The presentation by RACHNA SOMANI at EDU-CARNIVAL 2014 - the 6th International conference for school leaders, IIT DELHI.

1. MAXIMIZING STUDENT
SUCCESS THROUGH
INNOVATIONS IN TEACHING
METHODOLOGY
Rachna Somani

3. Introduction
 Student’s success is the most important thing
for an institute as it favours the growth of an
Institute too. Thus the institute works for the
growth and progress of the students.
 Students need a learning environment that
encourages success.
 The structure of teaching may vary with the
teacher’s style of teaching and her students’
needs.

9. Methodology
 Socrative Teaching in which the students have
to discuss and raise many questions.
 The experiment was carried out with the
aspects of chemistry dealing with the
structures and nomenclature type of objective
questions.
 Response to the questions were quick as they
were interested.
 The students were divided further into four
pools on the basis of answers given by them.

10. 0
10
20
30
40
50
60
70
A B C D
Answers given by students on which they were divided into individual
groups

11. Results and Discussion
 The present study has two goals:- to examine
the potential difference between students and
to compare how the different teaching
methodologies affect students’ learning.
 As expected, compared to the developing
students , the brilliant students were more
interactive and gave more in depth answers to
the questions asked to them.

12. 0
5
10
15
20
25
30
35
A B C D
Answers by students in competition

13. 0
10
20
30
40
50
60
70
A B C D
Interaction Initiation

14. 0
10
20
30
40
50
60
70
A B C D
Socrative Questioning

15. Conclusion
 This will examine the student’s learning and
academic attainments with the goal of
improving academic achievements.
 The sessions were promising primarily due to
the presence of both curious as well as brilliant
students in the group.
 The sense of teamwork and competitiveness
urged them to know and share the answers to
enhance the performance.

16. When teachers SEE learning
through the eyes of the student
and when students SEE
themselves as their own
teachers, visible learning
occurs.

17. References
 Andrade M. S.
 (2006). International students in English-speaking
universities. Journal of Research in International
Education, 5(2), 131–154.
 Nicola Curtin (2012). American education research
journal, vol 50 No 1.

1Rebecca Friedman with Chavi Abramson , Education
Next, WINTER 2013 / VOL. 13, NO. 1
 Steele C.M (1997). A threat in the air: How stereotypes
shape intellectual identity and performance. American
Psychologist, 52, 613–629.