Gyaan Vistaar

gyaan vistaar

Innovative teaching practices of teachers of VES

Keep Innovating!

VESLARC

Vivekanand Education Society’s
Leadership Academy and Research Centre

Introduction

Students, who wish to learn, have teachers and text-books. But what does
a teacher turn to, when wanting to learn about newer ways of teaching?

“Innovation” is a common buzzword. Does it impact the world of education
too? The Internet does offer some answers. But the glut of information

leads to the challenge of separating “the grain from the chaff”. What if the
teacher is discerning, and would prefer to know about tried and tested
creative teaching methods that his or her peers may have used?

Gyaan Vistaar is a tiny attempt at answering some of these questions. It is
both – a product of the innovative teaching of the teachers of Vivekanand
Education Society (VES), and also, a “ready reckoner” for teachers who are
desirous of transforming traditional teaching methods into more impactful

approaches.
So, in a way, Gyaan Vistaar is a tribute offered by teachers, to the sacred

calling of teaching.

The genesis of such inspiration? None other than the revered founder of
the VES family, Karma-yogi, late Shri Hashu Advani-ji. The seed of
“Nishkam karma” sowed by him in 1962, towards the goal of quality

education for the masses, continues to grow, bear fruit and bring succor to
more and more people in society. His unparalleled and selfless legacy of
dedication and pursuit of excellence in the field of education continues to
bring wisdom, clarity and vibrancy even today, to the students, teachers

and staff of the VES family.

Editorial Team

Anushka Punjabi
Executive Manager - VESLARC; Chief co-ordinator – Gyaan Vistaar

Piya Mukherjee
Director – VESLARC; Ideator & editor – Gyaan Vistaar

Piyush Mantri
Student - VES - Visual Designer

Tejaswini Patil
Assistant Manager – VESLARC; Co-ordinator – Gyaan Vistaar

gyaan vistaar

A reference compendium
Of

Innovative Teaching Practices
Of

Teachers and Professors of
Vivekanand Education Society

(VES)

Foreword

Message

Message of Shri Mahesh Tejwani, President of Vivekanand Education
Society

Dear Teachers and Professors of Vivekanand Education Society
Namaskar.

It is a matter of pride and joy for me to congratulate all of you, who
have not just been working with the VES family with dedication, but
have also taken additional efforts to go the extra mile and make your
teaching innovative and enjoyable for the students.
You will know and agree that the world is changing at a very rapid
pace in all areas and this creates the need for innovative teaching and
learning. The increasing use of technology in teaching poses its own
opportunities, as well as challenges. At the same time, even young
children today enjoy the easy access to information, making the role
of traditional lectures and traditional text-books in danger of
redundancy.
In this scenario, VES holds the potential to emerge as one of the
torch-bearers of innovative teaching and learning, through an initiative
such as Gyaan Vistaar.
As the name of this book suggests, the spreading of knowledge is in
itself a sacred endeavour. When such knowledge is presented to
students in an innovative, creative and interesting way, the learning is
much more impactful. The teacher can then be more confident that
there will be true understanding and not merely superficial
memorization.
Thus, every effort towards innovative teaching is a step towards true
transformation of our students into productive, ethical and happy
citizens.
May this book help spread the light of learning to society, the nation
and the world!

Message

Message of Shri Dinesh Tahiliani, Secretary of Vivekanand Education
Society

Dear Teachers and Professors of Vivekanand Education Society
Namaskar.

VES has always symbolised values-based education. One of the
values crucial for progress, is the pursuit of excellence. And that, in
turn, calls for the spirit of innovation. Innovation can happen in any
area, be it at the workplace or at home, in classrooms or in the sports
ground.
Today, the need for innovation is acutely felt in classrooms. If the
“Make in India” dream of the nation is to become a reality, then we
must find better, more efficient ways to tackle challenges, and shape a
prosperous and productive future. And classrooms are the crucibles,
where the future leaders of India, the next generation of
entrepreneurs, managers and professionals, are being shaped. Our
Institutes for engineering and management are focusing on research,
which is the need of the hour. Other Institutes too are working
towards cutting-edge methodologies.
All this becomes even more relevant in the context of the noble ethos
that the elders of VES have enshrined, and we, the current nurturers
of the legacy, consider our privilege to uphold. Ideals such as quality
education for all, no donation and no capitation fees, give us a
distinctive quality.
It is therefore my pleasure and privilege to congratulate each and
every teacher and professor of the VES family, who strives to use
creativity in teaching, so that the students are inspired to think
beyond their textbooks. Thanks to your efforts, Gyaan Vistaar has
emerged as a small but significant gift made by the teachers of VES,
for the larger teaching community.
I extend my best wishes to the teachers and professors of VES – may
the lamp of true education always shine bright. Be inspired and be
inspiring!

Message

Message of Shri Amar Asrani, Treasurer of Vivekanand Education
Society

My heartiest congratulations to the teachers and professors of the
VES family, for the creation of Gyaan Vistaar! You, the teachers, are
the nurturers of the invaluable legacy of our founder, Karma Yogi, late
Shri Hashu Advani-ji.

More than 5 decades ago, when the seeds of this leagacy were first
sown, a good teacher was one who was dedicated and sincere, along
with being competent to teach. Today, however, these qualities are no
longer sufficient. A teacher also has to be innovative. He or she must
remember: A child may not be able to learn in the usual way in which
the teacher teaches. So the teacher then must teach in a way that he
can learn. It is the teacher who needs to adapt to the intellectual and
emotional level of the students’ understanding.
Swami Vivekananda, the great soul who has inspired the very name of
our family of institutes, had described education as a “man-making”
process. This process therefore needs the teacher to “step into” the
mind and heart of the student, and offer the learning input in a way
that the student can quickly understand.
It is said in the Indian scriptures that the Creator (Srijan) creates the
world with all its beauty and diversity (Srishti) with joy and satisfaction.
In a way, a teacher is nothing less than a Srijan, planting the seeds of
learning in the minds of the students, and creating a beautiful world of
knowledge, at a subtle level. Let this endeavour be always invigorated
with creativity, enthusiasm and innovation!

Editor’s Note

If a country is to be corruption free and become a nation of beautiful
minds, I strongly feel there are three key societal members who can
make a difference. They are the father, the mother and the teacher.
-Dr. A. P. J. Abdul Kalam

A culturally rich, vibrant and growing nation like India will
increasingly focus on the development of students, for a
better society and a brighter future. Rightly so.

