Gyaan Vistaar

Real-life simulated Learning - setting up
of hypothetical chemical companies

Idea Contributor: Ms Parinita U. Madan

Department: Computer Science

Institute: VES Arts Science & Commerce

Description

Students of the Third–year of Bachelor of Science – Chemistry, can be taught
about the practical aspects of setting up a chemical plant, through this method.
The objectives are: to develop critical thinking, enhance teamwork and
communication skills, teach information processing and demonstrate the
application of management principles.

Process

The relevant parts of the chapter or topic can be identified, such as location of the
plant, raw material, energy, manpower, capital, ecological aspects and tax benefits.
Students can be divided into teams, with each team being given one distinct part of the
topic, such as, location. They can pre-read the given sub-part.
Each team has a manager, a recorder, and a spokesperson.
The time allotted is 20 minutes, within which the team has to list out important points
related to the given sub-topic, such as location or raw material.
The Manager, the Recorder and the Spokesperson will work as per their given role.
Each group receives a further 18 minutes to share their points with the class.
After all groups have finished, the topic is opened for discussion for the whole class.
The faculty can ask relevant questions throughout the process, to guide the direction
of the discussion. For example, regarding location, if somebody donates the land from
Punjab state near the Wagah border to encourage students to set up a factory, will the
location be suitable, and so on. Students may reply that it would not be suitable, given
the risk of the location being close the national border.
The entire discussion and conclusion may be summarized by the faculty.
Feedback can be collected from students to gauge their learning.
The total duration of the session can be around 100 minutes.

Poster Presentations – for teaching recent trends
in Chemistry, with a special focus on Nobel Prize
winners
Idea Contributor: Ms Parinita U. Madan
Department: Computer Science
Institute: VES Arts Science & Commerce

Description

This one hour activity can be an enjoyable alternative way of learning about the
recent trends in chemistry and also about the Nobel Prize winners of the last 5
years.

Process

Students may be divided into groups and asked to prepare posters on the given theme.
They then present their work to the class and to the faculty. This helps them not only
read, research, and learn on their own, using the library and the Internet for reference,
but also improves their communication skills and their team-work.

Case-study based Quiz

Idea Contributor: Dr. Supriya Shidhaye

Institute: VES Arts Science & Commerce

Description

A case-study based quiz following theoretical inputs, helps students absorb and
retain their knowledge, in an effective and efficient manner.

Process

A case-based Quiz is conducted in the class after completing major part of the
chapter.
A week or two prior to this, study material and references are given to the students.
Also the topics for 'case study' are distributed group wise.
Students from the class opt to be the Quiz masters. They will not participate in the quiz
but they will do the entire planning of four rounds of quiz, rapid fire round, riddle round,
short answer round and case study round.
On the day of quiz during the regular class, the class is divided into four rows, as per
their roll numbers.
Other department colleagues are invited and one of them judges the quiz.
The quiz masters are encouraged to anchor the inter-row quiz in an innovative manner.
Each member of the winner group receives a letter of appreciation from the Teacher.
The quiz masters too are given such letters.
Afterwards, the quiz masters compile the proceedings along with score sheets, and
handover the same to the teacher. This is recorded for accreditation purpose.
Students thoroughly enjoy this approach to learning, and take the initiative to study a
lot of reference books, in order to help their team win.

Ecoclub Activity

Idea Contributor: Dr. Sandip Zine
Institute: VES College of Pharmacy

Description

This innovative learning approach is meant for first year students of Bachelor of
Pharmacy (B.Pharm), for their Environmental Science subject. Theoretical inputs
can be much better understood and assimilated, using this student-driven learning
activity.

Process

Each student is asked to check the daily newspaper, for news related to the
environment, particularly about pollution, the ecosystem, clean energy, environmental
legislation, natural resources and role of technology in environmental sciences. In
every lecture of this subject, a couple of students present the news in front of the class,
and discuss various points about conservation of the environment. This discussion
gives the students awareness about their duties towards India, and how they can
contribute towards sustainable development. Other benefits of this activity include:
1. Students get into the habit of reading newspapers daily and they can easily correlate
their own day-to-day activities to the state of the environment.
2. They begin to understand the various environmental regulatory agencies, their
functions, and our constitutional framework as a safeguard for the environment.

