Dr. Deepika Kohli presented innovative techniques for engaging diverse learners in the classroom. Some of the techniques discussed included spaced learning, flipping the classroom, mind mapping, argumentation, micro-e-learning, peer learning, collaborative learning, and blended learning. These techniques encourage students to learn through a variety of interactive and participatory methods rather than passive lecturing alone. The goal is to keep students engaged with the material in a way that works for different learning styles and abilities.

1. PRESENTED BY:
Dr. Deepika Kohli
Assistant Professor
Khalsa College of Education
Amritsar
INNOVATIVE TECHNIQUES IN THE CLASSROOM

2. Call of the day ………….
 Making learners the effective thinkers
Making teachers the effective facilitators
Image Credit: Sociedade da informação, do ...pt.slideshare.net

3. CHALLENGE
Teaching diverse learners in a way that keep
them engaged and interested in the material.
TECHNIQUESTHATCANBE
FOLLOWED?

4. SpacedLearning
 Condensed learning content is repeated two or
three times, with two 10-minute breaks during
which activities are performed by the students.
 Encourages students to quickly switch through
activities.
 For example: providing ten minutes of knowledge
on the respiratory system with a PowerPoint
presentation and then having 10 minutes of
discussion or any game would be the way to get
the better grades.
 Allowing learners to relax.

5. Flip your classroominstruction (Inverting your class)
 The Flipped Classroom Model basically involves
encouraging students to prepare for the lesson
before class.
 To put it simply, in a flipped classroom model,
students work on ‘homework’ in the classroom
and watch ‘lectures’ at home.
 This allows students to go beyond their normal
boundaries and explore their natural curiosity.

6. Pair works : Pairs who learntogether
 Two pupils with similar abilities carry out a task co-
operatively. This is a homogeneous pair.
 In the case of pairs who learn together, one child has
weaker abilities than the other. The pupil with the
better abilities acts as a “teacher” (teaching while
learning). This is heterogeneous pair.
 May carry out several functions (reading, writing,
counting, thinking).

7. MINDMAP
 Diagram used to visually organize information.
 Learning and remembering by using the full range of visual and
sensory tools
 Help to recollect information for long time.
 Image Credit: https://images.app.goo.gl/wv51oqzMj2hYE21n7

8. Learning ThroughArgumentation
 Students can advance their understanding of
science and mathematics by arguing in ways
similar to professional scientists and
mathematicians.
 Argumentation helps students attend to
contrasting ideas, which can deepen their
learning.
 It also allows students to refine ideas with others,
so they learn how scientists work together to
establish or refute claims.

9. 7 Micro e- LearningTechniques
 Micro-games online
 Lesson-based Podcasts recording a small amount of
information, that can be discoursed far and wide, can give
learners the chance to gather important data and knowledge
from the comfort of their own homes or offices
 Online Multimedia presentations (slide shows)
 Simulations that teach a skill set You can also use
simulations, either online or in group settings, that teach a
particular skill set.
 Instructional videos
 Online assessment and quizzes
 Educational blog posts

10. Free Online Learning Tools
 Encourage your students to use free online learning tools
for Mind Maps, Flashcards, Quizzes , Notes and many
more.
 Create a Group and invite others to become a member.
 Share study resources directly with other students online
 For Example: Refer www. noodle.com
 Clever
 Schoology
 Desmos
 InstaGrok
 Plotly
 Edmodo
 Kahoot

11. Z TO A APPROACH
 Application of a particular concept first and explain the
effects of such applications later on.
 Helps in creating long lasting memory / correlation of a
concept.
 Example we may try is that in science Have you ever wondered
how fast a heavy object falls compared with a lighter one?
Imagine if you dropped both of them at the same time. Which
would hit the ground first? Would it be the heavier one because it
weighs more? Or would they hit the ground at the same time? n
this activity you'll do some of your own tests to determine
whether heavier objects fall faster than lighter ones.
 Example we can try is that in accounting the Income statement
and Balance Sheet can be explained first and later drawing their
attention to double entry system of book keeping.