However, for our students to be bright, healthy,
productive and fulfilled, we need to constantly work
towards interesting and innovative ways of bringing
learning inputs. Gone are the days of the “chalk-and-talk”
method being enough in classrooms – today, even
toddlers are techno-savvy. It is no longer enough for a teacher to utilize
traditional methods of teaching. The ease of accessing information through
smart-phones and the Internet, and the consequent decrease of
attention-span of students, has led to a situation where a school teacher or
college professor must use creativity in order to make learning useful,
engaging, interesting and enjoyable.

A tiny and humble attempt to address the above concerns, has led to the
creation of Gyaan Vistaar – the VES Reference Compendium of Innovative
teaching ideas, initiated by VESLARC (Vivekanand Education Society’s
Leadership Academy and Re-search Centre) and created through the
contribution of ideas of the school teachers and college professors, of VES
(Vivekanand Education Society).

The objective is two-fold: to share with the teaching fraternity, the various
interesting, engaging and innovative ways in which teaching and learning can
happen. And also, to send a message to the teaching community: You are an
extremely valuable segment of society and your work is appreciated!
The dream is thus to create and nurture the spirit of innovation inside
classrooms laboratories, and lecture halls, so that learning becomes
increasingly meaningful, student-sensitive, and application-rich, leading to a
prosperous, happy and healthy nation.

Welcome to the “Saatwik Dynamism” brought to you by Gyaan Vistaar!

Please write in with your queries, feedback and suggestions at
[email protected].
- Piya Mukherjee, Director - VESLARC

INDEX

Innovative Ideas for teaching students of 6 to 15 years of age
Contributed by the Teachers of the Schools of Vivekanand
Education Society (VES)

1. Understanding the Periodic Table Ms Rema Nair

2. Teaching Geometry using an adjustable model Ms T. Umabharathi

3. Innovative Techniques to teach History Ms Deepika Sharma

4. Mixed-bag of Activities to explain concepts of festivals Ms. Priya L Chainani

5. Happy Activities to help students learn Subtraction Ms Pooja Bindu

6.Multidisciplinary activities and demonstration Ms Meena Nambiar
- to teach concepts and also embed value education

7. The use of games to teach English Grammar Ms Meena Nambiar

8. Learning through Observation Ms Priya Shirodkar
Ms Mona Yadav
9. ek=kvksa dk Kku

10. Spin the Wheel Ms Neha Omprakash Yadav

11. Peer Tutoring Strategies Ms Shakuntala Maurya

INDEX

Innovative Ideas for teaching students of 16 years and above
Contributed by the Professors of the Colleges of Vivekanand

Education Society (VES)

1. Interactive Learning using games, audio-visual aids, Ms Ajeeta Divekar and

surveys and “live” activities Ms Preeti Shetty

2. Field Trips with a difference – Student-driven learning Ms. Monisha L Ludhani

3. Formulation of Business Project Ms. Alice Dyson and

Ms. Vandana More

4. Technical Cricket Quiz Mr. Mahadeo Narlawar

and Ms.Vaishali Rajeshirke

5.Workshop-cum-competition on EDST Ms Sangita Bhoyar

6.“Learning through Questioning” Mr. Sanjay Wankhade

7.Student Mentor Method to help Below Average Students Mr Mangesh Patil

8.5-slide presentation for learning Ms Janisha Gala

9. Immediate oral mock assessment Ms Janisha Gala

10.Learning through Continuous Group Activities Ms Dona Joseph

11. Banking Financial League (BFL) – a quiz with a difference Ms Minal Gandhi

12.“Six Words Competition” to create innovative banking productsMs Minal Gandhi

13.Collection of Documents to learn about Banking Ms Minal Gandhi

14.Learning through Research Ms Varsha Ganatra

15.Economics Exhibition-cum- Workshop – “Eco Shop” Dr. Suniti Nagpurkar

16.Melange of Activities for Physics geeks Dr. Anita Kanwar

17.“Mix-and Match” Practicing Programming Techniques Mr. Kamlakar Bhopatkar

18.Use of ICT Techniques Ms. Madhavi Vaidya

19.“Newspaper-textbook” – using newspapers for learning Ms Mahalakshmi Shankar

20. “The Investors’ summit”- multi-disciplinary learning Ms Mahalakshmi Shankar

21.Real-life simulated Learning - setting up of hypothetical Ms Parinita U. Madan

chemical companies

INDEX

22.Poster Presentations – teaching trends in Chemistry, Ms Parinita U. Madan

With a special focus on Nobel Prize winners

23. Case-study based Quiz Dr. Supriya Shidhaye

24. Ecoclub Activity Dr. Sandip Zine

25. Model-Making to understand Physical Organic Chemistry Mr. Vivek Nalawade

26. Analysis of Actual Diagnostic lab reports Ms. Pradnya Shinde-Korlekar

and Ms. Gayatri Aggarwal

27. Analysis of Actual - Patient Cases Mrs.Pradnya Shinde-Korlekar

and Mrs. Gayatri Aggarwal

28.Use of Animated Depictions Ms. Pradnya Shinde-Korlekar

and Mrs. Gayatri Aggarwal

29.Use of Process Oriented Guided Inquiry Learning (POGIL) Dr. Maya Bhat

30. “Awakening the Scientist” Mr. A. Nagananda

31.Peer to Peer Learning for Corporate Placement Ms Indira Bhattacharya

32.Advocacy Skills Competition Mr. Manoj Kumar Naik

33.Practical Training through Legal Aid Clinic Mr. Manoj Kumar Naik

34.Using Theatre / Drama to teach communication skills Mr. Sanjay Gajria

35.“Role Play cum Debate cum Case study” to learn how Ms Piya Mukherjee

to resolve an ethical dilemma

gyaan vistaar

Innovative Teaching Ideas
For students of 6 to 15 years of

age
Contributed by
the Teachers of the Schools
of Vivekanand Education Society

(VES)

Elemental Orchestra – Under-
standing the Periodic Table

Idea Contributor: Ms Rema Nair

Department: Chemistry

Institute: Swami Vivekanand High School

Description

Understanding the elements of the Periodic Table and the ‘Symphony’ they make
together when combined with other elements in the right proportion, helps
students understand elements better and apply their knowledge more sensibly.