Model-Making to understand
Physical Organic Chemistry

Idea Contributor: Mr. Vivek Nalawade
Department: Pharmaceutical Chemistry
Institute: VES College of Pharmacy

Description

Physical organic chemistry is considered to be the most difficult subject to
understand. In order to simplify the concepts and enhance the imagination of the
students about orbitals and molecular orbitals, a model-making competition, using
inexpensive materials, can be organized.

Process

Students are divided into groups of 5 and each group is given a model, which covers
the basics needed to understand the syllabus.
Students are given the freedom to use any material to prepare the model. They are
however, encouraged to use inexpensive materials.
The models made, are then displayed and the students can explain what the model
represents, to visitors or their class-mates.

Analysis of Actual Diagnostic lab reports

Idea Contributor: Mrs. Pradnya Shinde-Korlekar and

Mrs. Gayatri Aggarwal

Institute: VES College of Pharmacy

Description

Diagnosis of actual laboratory reports and analysis of true “cases” gives students a
real-life feel of learning. The scope of Pharmacology is to understand the interaction
between medicines and the human body. Students are expected to know
classifications, pharmacological effects and the side effects of various drugs. It is
easier to remember this information when correlated with real cases of the patients.

Process

Students are asked to bring laboratory diagnostic reports from home, or the college
provides them with a sample report.
Results and conclusion are masked.
Students are asked to read the report in terms of various parameters covered in it.
Students are asked to made conclusions as follows: Whether the tested parameters are
within the normal range or not. If not, which pathological condition does it suggests.
Which disease it can be linked to? And finally their conclusions and original conclusions
are compared and discussed in classroom.
This generates lot of interest in students and helps in inculcating Pharmacist’s Attitude
in them right from the first year.

Analysis of Actual - Patient Cases

Idea Contributor: Mrs. Pradnya Shinde-Korlekar and

Mrs. Gayatri Aggarwal

Institute: VES College of Pharmacy

Process

Data pertaining to different patients suffering from some pathological condition
relevant to the topic is given to the students after discussing the topic in class. Based
upon the information, students are asked to answer the following:
1. Symptoms which are suggested in case studies relate to which disorder
2. Likely causes of the disease based upon patient’s age or medical history
3. Possible line of treatment for the patient
4. Rationale behind any side effect
This creates an interest in and a better understanding of the subjects and gives
application-oriented training to the students.

Use of Animated Depictions

Idea Contributor: Mrs. Pradnya Shinde-Korlekar and
Mrs. Gayatri Aggarwal
Institute: VES College of Pharmacy

Description

This subject unfolds all the secrets about the human body. However, as the subject
is introduced for the very first time in F. Y. B. Pharm (semester I), students are
confronted with many new and difficult terminologies, making the subject
challenging for them. Also, many processes occur inside the human body at a
microscopic level, and they are difficult to visualize, making related concepts
difficult to understand. Hence for such topics animated visuals of these processes
help tremendously.

Process

Using animated depictions to show how events occur inside our body makes the
teaching far more effective. (Please refer to the snap shot of the slide below).

Video depicting same
process as shown in
diagram; hence the
diagram is always in
front of the students
while watching the

video.

Use of Process Oriented Guided Inquiry
Learning (POGIL)

Idea Contributor: Dr Maya Bhat

Department: General Engineering

Institute: VES Institute of Technology

Description

Process Oriented Guided Inquiry Learning (POGIL) is a student-centered,
group-learning strategy, devised in 1994 and used in several schools and colleges of
USA. It allows for students to take the lead in learning, and thus being active
participants in the process of learning, and not passive listeners like in the usual
lecture methods. It may be used to teach various subjects.

Process

A suitable topic to be learnt using the POGIL method, is chosen. Questions are framed
by the faculty, based on reading material that is prepared.
Students are asked to form groups. Each group of 3-4 students has a manager, a
recorder, reflector and a spokesperson. In the given time, they work as per their
assigned roles and find answers to the questions asked, based on the reading
material.
They present their answers to the rest of the class.
The faculty summarizes the learnings and insights, and corrects the students, when
necessary.