12. Peer Learningor instruction or tutoring or teaching
 Is a type of collaborative learning
 that involves students working in pairs or small groups to discuss
concepts or find solutions to problems.
 This often occurs in a class session after students are introduced to course
material through readings or videos before class, and/or through
instructor’s lectures.
 Similar to the idea that two or three heads are better than one
 Students teach each other by addressing misunderstandings and clarifying
misconceptions.

13. Peer Learning Strategies
 Buzz Groups: A large group of students is subdivided into smaller
groups of 4–5 students to consider the issues surrounding a problem.
After about 20 minutes of discussion, one member of each sub-group
presents the findings of the sub-group to the whole group.
 Affinity Groups: Groups of 4–5 students are each assigned particular
tasks to work on outside of formal contact time. At the next formal
meeting with the teacher, the sub-group, or a group representative,
presents the sub-group’s findings to the whole tutorial group.
 Solution and Critic Groups: One sub-group is assigned a discussion
topic for a tutorial and the other groups constitute ‘critics’ who observe,
offer comments and evaluate the sub-group’s presentation.

14.  ‘Teach-Write-Discuss’: At the end of a unit of instruction,
students have to answer short questions and justify their answers.
After working on the questions individually, students compare
their answers with each other’s.
 Role-play, debates, case studies and integrated
projects are other exciting and effective teaching techniques
that stir students’ enthusiasm and encourage peer learning.
Students thus have diverse opportunities to experience in a
reasonably ‘safe’ and unconstrained context (while perhaps being
evaluated by another group and/or the teacher), reactions to
complex and ‘real’ problems they may face later in their careers.

15. Analytics Of Emotions
 Automated methods of eye tracking and facial
recognition can analyze how students learn, then
respond differently to their emotional and cognitive
states.
 For classroom teaching, a promising approach is to
combine computer-based systems for cognitive
tutoring with the expertise of human teachers in
responding to students’ emotions and dispositions, so
that teaching can become more responsive to the whole
learner.

16. 3–2–1 Countdown
 When students learn something they find useful, they’re likely
to want to use that learning in some way.
 Give them cards to write on, or they can respond orally. They
are required to respond to three separate statements:
3 things you didn’t know before
2 things that surprised you about this topic
1 thing you want to start doing with what you’ve learned
 You can also ask them different kinds of questions.

17. Collaborative learning or groupwork
 Knowledge is a social construct.
 Act of giving the responsibility of the learning to the
students.
 Students team together to explore a significant question or
create a meaningful project.
 Online collaborative learning: A group of students
discussing a lecture or students from different schools
working together over the Internet on a shared assignment
are both examples of collaborative learning.
 Variety of forms, such as quick, active learning activities
in class or more involved group projects that span the
course of a semester.

18. Collaborative activities
 Think-pair-share
This activity helps to relieve the anxiety and mental block of
being called on to answer a question in class. The rules are as
follows:
1. Ask an open-ended question or pose a problem to the students.
2. Give the students a time limit in which they can ponder the
answer.
3. Have them discuss their answer with someone sitting next to
them.
4. Call on different pairs to share their answers.

19.  Phillips 66
Phillips 66 helps to get the class into discussion mode:
1. Choose six people in the class (preferably in different
parts of the room)
2. Ask a question about the homework, the reading, or any
other pertinent subject about the class.
3. Tell them they have six minutes to discuss the topic.
 Role play
 Debates
 Group projects

20. Cooperative learning
 Specific kind of collaborative learning.
 Students work together in small
groups on a structured activity.
 Individually accountable for their work,
and the work of the group as a whole is
also assessed.
 Cooperative groups work face-to-face
and learn to work as a team.
 Within a school or class

21. Categories of COOPERATIVE LEARNING
 Discussion: communicating like Think-pair-share, Three-step
interview
 Reciprocal teaching: explaining, providing feedback,
understanding alternative perspectives
 Note-taking pairs
 Jigsaw (for more complex problems), this structure provides
students the opportunity to develop expertise in one of many
components of a problem by first participating in a group solely
focused on a single component. In the second stage of the
exercise, groups are reformed with a representative from each
expert group who together now have sufficient expertise to
tackle the whole problem.