Process

Students are allotted atomic numbers and instructed to get an insight into themselves
as ‘Elements’ – their behaviour, their occurrence, their origin& any information special
to that particular element. They are also asked to prepare an Identity card with their
new name and details.
The teacher, as the ‘Conductor’ of the orchestra first asks the elements to re-arrange
themselves as s, p, d & f block elements.
As they form the group, they informally introduce themselves to each other in the
block.
The self-appointed Leader gives general information about the group.
The ‘Conductor’ then proceeds to select his lead ‘Player’ elements.
In order to do that, she reads out three one word characteristics of a particular element
like for e.g.: Sea salt producer; Toothpaste; Most electronegative, which indicates the
element ‘fluorine’.
The Element recognizes itself and joins the Conductor on stage.
In this way, the conductor selects ten different probable ‘Lead Element’ players.
The Elements then need to prove themselves worthy of playing lead.
The ‘six Inert gases’ are called forward to act as the group of ‘Inert judges’.
Each of the ten elements selected talk about themselves in terms of what makes them
special & unique!
The judges decide the best of the elements based on criteria like uniqueness,
confidence, presentation, and choose the winner.
The Winner Element gets the “ELECTRO – DYNAMIC ELEMENTALITY SMILEY” Award.



Teaching Geometry using an
adjustable model

Idea Contributor: Mrs. T. Umabharathi

Institute: Swami Vivekanand High School &

Junior College, Sindhi Society

Description

A simple model can be an innovative tool to teach students mathematical concepts,
in a hands-on and enjoyable manner.

Process

Prepare a model that has four sides, with each side having a long groove. The model is
fixed with four nails and screws. It is to be built in such a fashion each side-arm can be
moved along the groove easily to enable the user to increase and decrease the lengths
as desired to make various quadrilaterals. By keeping both lengths and breadths one
can make the model as rectangle, keeping all sides equal, it can be made as a square.
Keeping both sides parallel a parallelogram and kite, and so on.
Explain the theoretical concepts to the students.
Help them derive the properties of all quadrilaterals by taking actual measurements of
the sides. Lengths of the sides, lengths of the diagonals and angles of quadrilaterals
can be measured by students themselves.
This model helps in the teaching of not only the properties of quadrilaterals but also the
concepts of angle, triangle exterior angle, remote interior angles, adjacent angles, and
linear pair of angles. To measure the angles, a protractor with graduated scale, is made
and fixed to the model.
Thus, students can measure angles of various geometrical figures and study their
relation with the mathematical concepts. “Learning by doing” method is the most
innovative techniques to teach geometry.

Innovative Techniques to teach
History

Idea Contributor: Ms Deepika Pankaj Sharma

Department: English & History

Institute: Swami Vivekanand High School

Description

The teaching of history can be made more meaningful, by first encouraging
children to close their eyes, focus on the “story” and then by building references to
various parallel and allied events, so that the student remembers the data, in a
pictorial manner.

Process

In order to make learning of dates and events easy, a teacher can ask the students to
first close their eyes, while the teacher explains the events in form of a story. Closing
their eyes allows them to use their imagination, to visualize events as the unfolded in
the past.
The teacher can remind the students to listen carefully and to connect the dates and
the events. In this manner a child will silently listen and will effectively absorb the data.
Thus, the teacher can correlate the events and then explain that after the Turks
conquered Constantinople, there was a need felt by the Europeans to search for new
markets and trade routes. Hence the Portuguese traveller, Duke Henry, encouraged
sailors to discover and use new sea routes. Next, the teacher can now introduce the
inventions that proved useful such as the Astrolabe and the Mariner’s Compass.
Further, he or she can add how Vasco da Gama reached the Port of Calicut in India.
Later, the teacher can introduce the topic of Renaissance and the students will be clear
about the context and the background.
Also, recapitulation is crucial before starting a new lesson in history, as it helps the
students to become thorough with the previously-taught content, before proceeding
ahead.

Mixed-bag of Activities to explain
concepts of festivals, culture and
so on

Idea Contributor: Ms. Priya L Chainani

Institute: Swami Vivekanand Primary School

Description

Using a festival as an example, a primary school teacher can bring in learning about
culture, festivals, traditions, customs, language, composition and even values such
as sharing. Students learn by working together on enjoyable activities such as
decorating and singing. The process is interactive. Here, Christmas is the example
taken to teach these concepts.

Process

A multi-disciplinary approach, using songs, pictures, question-answers, dressing up,
essay writing and participative activities, are used to teach a concept to the students.
For example:
The teacher starts the topic by singing a Christmas carol and asks the students when
this song is sung. Some students answer “Christmas day”.
The teacher then shows a toy model of baby Jesus and asks who the model
represents. After getting the answer as baby Jesus, teacher explains that Christmas
carols are sung as to welcome the birth of Jesus Christ, and that Christians go to
attend the midnight mass on the night of 24th December.
The teacher shows the students a Christmas tree and explains the significance of the
Christmas tree as a celebration of life, and how decorating the Christmas tree is a
family tradition. She describes how the decorations on the Christmas tree have their
own importance, such as the bells keeping away evil spirits, candy cane reminding us
of the shepherds at Jesus’ birth, stockings hung for Santa Claus to fill all the good
things of life, and mistletoe to symbolize changing things for the better. The teacher
also explains the importance of the red and green color of Christmas
A student dresses up a child as Santa Claus, and distributes sweets.
Using the lyrics of carols, the teacher can write key words on the blackboard and ask
the students to develop a composition. Students frame different sentences on the
theme of Christmas.
Children enjoy working in teams to decorate the Christmas tree, and singing carols.
Lastly, children write a composition on the Christmas festival with the help of the given
words, in their notebooks.

The use of simple, yet useful
games to teach English Grammar

Idea Contributor: Ms. Meena Ashok Nambiar

Institute: Vivekanand English Primary School

Description

Simple games can be used to teach students the concepts of pairing nouns with
appropriate adjectives.

Process

The teacher introduces the lesson by first gauging the existing knowledge of the
students.
Next, she shows pictures of a person, place, animal and thing and then asks them to
name the pictures.
After putting down these naming words, she asks the pupils what naming words are
also called. After getting the answer, “Nouns”, she asks them to tell something more
about the nouns in the pictures.
They are asked to give at least two adjectives per noun. She explains the definition of
Adjectives. She begins with the games and activities to teach the types of adjectives.
Feel and Describe – There is a bag containing articles like earring, car, orange, toffee,
blade etc. Children are called randomly and asked to pick any article from the bag and
then describe it in their own way. The pupils say pretty ear-ring, blue car, sweet toffee
etc. She then explains Qualitative Adjective using these examples. After the
explanation, the children are asked to make a garland of Adjectives.
Preparation of lime juice – To teach Adjective of Number and Quantity, the teacher
calls out the child sitting in a certain seating order. I.e. first, third, etc. Under the
teacher`s supervision, the child is asked to make lime juice and the procedure is put up
on the Blackboard, in this way: Take one glass, pour some water, add 2 teaspoons
of sugar, put a little salt, add 1 ice- cube, serve to the last child. She helps the pupils to
indentify Cardinal and Ordinal numbers and put them in the Adjective of number
column and the remaining in Adjective of quantity column.