“Awakening the Scientist” – learning
physics through gadgets used in
everyday life

Idea Contributor: Mr. A. Nagananda

Department: General Engineering

Institute: VES Institute of Technology

Description

“Awakening the Scientist” is an opportunity that can be given to the First year
students of engineering, to begin the transformation of a student to a professional.
Here, sound knowledge, technical skills and teamwork all come together, to help the
student move from the textbook to the real world application.

Process

Students are asked to form groups and each group is assigned a gadget, a tool or
equipment from everyday life. For example, an air-conditioner, a photo-copier machine,
a microwave oven could be some of the gadgets selected. The groups then identify the
basic engineering and technology used in these. Further, they have to relate to the past,
present and future of the technology used. Finally, they are given twenty minutes to
make a presentation on the same. This approach allows them to connect the world of
science to things used in everyday life and thus develop, in an engaging way, the spirit
of enquiry and learning.

Peer to Peer Learning for Corporate
Placement

Idea Contributor: Ms. Indira Bhattacharya,

Mr. Arijit Deb, Mr. Karthik Iyengar, Mr. Balakrishna V

Department: Master of Computer Application

Institute: VES Institute of Technology

Description

For students, being job-ready implies preparation on technical as well as soft-skill
inputs. While trainers and teachers can and do help them, a lot of effective learning
can happen at a peer-to-peer (P2P) level.

Process

Students, who receive campus placement offers, train their colleagues and share their
experiences about the whole interview process. Teams are formed in following
manner (1) Communication team, (2) Motivation team, (3) Technical team, (4) HR
team. The Communication team works to enhance the communication skills of the
students, focusing on spoken English, accent, articulation and so on. The Motivation
team focuses on the counselling the candidates who get de-motivated after several
rejections, and prepares them for the coming interviews. The Technical team’s work is
to make the candidates ready for technical round. The team studies the pattern of
technical round of the company coming for the interview, which varies from company
to company. Some focus on puzzles, some on a particular technology and so on. The
Technical team prepares the candidates for the technical round, accordingly. The HR
team prepares the candidates for HR round

Advocacy Skills Competition

Idea Contributor: Mr. Manoj Kumar Naik
Institute: VES College Of Law

Description

Advocacy is defined as the act of supporting a cause or proposal; the act of
advocating something. Advocacy skills are used by the advocates not just while
appearing and arguing before court, but also during counselling clients, drafting
clear and concise documents, examining witnesses, and during arbitration,
mediation and so on. Hence, a competition on advocacy skills helps students
understand the need for training themselves in this domain.

Process

All participants are given “On the spot” topics. The topics are carefully chosen from the
syllabus, famous cases, and current happenings.
After receiving the respective topics each candidate is given 20 minutes of preparation
time. In this time participants are free to use any available resources such as books,
the library, and the Internet. They are also free to gather question from their peers.
The names of the participants are called out by draw of lots
Every participant is required to speak for 5 minutes.
The participants are judged on: presentation, content and relevance to the law

Advocacy Skills Competition

Idea Contributor: Mr. Manoj Kumar Naik

Institute: VES College Of Law

Description

Students can be trained on how to carry out real-life legal consultations, and also
simultaneously use their learning to benefit the underprivileged sections of society.

Process

Students are divided into groups and asked to collect information of people in the
nearby areas who may be aggrieved due to law-based issues.
The data collected later asked to be segregated on the basis of the nature of grievance
involved and as per the subject matter of the dispute such as civil, criminal,
matrimonial, consumer, corporate etc.
After collection and segregation of data, all aggrieved people are called to the college
with related documents.
The college creates different panels of two to three experts in the specific subject,
involving practicing lawyers and professors. Students are asked to observe the
process, write down their learnings and include the same for their practical work
experience.
Thus, the student learns through observation, the process of consulting a client,
collecting proper and true information, methods of questioning the client, important
and relevant documents involved in the matter, their authenticity and format, and so
on. They learn the processes involved in litigating the matter. Apart from helping
students correlate the theory with practicality, they also learn how to collect true
information from clients. Most important, there is an awareness of socio-legal
responsibility created by using this approach.

