkha: a reading for all digital and
print
Language labs
Multimedia

48. Barkha: a reading for all digital and
print