Fish Pond
The teacher calls out few children and makes them “fishermen”. She gives each a
fishing rod. The game happens in this manner –
There is a pond of nouns as “fish”, such as suitcase, granny, girls, mother etc. written
on slips of paper.
There is another pond of adjectives with “fish”, meaning, adjectives such as heavy, old,
etc. written on slips of paper.
The fisherman have to fish from the Noun`s pond and then a fish from the Adjective`s
pond that will match each other. Eg. Loving mother.
Since there are U- clips on the fish made of card paper, the magnets in the rods easily
pull out the fish.

Objectives achieved, include: High degree of interest, easy understanding of concepts,
ease in application of knowledge.

Honest Kind
Truthful
Hard-
working

Multidisciplinary activities and
demonstration - to teach concepts
and also embed value education

Idea Contributor: Ms. Meena Ashok Nambiar

Institute: Vivekanand English Primary School

Description

Making use of various activities wherein the pupils are involved, goes a long way in
helping the students learn in an enjoyable manner and also retain their learning. The
example of writing an essay on “My country” has been taken here, to explain the idea.

Process

The teacher begins by reciting a Sanskrit Shloka that extols the mother, the father and
the Guru as Divine. She then goes on to tell how Mata (Mother) is held high in every
respect. She explains how nature is referred to as “Prakruti Mata”, country as the
“motherland” and so on. Later, she sings Vande Mataram and asks the pupils to
recognize the country that has been glorified thus. With the help of a map, the
geographical features around India, such as the Himalayas, the Bay of Bengal, the
Indian Ocean, and the Arabian Sea, and the neighbouring countries are plotted.
Next, she moves on to the theme of unity in its diversity.
a.Students are dressed up as Punjabi, Maharashtrian, Bengali, Tamilian and so on
b.They learn a few lines in their mother tongue and speak before the class.
c.Some students are asked to speak the different festivals that they celebrate at home.
d.Other students bring to the class, special festive delicacies, as prepared on different
festivals. These are initially exhibited and later shared and cosumed.
Next, the teacher moves on to history and Indian leaders. The names of the national
leaders are taught through riddles. Eg. “I never step out without a rose” - Pandit Nehru,
”I am a great believer in the power of truth” – Gandhiji, “Sarvajanik Ganeshotsav was
my brainchild” – Lokmanya Tilak.
Thus, various points for the composition are discussed by making the abstract
concrete.
Objectives achieved, include:
High levels of attention through participative learning.
Increase in confidence, reduction of stage fear
High level of interest in dress, food, national leaders and so on
Very high retention of concepts used to build the essay

Learning through Observation -
Real-life visits and simulation

Idea Contributor: Ms. Priya Shirodkar

Department: Mathematics

Institute: Vivekanand English High School

Description

Learning from textbooks can be supplemented by helping students learn from their
own observations – either through real-life visits to relevant places, where they can
observe transactions, or by way of class-room simulations.

Process

Children can be asked to visit a market place and purchase an item, under the
supervision of their parents or other grown-ups. They can be asked to then narrate in
class what they have observed about selling price, discount, and so on. This allows
them to learn mathematical concepts by observing real-life applications.
Further, simulation of the same in the classroom can be done. They can be asked to
create a scene of a market and ‘sell’ the same item which they have purchased, to a
classmate. This will give them a clear idea of the concept 'Profit and Loss'. They will be
able to remember all the terms properly. Similarly, children can be asked to visit a bank
with their parents and to observe how their parents are performing various banking
transactions. They can note down various terms like “loan”, “interest”, “debit”, “credit”
and so on. Based on this, concepts like “Simple Interest”, “Compound Interest”, and
“Discount and Commission” can be taught.

Linking classroom teaching to these two kinds of observation-based approaches (i.e.
real-life visit and classroom simulation) allows children to clearly and quickly
understand concepts, and to apply their knowledge well.

ek=kvksa dk Kku

Idea Contributor: Ms Mona S. Yadav
Department: Hindi
Institute: Vivekanand English High School

Process

,slk ns[kk x;k gS vf/käj Nk= ek=kvksa es xyfr;k¡ djrs gSA tSls & esjk dks eksjk] eS
dks es] fy[krs gSA ,sls Nk=ksa dks ek=k Kku nsus ds fy, #fpiw.kZ ekxZ viuk;k tk ldrk
gSA ftlls Nk=ksa dh ftKklk c<+sxh vkSj fganh Hkk"kk ds çfr :fp mRiUu gksxhA fups
fn, fp=ks ds ek/¸e ls ge vklkuh ls ek=k Kku ns ldrs gSA

çFke fp= es MaMk dk mi;ksx djds fp= fn[kkdj ge crk ldrs gS fd bldk mi;ksx
tc fdlh vNj ds ckn gksrk gS rks og vk dh ek=k dgykrk gSA fd ek=k ds fy,
Vksih mi;ksx] rFkk "dw" dh ek=k ds fy, MaMs dks ?kqekdj ck;sa ls nk;sa dh rjQ fd;k
x;k gSA rFkk dS ds fy, MaMs dks Åij dh rjQ djds mldk eq¡g ck;sa rjQ fd;k x;k
gSA da ds fy, fcanh rFkk d% ds fy, ckyksa es Qwy dk m;iksx fd;k x;k gSA bl çdkj
cPps vklkuh ls ek=k Kku xzg.k dj ldrs gSA

Spin the Wheel

Idea Contributor: Ms Neha Omprakash Yadav
Department: Hindi
Institute: Vivekanand English High School

Process

[ksy fof/k & O;kdju ds va=xZr fodkjh o vfodkjh 'kCnksa dks fl[kkus ds ckn i'pkr
fo|kfFkZ;ks }kjk mnkg.kZ çkIr djuk ;g v#fp ;qä yxrk gSA bls vkSj vf/kd #fpiw.kZ
cukus gsrq [ksy fof/k ds va=xZr ,d pØ rS;kj dj ml ij laKk] loZuke] fo'ks"k.k]
vO;; bR;kfn çdkj fy[kdj fo|kfFkZ;ks }kjk og~ pØ ?kqedj mnkgju çkIr dj fotsrk
ny dh ?kks"k.kk dh tk ldrh gS] ftlls fo|kfFkZ vius mnkgj.kksa dks çLrqr dj ldrk
gSA