Using Theatre / Drama to teach
communication skills

Idea Contributor: Mr. Sanjay Gajria

Department: General Management

Institute: VES Institute of Management

Description

ATheater, a wonderful form of entertainment, can also be a great tool of teaching.

Process

Students are divided in groups. Each group has to prepare a script. In the reading
session, each member is allowed to change a word which they find difficult to
pronounce. Each group has to rehearse diligently for seven days and then finally
present it.
Some of the benefits of this method are: Students learn the importance of synonyms
and antonyms when they change the word in the script. They understand the nuances
of communication like pause, pronunciation and pacing, as they rehearse. Their team
building and leadership qualities come to the fore. Their listening skills also improve as
they have to listen to the other person before they say their own dialogue. Also, their
memory and power of concentration improve because they have to say the dialogue
without referring to any paper.

“Role Play cum Debate cum Case study”
to learn how to resolve an ethical dilemma

Idea Contributor: Ms Piya Mukherjee

Department: General Management

Institute: VES Institute of Management

Description

Conventional classroom teaching of managerial concepts can sometimes become
“dry” or technical. This is particularly true for business situations that involve an
ethical dilemma. One of the creative ways of helping students grasp managerial
concepts that have an ethics-related angle, is by way of combining a case study,
with a role play and a debate.

Process

Here, students are given a real-life or hypothetical situation, involving an ethical
dilemma.
Groups of students are formed on the basis of the stakeholders / members listed in
the case. There could be either individuals or organizations, or both.
Next, the groups are asked to think from the perspective of that stakeholder (say, a
person who has taken certain decisions in the case) and asked to justify the stand.
Other groups are formed to challenge the decisions taken and to bring in additional
perspectives (say, the media, lawyers, persons adversely affected by the decisions
taken, social activists and so on).
Each group is asked to select a leader, who will work as the spokesperson and whose
stand will be taken as final.
Each group is given twenty to thirty minutes to collectively discuss their respective
strategies.
The groups are asked to speak to each other in the debate format, with the “proponent
group” first speaking, followed by the “opponent group”, and others.
Each group gets the chance to raise its questions and also answer the questions
raised by the other groups.
At the end, learnings are collectively summarized and the groups are helped to see the
situation from multiple perspectives.
The format includes the analysis of the case study approach, the direct interaction of
the role play approach and the sharp justifications and questioning of the debate
approach. It helps students apply their minds in a way as if they were in the situation.

This leads to deeper analysis, than when they objectively look at third-party situations.
Also, during the session, students are able to see how sometimes it is possible for
multiple people / groups to have valid yet opposing points of view. The faculty may use
discretion to bring in additional “what if” situations, to help students gain an all-round
perspective.

gyaan vistaar

Aadharshila

A unique journey of learning,
sharing and growing.

It is said: The Journey of a thousand miles begins with a single step.

Such has been the commencement of this journey towards excellence in teaching, in
the Vivekanand Education Society (VES).

Inspired by Dr Raghunath Mashelkar’s talk at VES in 2013, VESLARC (VES Leadership
Academy and Research Centre) took the initiative to create a pan-VES team of teachers
and professors that would work as a hub spreading excellence in teaching across the
schools and colleges of VES. An important objective was to pool and share ideas for
innovative teaching, so that the teaching community could learn from within its own
members. This would also serve to motivate and inspire the teaching staff of the VES
family.

The date: December 2013.
The name: Aadharshila, or foundation stone, since teachers represent the bedrock of
education.
The people: 20 VES staff members.
The objective: to invigorate the classrooms with excellent teaching practices.
The final intended beneficiary: the 18,000+ students of the VES family.

Since its inception, Aadharshila has worked towards various collaborative ventures. For
example, a certain useful teaching tool first used in one VES institute, was subsequently
used in other VES institutes, with good results. Similarly, induction training, which used
to be previously conducted by individual institutes, became a VES-wide exercise,
leading to consistent sharing of inputs, and a unified sense of identity. When
discussions revealed a need for health-based inputs for teachers, VESLARC, thanks to
the suggestion of an Aadharshila member, was able to begin conducting
wellness-themed workshops for the teaching and non-teaching staff of the institutes of
VES.