22.  Graphic organizers: Discovering patterns and relationships
(Concept mapping)
 Sequence chains: The goal of this exercise is to provide a visual
representation of a series of events, actions, roles, or decisions
 Writing: organizing and synthesizing information
 Dyadic (interaction between a pair of individuals) essays in
class, students exchange essay questions and write a spontaneous
answer essay. Students then pair up, compare and contrast the model
answer and the spontaneously generated answer. Subsequently,
questions and answers can be shared with the larger class.
 Peer editing: As opposed to the editing process that often appears
only at the final stage of a paper, peer editing pairs up students at the
idea generation stage and peers provide feedback throughout the
process.
 Problem solving

23. BLENDEDLEARNING
 The terms "blended learning," "hybrid learning,"
"technology-mediated instruction," "web-enhanced
instruction," and "mixed-mode instruction" are
often used interchangeably in research literature.
 Practice of using both online and in-
person learning experiences when teaching
students.
 Facilitated by the effective combination of
different mode of delivery, models of teaching
and styles of learning.

24. Flexible Fridays
 An in-depth session of a subject having a whole day
of mathematics or some other subject.
 To help each student to study and learn what is the
most difficult for him/her personally.
 Somebody repeats, somebody learns.
 Focus on one thing while in school.
 It means that students don’t have a breaking point by
spending hours struggling with a subject along at
home.
 To Grasp difficult concepts.

25. Social Media
 With little motivation engaged the students with social
media in the classroom settings.
 For example: Initiative carried out by the
Brazilian Academy of Languages “Red Ballon”,
which encouraged students to review the tweets of
their favourite artists and correct grammatical
errors that they committed in an effort to improve
their English language skills!
 Make What’s up group, use of E-blogs, Twitter,
Facebook etc.

26. virtual classroom
 An online classroom that allows participants to
communicate with one another, view presentations or
videos, interact with other participants, and engage with
resources in work groups.
 Online learning environment: The environment can be
web-based and accessed through a portal or software-based
and require a downloadable executable file.
 Just like in a real-world classroom, a student in a virtual
classroom participates in synchronous instruction,
which means that the teacher and students are logged into
the virtual learning environment at the same time.

27. web based instruction
 Sometimes called e-learning is anywhere, any-time
instruction delivered over the Internet or a corporate
intranet to browser-equipped learners.
 Two primary models
(i) Synchronous (instructor-facilitated)
(ii) Asynchronous (self-directed, self-paced).
• Combination of static methods (learning portals,
hyperlinked pages, screen cam tutorials, streaming
audio/video, and live Web broadcasts) and
interactive methods (threaded discussions, chats,
and desk-top video conferencing).

28. Mnemonics(Memorytechnique)
 Encode difficult-to-remember information in a way that
is much easier to remember.
 Memory devices that help learners recall larger pieces of
information, especially in the form of lists like
characteristics, steps, stages, parts, phases, etc.
 The 9 basic types of mnemonics include song, rhyme,
image, or phrase, Name, Expression/Word, Model,
Ode/Rhyme, Note Organization, Image, Connection, and
Spelling Mnemonics.

29. Other Innovative Techniques
 TEACHING WITH SENSE OF HUMOUR
 ROLE PLAYING
 SCENARIO ANALYSIS BASED TEACHING
 INQUIRY BASED LEARNING
 CASE-BASED LEARNING
 FIELD ENGAGEMENT
 DRAMAAS A TECHNIQUE
 BRAIN STORMING TECHNIQUE

30. PLATFORMS YOU MAY USE FOR THESE
TECHNQUIES
IN THE FACE TO FACE
CLASSROOM MODE
ZOOM PLATFORM
GOOGLEMEET OR
ANY MEETING APPS

31. REFERENCES
 101 ideas for innovative teachers by Microsoft Hungary
 Innovative Methods of Teaching by Dr. Damodharan V. S.
ACCA, AICWA and Mr. Rengarajan.V AICWA
 http://searchsoa.techtarget.com/definition/Web-based-
training
 https://www.google.co.in/?gfe_rd=cr&ei=VM99V4b9LMKL8
Qev8KqABw#q=peer+learning
 Image Credit:
https://images.app.goo.gl/wv51oqzMj2hYE21n7
 Image Credit: Sociedade da informação, do
...pt.slideshare.net
 https://uwaterloo.ca/centre-for-teaching-
excellence/teaching-resources/teaching-
tips/developing-assignments/group-work/group-work-
classroom-types-small-groups