Example

laKk

lewg inkFkZ
okpd okpd

Hkko laKk O;fä
okpd okpd

tkfrokpd
lKk

bl pØ dk mi;ksx ge okD; ç;ksx] lekukfFkZ] fo#/kkfFkZ] 'kCnksa dk vFkZ çkIr dj ldrs
gSA

Peer Tutoring Strategies

Idea Contributor: Ms. Shakuntala Maurya

Department: English

Institute: Vivekanand English High School

Description

Peer tutoring is an innovative and effective way of teaching, particularly when the
objective is to enhance the skills and capacities of those students who are
academically weak. There are several methods of peer tutoring, first popularised in
USA towards the end of the last century. Please check
http://education.com/reference/article/peer-tutoring/ for more details. Here, a
slightly modified version is used.

Process

This approach is designed to help students improve in reading and other academic
skill areas. The steps to the program for reading are:-
1. Predicting
2. Partner reading
3. Retelling
4. Summarizing
This approach involves partners who are the same age or different age. In same age
tutoring, students of the same age tutor each other, or more skilled students may be
paired with less skilled students. The stronger reader is the expert tutor. Students
begin by making a prediction about the passage that they are about to read. They then
take turns to read the passage, with the stronger reader going first. Then the stronger
reader prompts the weaker reader to re-tell the passage and summarize the
information. The steps followed are: Naming the “who” and “what” of the passage,
telling the most important thing about the “who” or the “what” and describing the main
idea of the passage in 10 words or less.
The main benefit of peer teaching include:-
Students receive more time for individualized learning.
Peer teachers reinforce their own learning by instructing others.
Students feel more comfortable when they interact with a peer.
It helps to develop social competence, communication skill, self-esteem, and higher
achievement and productivity.
Students learn more and demonstrate mastery when they are involved in peer tutoring.

gyaan vistaar

Innovative Teaching Ideas for
Students of 16 years and above

Contributed by
the Professors of the Colleges
of Vivekanand Education Society

(VES)

Interactive Learning using games,
audio-visual aids, surveys and “live” activities

Idea Contributor: Ms Ajeeta Divekar and Ms Preeti Shetty

Department: Tourism and Travel Techniques

Institute: VES Tulsi Technical Institute

Description

The course Tourism and travel techniques encompasses vast and diverse topics like
geography, culture of India, tour planning, reservations escorting etc. To make these
topics more interesting and impactful, one can use practical techniques like audio
visual aids, interactive games, role plays, surveys tour organizing and so on.

Process

1. Using Audio-visual aids and interactive games:
One can use newspaper clippings, online videos and power point presentat ions to help
the students understand grooming techniques, geography and culture of India,
including dance forms, handicrafts, musical instruments, costumes, fairs, festivals
and so on.
Interactive games can be used to make learning impactful and enjoyable. Themes
covered, include places of tourist interest, exponents, musical instruments, dance, and
so on. Some of the one minute games are:
Marking places of tourist interest on the map.
Jigsaw puzzles.
Identifying through photographs, the exponents of art, handicrafts, etc.
Memory game
Quizzes
2. Role Play: Tourism being a service industry, it is of utmost importance to develop
people-skills like good presentation, grooming and confidence. To develop and polish
these skills, one may organize role plays wherein the students enact scenarios related
to airlines hotels and travel agency like:
Taking reservations personally and over the phone
Dealing with awkward situations
Selling of their products, tours etc
Dealing with tourist as a guide and escort
Emphasis is laid on better body language, mannerisms, grooming and communication
skills.

1. Conducting Surveys: To understand marketing concepts, students can be trained
to prepare questionnaires, conduct market research through surveys, and analyze
the results. This helps them understand market segmentation, and demand and
supply pattern. This makes the topic like marketing more interesting and relevant.
2. Planning and conducting Tours: One of the most integral of tourism is conducted
tours. This involves multiple activities like conceptualizing, planning, interacting with
principals, costing, promoting and escorting tours. In this activity, the students plan
a tour for themselves in which they coordinate with the principals, they do the
costing of the tour and the bookings. The entire tour is conducted by them from start
to finish. This not only helps them understand the intricacies of tour planning, but
also gives them an insight into the difficulties and emergencies faced whilst on a
tour, since tourism is a service product which is produced and consumed
simultaneously. A well-groomed, knowledgeable and confident service provider
makes the experience of the tourist memorable, and is an asset to the industry.

Field Trips with a difference –
Student-driven learning

Idea Contributor: Ms. Monisha L Ludhani

Department: Higher Secondary Vocational Course

Institute: VES Tulsi Technical Institute

Description

Field trips allow students to move from text-book theory to real-life learning and are
commonly used in several colleges. However, even these can be customized to
make the learning experience more student-driven than teacher-led.

Process

Prepare the students through initial background information of the place they are going
to visit, such as a bank, the stock exchange and so on.
Empower students to prepare a “mock stall / counter / shop” of the place that they will
visit, in the college premises itself. Next, help them familiarize themselves with the
terms used, processes seen, and objectives met, at that place.
Take them on the field trip and encourage them to interact with the professionals on
site, such as bank managers and so on. The teacher deliberately chooses not work as
a go-between, but encourages the students to themselves seek answers to their own
questions, by asking the concerned persons.
After returning from the trip, train them on how to write out their learning and feedback.
Ask them to correlate what they observed with their classroom learning.
In this manner, not only do the students gain first-hand experience and “live” learning,
they receive the opportunity to improve their communication skills, observation powers,
their people-skills and even teamwork.

Formulation of Business Project

Idea Contributor: Ms. Alice Dyson & Ms. Vandana More

Department: Purchase and Storekeeping

Institute: VES Tulsi Technical Institute

Description

General Foundation Course is one of the compulsory subjects for students of
Vocational Learning, both for standards eleven and twelve. The aim of this subject
is to make students aware of the inception of business, its working, and various
management techniques used. Using a Business Project Formulation approach,
allows students to learn the theory along with its practical impact, in an enjoyable
and easy-to-assimilate manner.