Aadharshila looks forward to using myriad ways to constantly reinvigorate the culture of
excellence in teaching in VES.

Members of VESLARC (in Alphabetical order)

Anushka Punjabi : Executive Manager
Meeta Brahmbhatt : Counsellor
Piya Mukherjee : Director
Preeti Vasudevan : Counsellor
Tejaswini Patil : Assistant Manager

Members

Swami Vivekanand English Pre Primary/ Primary School (SVPS)
1. Ms Kavita Bhatt
Devkibai Bhojraj Chanrai Pre Primary/Primary School (DBC)
2. Ms Usha Eswaran
Vivekanand English Primary School (VEHS)
3. Ms Priya Shirodkar
Swami Vivekanand High School & Junior College (SVHS & Jr. Clg)
4. Ms Sreela Bhattacharya
Swami Vivekanand Kanistha Mahavidyalaya (SVKM)
5. Ms Aneeta Singh
VES Tulsi Technical Institute (VESTTI)
6. Ms Preety Shetty
VES Polytechnic (VESP)
7. Ms Vidya Lunge
8. Mr. Sanjay Wankhade
9. Mr. Kalpesh Bagal
VES College of Arts Science & commerce (VESASC)
10. Dr. Anita Kanwar
11. Ms Varsha Ganatra
12. Ms Madhavi Vaidya
VES College of Pharmacy (VESCOP)
13. Dr. Swati Mittal
14. Mr. Sameer Padhye
15. Ms Ashwini Wani
VES Institute of Technology (VESIT)
16. Dr. Maya Bhat
17. Ms Indira Bhattacharya
VES College of Law (VESCOL)
18. Mr Manoj Naik
19. Dr. Anil Farkade
VES Leadership Academy & Research Centre (VESLARC)
20. Ms Piya Mukherjee
21. Ms Anushka Punjabi
Special member: Retired- Former Professor of VES
22. Dr. Suniti Nagpurkar

The VES Family

1. VES Sunil Keswani Creche & Day Care Centre
2. Swami Vivekanand Playgroup & Nursery
3. Swami Vivekanand English Pre Primary/Primary School
4. Swami Vivekanand Purva Prathmik/Prathmik Shala
5. VES’s Devkibai Bhojraj Chanrai Pre Primary/Primary School
6. Vivekanand English Primary School
7. Vivekanand English High School
8. Swami Vivekanand Kanishtha Mahavidyalaya
9. Swami Vivekanad High School & Junior College
10. Vivek Sindhi Kendra
11. VES Welfare Section
12. Vivekini
13. VES Vocational Guidance Bureau
14. VES Sports Academy
15. VES Tulsi Technical Institute
16. VES Polytechnic
17. VES College of Arts Science & Commerce
18. VES Institute of Technology
19. VES College of Pharmacy
20. VES Institute of Management
21. VES College of Law
22. VES Leadership Academy & Research Centre

Any worthwhile endeavor can succeed only when it has the
blessings of the seniors of the family or organization.

Trustees of Vivekanand Education Society (VES)
Shri Mahesh Tejwani
Shri Dinesh Tahiliani
Shri Amar Asrani
Shri B.L. Boolani
Shri Bansi Wadhwa
Shri Suresh Bharwani
Shri Laxman Kanal
Shri Suresh Malkani
Dr. Shri Prakash Lulla

Member Trustees of Vivekanand Education Society (VES)
Smt. Mira Keswani

Shri Ladharam Nagwani
Shri Rajesh Gehani
Shri Sunil Rajani

Smt. Shobha Wadhwa
Shri R. L. Bhagia

Shri Purshottam Hiranandani
Mrs. P. U. Vaswani
Shri Vishu Lala



VESLARC

Vivekanand Education Society’s
Leadership Academy and Research Centre

“All knowledge that the
world has ever recieved comes from the

mind; the infinite library of the universe is
our own mind.”
-Swami Vivekanand

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