Process

Students are divided into 4 to 5 groups. The concept of project formulation is taught in
the class and the format of a project report is explained.
The students select either a production activity or a Trading/Service sector as their
project. They conduct a survey of the field which they have selected under the project,
by visiting & interviewing similar businessmen in the market.
Based on the survey, they collect information about: Raw material requirements,
labour, and working capital needed to start and run such a type of business, and so on.
The students then conduct SWOT Analysis to study the feasibility of the project they
are going to undertake. Accordingly, the financial plan is made.
In this manner, Project Reports of various small business units, such as Travel Agency,
Building material Supplier, Bakery, Imitation Jewellery Shop, General store, Pathology
laboratory etc., can be made by students, giving them a first-hand experience of
starting a small business activity. This experience, will serve them in good stead when
some of them choose to begin their own businesses, in future.

Technical Cricket Quiz

Idea Contributor: Mr. Mahadeo Narlawar and
Ms.Vaishali Rajeshirke
Institute: VES Polytechnic

Description

Technical knowledge can be learnt by students in a fun way, by using one of their
favourite games, namely, cricket.

Process

Students can be formed into groups, to form “cricket teams”.
They can be allotted specific topics to study and prepare questions, as well as
answers, within a given period of time, say, a few days.
Two rounds of questions and answers can be held between competing teams – the
qualifier and the finale.
Each team can be asked to “batting” and “bowling”.
Certificates can be awarded to the winning teams, as well as to the “Best cricketer”,
namely, the student who has either asked the best questions or given the best
answers.

Workshop-cum-competition on EDST
(Electronic, Designing, Soldering & Testing)

Idea Contributor: Ms Sangita Bhoyar

Department: Electronics & Video Engineering (EV)

Institute: VES Polytechnic

Description

Students can be given learning through an intensive, 3-day
workshop-cum-competition, on the fundamentals of electronics, designing,
soldering and testing. Along with classroom learning and practicals, this approach
can give students an effective hands-on learning. The element of competition adds
to the fun factor.

Process

This workshop can be designed to help students to understand topics such as: -
Execution of Eagle Software
PCB making
Component Testing, Mounting, Soldering
Variety of circuit testing
Fault-finding of various projects like Regulated power supply (which is the basic circuit
required in almost all electronic projects), water level indicator, flasher, and so on.
The parameters of judging the competition, such as speed, accuracy, error-free
functioning and so on, can be told to the students.
They can be given the theoretical inputs for these topics, first, and then given the
go-ahead to work on making circuits etc, under supervision.
Prizes or certificates can be awarded to those students who are able to make
workable and error-free systems.
Further, the students who are successful in doing the given task can be asked to
describe their methods to their classmates. Any student who needs clarifications or is
challenged by some particular step of the process, can ask such students to clarify.
Thus this approach not only allows for quick and enjoyable learning, but can also be
used to incorporate peer-to-peer learning.

“Learning through Questioning” – A
way to learn, without ‘learning’

Idea Contributor: Mr. Sanjay Wankhade

Department: Computer Technology

Institute: VES Polytechnic

Description

A curious, enquiring mind is the best ally in learning. The “Learning through
Questioning” method taps into the latent curiosity of the students, to empower them
towards gaining knowledge, and also towards a life-long lesson on how to learn
anything new.

Process

This approach can be adopted for the students of the third year, Computer Technology
branch.
Each student can be asked to write 5 questions on each subject being taught to them
through the given semester.
Three students are asked to volunteer to be the group leaders. They, in turn, chose their
own teams of 20 students each, from the class of 60 students.
Each team has to develop a list of 20 worthy questions from those written by the
students in their team. The final lists of the questions are given to the team leaders and
all the students are to be seated team-wise. The teams are given names of the colors
– Red, Blue & Green.
Each team then can take turns at asking questions and giving answers. Each student
can answer two questions. Every student is encouraged to participate in the quiz.
Students are allowed to argue for their answers or against the answer given by the
opposing team.
Points are awarded for correct answers, valid questions and strong reasoning. Points
are deducted for incorrect answers, and invalid questions.
Questions are passed to the next team if one team cannot answer them.
The faculty can intervene in case of a technical doubt about the validity of a question
or an answer.
This approach allows for thorough and enjoyable learning, and inculcates team-spirit.



Student Mentor Method to help Below
Average Students (BAS)

Idea Contributor: Mr. Mangesh Patil

Department: Electronics & Communication Technology

Institute: VES Polytechnic

Description

Student mentoring can be an extremely useful approach to help those students who
are below the average standards of performance.

Process

On the basis of performance in an examination or a written test, students who display
high potential are asked to be mentors, and those whose performance is below
average, are mentees.
Both mentors and mentees are guided by the faculty about their respective roles.
Mentors are encouraged to share their skills at learning with the mentees while the
latter are asked to take this arrangement very seriously, in their own interests.
Each mentor is assigned a group of 5 mentees.
Each mentee is given a Format-40, meaning, questions and topics related to the
examinations of subjects, based on previous year’s question papers. The questions
are chosen with a view to ensure a minimum passing percentage, provided the mentee
prepares the answers and studies them thoroughly.
Mentees then prepare the answers and show the same to their mentors on a regular
basis. Mentors sign the performance sheets. If the mentee is ill-prepared on a topic, he
or she is encouraged to appear for an oral test on the same topic.
Next, the faculty conducts an oral test, followed by a written test. Personal feedback is
provided to each mentee by the faculty.
Through this method, the students who might otherwise find it challenging to even
receive passing grades are thus able to improve their performance using systematic
and regular studies. Studying with their peer-mentors reduces inhibitions regarding
clarifying of doubts. The mentors, in turn, find their own knowledge strengthened.
Their leadership qualities grow. The faculty provides constant motivation to both, the
mentors and the mentees.

5-slide presentation for learning

Idea Contributor: Ms Janisha Gala

Department: Electronics & Communication Technology

Institute: VES Polytechnic

Description

A quick, easy and enjoyable way for students to learn with depth, and also conquer
their stage fright, is the “5-slide presentation”.

Process

Students are allotted small portions of chapters, which are already taught in class, for
further self-study. The allotment is done in a random manner.
Students are asked to read and learn from more sources than their textbooks
They have to prepare a short 5-slide presentation on the topic allotted, and “teach” the
topic to the class.
Similarly for the next chapters few other students were allotted the topics of the next
chapters.
The benefits of this approach are that the student is more actively engaged in seeking
information, learns to express himself or herself succinctly in just 5 slides, gradually
overcomes stage fright, and learns how to handle questions from his or her peers.
Peer-to-peer knowledge sharing also helps the class. Further, the active approach to
learning leads to better knowledge of fundamentals and higher confidence for the
Board examinations.

Immediate oral mock assessment after
performance of experiments

Idea Contributor: Ms Janisha Gala

Department: Electronics & Communication Technology

Institute: VES Polytechnic

Description

In order to help students retain their learning better and also receive training on
handling external examiners and the viva voce, they can be asked to participate in
“mock assessments” after each experiment performed in the laboratory.

Process

The faculty initially explains the details of the experiment and informs the students
that each of them will be asked five questions about the experiment, after he or she
has performed the experiment.
The faculty asks questions related to the experiment; some of which are simple and
straightforward and some which require application of the mind. These are asked as
per a pattern similar to that of the Board examinations.
If the student is unable to answer, he or she can clarify doubts, and can also get
another chance to answer questions.
The benefits of this approach are: Even during the process of performing the
experiment, the student is keenly aware of the need to understand what he or she is
doing and why. Concentration and understanding are far higher. Students also receive
training on how to handle viva voce examinations. Revision before examinations also
becomes easier, as each topic is learnt well during the term. Since doubts can be
clarified, the student does not feel stressed.

Learning through Continuous
Group Activities

Idea Contributor: Ms. Dona Joseph

Department: Microbiology

Institute: VES Arts Science & Commerce

Description

Group-based activities can be a powerful way to engage the interest of students,
and help them imbibe theoretical concepts, in a mock-competitive manner.

Process

Each class is divided into 5-7 groups (depending on the class strength). Each group
selects a leader and name for itself. Teaching of the syllabus is done through various
group activities. Groups are given points based on their performance in the activities.
The activities include:
1. Group discussion: A question or topic based on the syllabus is given for discussion.
After the allotted time (5-10 minutes), the group is asked to present the answer
orally/in writing
2. Group quiz: A set of questions is given to each group. The students discuss and
write the answers.
3. Self-study: Each group is given a topic for self-study and then asked questions to
test their understanding.
4. Group presentation: Each group is given a topic for Power point presentation. The
group makes a joint presentation and is asked questions to test the thoroughness of
their knowledge.
5. Group project: Each group identifies an unknown bacterial culture from unusual
environmental samples brought by them (e.g. Water from the Ganga, gut of insects,
spoilt materials, lake water, etc)
At the end of each semester, the group with maximum points is given a prize. The
exercise makes learning enjoyable and participative. The students learn better, as is
evident from the comments given in the feedback forms and better performance in the
exams.



Banking Financial League (BFL) – a quiz
with a difference

Idea Contributor: Mrs. Minal Gandhi

Department: Banking & Insurance

Institute: VES Arts Science & Commerce

Description

The analogy of cricket, a game enjoyed by many, can be used in the classroom for
innovative and effective teaching, higher class participation and enjoyable learning
and retention. The subject “Financial Services Management” is taken as an example
to show how this method can be used.

Process

The class is divided into 4 teams and one team is supposed to bat for one chapter (i.e.
answer the questions raised by other group) and another team to ball for the same
chapter (i.e. ask questions to the opposite batting team).
This helped the students in following manner:
Students are able to learn four chapters quickly and easily.
They understand how the questions are supposed to be framed and what are the
difficulties faced while preparing questions.
Questions are asked by friends and not teacher, which automatically avoided the fear
of answering it.
They learn to critically studying various aspects of the topics.
Team spirit and confidence are fostered.

“Six Words Competition” to create
innovative banking products

Idea Contributor: Mrs. Minal Gandhi

Department: Banking & Insurance

Institute: VES Arts Science & Commerce

Description

Students can be encouraged to think laterally, as well as understand real-life
challenges beyond those depicted in text-books, by putting themselves in the shoes
of banking companies, to create innovative products and services.

Process

The First year students of Banking and Insurance are given “Six words presentation
competition” as a part of their internal evaluation in the subject of “Principles &
Practices of Banking and Insurance” for their second semester. Through these six
words, the students are asked to develop either some “Innovative Bank” or “Innovative
Bank Product” or “Innovative Schemes Offered by Banks or Insurance Companies”.
Students are given the freedom to decide their preference and present the six words in
any creative form i.e. through PPT presentation or through skit or through role play etc.
They have to work to create a proper flow and connectivity in the six words given to
them. They are given inputs and orientation through various examples in the class.

Collection of Documents to learn
about Banking

Idea Contributor: Mrs. Minal Gandhi

Department: Banking & Insurance

Institute: VES Arts Science & Commerce

Description

Students who take up Banking and Insurance are often unaware about many things
relating to Banks & Insurance Companies. They can be asked to visit these places,
observe the proceedings, and collect forms and documents, so that they gain
real-life learning.

Process

This can be conducted for the students of F.Y.B.Com (Banking and Insurance) in the
subject of Principles and Practices of Banking & Insurance. They can be asked to
collect the following: Account opening form of Commercial Bank, account opening
form of Cooperative Bank, pay-in slip, RTGS Form, NEFT Form, ECS Form, Demand
Draft, application form for Insurance (all types – Life, Marine, Fire), premium paid
receipts etc. Subsequent class-room discussions on these can further help reinforce
learning.

Learning through Research

Idea Contributor: Ms. Varsha Ganatra

Department: Commerce

Institute: VES Arts Science & Commerce

Description

Students can be encouraged to learn topics up to far greater depth and rigorousness
than usual, by empowering them to carry out some guided research. Their work can
be subsequently published.

Process

Colleges often organize various seminars for collaboration and learning. This can offer
opportunities to students, for:
In-depth learning and critical analysis
Practical insights on current practices
Real-life and cutting edge learning, beyond the conventional or dated inputs
Publishing research papers at a very young age, which may act as an asset and
motivator for higher studies and employment
Students of commerce can be asked to write papers on themes such as: Role of Legal
Process Outsourcing in India, Outsourcing of Real Estate Services, Role Of BPO In
Outsourcing In India, Outsourcing Female Employment in IT sector and BPO’s and
Human Resource Outsourcing in SMES- An Exploration of Critical Issues.

Economics Exhibition-cum-Workshop –
“Eco Shop”

Idea Contributor: Dr. Suniti Nagpurkar

Department: Economics

Institute: VES Arts Science & Commerce

Description

To encourage the students to develop entrepreneurship and to bridge the gap
between theory and practice, the department of Economics can adopt the
approach of using the “Economics Exhibition-cum-Workshop”

Process

Of the first year and second year commerce can be placed in two groups – those who
can create decorative, functional or craft products, and those who can manage the
logistics, prepare the marketing plan, and sell these products.
Student committees can be formed for management functions such as: production,
procurement and storage, marketing, promotion and sales, and so on.
Students can utilize their vacation time to create various products from low-cost or
even discarded material. Later, they Students can organize meetings for co-ordination.
Using the guidance and classroom inputs provided by the faculty, they can be
encouraged to correlate concepts such as value generation, demand and supply,
pricing, the value chain, apportioning of costs, and so on, to their own real-life
experiment.
The products procurement team can collect the products from time to time at some
pre announced intervals
Store department committee can classify the products and gave them a code and
maintain registers.
The marketing team along with the production team looks into costing and pricing of
the products. The marketing team is also was given the responsibility of promotional
activity.
Then students can be asked to make charts and power point presentations covering
different aspects of entrepreneurship.
The eco-shop can be put up for two days. Special talks by entrepreneurs can be
organised to tie-in with the theme.
10% of the sales value can be contributed towards the Economics Association of the
college. The remaining amount becomes the sales revenue earned by the students.



Melange of Activities for Physics
geeks

Idea Contributor: Dr. Anita Kanwar

Department: Physics

Institute: VES Arts Science & Commerce

Description

Apart from curricular requirements, a mélange of activities can be carried on for
students of Physics, to help them in the following ways: Gain a practical
understanding of theoretical principles, ensure in-depth learning, encourage
peer-to-peer learning, ensure enhancement of communication skills and teamwork
1. Students of the Second Year Bachelor of Science (SYBSc) can be given training
to make electronic circuits which can be used for performing the experiments. The
ready-made circuits which are available in the market are expensive, and besides,
repair and maintenance also take up resources. On the other hand, when students
are encouraged to make circuits, they learn the principles of the subject in-depth,
acquire confidence through the hands-on approach, and also help their junior
batches. Circuits made by the students using hard plastic sheets and electronics
devices can then be used for conducting the regular practical sessions.
2. Seminars can be organised on the experiments done by the Third Year BSc
(TYBSc) students after completion of the set of experiments. A pair of students can
be given one experiment to prepare, wherein they have to explain the theory, the
working of the circuit and the application of the experiment in detail. This
innovative practice help them understand the topic better, and also gives them
confidence to speak in front of their peers.
3. Similarly, inter-college seminars may be organized to encourage students to
learn beyond their text-books.
4. Exhibitions of working models related to the First year, Second year and Third
Year physics syllabi may be organized for and by the students. Additionally, quiz
competitions, essay writing, solving puzzles, screening movies, and arranging for
lectures based on the topics related to Physics through-out the year, help in making
learning enjoyable



“Mix-and Match” Practicing Programming
Techniques

Idea Contributor: Mr. Kamlakar Bhopatkar

Department: Computer Science

Institute: VES Arts Science & Commerce

Description

Students can be encouraged to strengthen their knowledge of the fundamentals of
Computer Science, using a play-learning method that involves mixing and matching
programs lines.

Process

Here, the faculty prints some programs on paper.
Each paper having a program is cut into parts (horizontally) leaving only one or two
lines on each part.
All the parts of a program are mixed arbitrarily.
Students are divided into groups. Each group is given a program with arbitrary parts.
They are asked to arrange the parts in the correct order, so as to form the original
program.
The objective is to check that even if the students are not strong with the syntax of
programming language, they may use their logic to arrange the parts of the program.
By using this play-learn method, students, particularly those who were considered
“weak” in the subject, received a chance to use their logic to understand the
fundamentals of the subject. Also, such a method helps, to some extent, to alleviate
the fear of learning subjects that are considered technically challenging.

Use of ICT Techniques

Idea Contributor: Ms. Madhavi Vaidya
Department: Computer Science
Institute: VES Arts Science & Commerce

Description

Mobile phones can be used as a useful ally for students studying Structured Query
Language (SQL).

Process

Usually, students are taught SQL through writing and practice of commands, on paper.
However, the Android applications through which various computer programming
languages for SQL and Linux Commands can be written, are freely available. Students
can be encouraged to help the faculty search the same. Further, the rules of the
institute permitting, students can be asked to access their phone in class specifically
for studying SQL queries and Linux commands.

Benefits: Students find it enjoyable to learn from their mobile phones. Further, the
output is immediately available. The learning is faster and more engaging.

“Newspaper-textbook” – using
newspapers for real-life learning

Idea Contributor: Ms. Mahalakshmi Shankar

Department: Management Studies

Institute: VES Arts Science & Commerce

Description

Encouraging students to use newspapers for learning, is a useful strategy to teach
practical aspects of concepts, as well as ongoing trends and events that impact
society.

Process

The faculty can generate short case studies from newspaper articles, with the primary
objective of helping students learn the principles of management from real-life events
around them. Themes such as the Internet of things, medical tourism, fulfillment
centers, DIY, athleisurewear and so on, can form the topics chosen for analysis and
discussion. Each student can be given one newspaper cutting on a chosen theme, and
asked to discuss the answers to the related given questions. At times, two or three
students may be asked to work together on the slightly challenging topics.
This also serves the secondary objective of making them more aware of current
events, and also more job-ready, through their enhanced knowledge. Further, students
are able to appreciate the linkage of theoretical principles to real-life applications.
Lastly, they also begin to understand the inter-linkage of various subjects of
management. Occasionally, the faculty may need to help students with
comprehending the material, in case the language used in the newspaper is found
difficult to understand.

“The Investors’ summit”-
multi-disciplinary learning

Idea Contributor: Ms. Mahalakshmi Shankar

Department: Management Studies

Institute: VES Arts Science & Commerce

Description

The First Year students of Bachelors of Management Studies students have a
subject called Business Environment. The learning of this subject can be enhanced
through an “Investors’ summit”.

Process

The entire class can be divided into groups representing states of India. For example,
4 groups representing the states of Gujarat, Tamil Nadu, Maharashtra and West
Bengal, may be created. Each team has to prepare five things-
1. A poster - depicting the state and its strength areas.
2. A video graphed group dance bringing out the strength of the state’s human
resources.
3. A Power Point presentation by the group leader inviting investment for the state.
4. A question-answer session regarding investments.
5. Culturally unique yet rare food items from the state, to be served to the judges.
A “dry run” may be done by each group, and feedback from the faculty can be
incorporated. Finally, judges may select the winning team.
The benefits of this approach include: enhancement of teamwork, multi-disciplinary
learning, an appreciation of technical and human aspects of people and states, an
understanding of the determinants of investment, an appreciation of the process of
learning, including “dry runs”, feedback incorporation and so on.