 So, we will be starting this session on moving from 20th century teaching learning to 21st century teaching learning in a short while. But I will since there were some technical issues before we departed on during session 2, I will just repeat the announcements that were made at the end of the session on peer review. First and major query from many participants that there has been a fluctuation in the peer review, some peers are giving good grades and some are not giving good reviews. So, what we are going to introduce is a mechanism of penalty points. So, we are thinking of introducing a mechanism of penalty points. So, all the participants who have queries with peer reviews kindly consolidate your queries and sent it to your mentor. And there is also a final segment where you can give feedback directly within the IIT Bombay system. So, please provide the feedback on the review. So, as soon as you read a review below it you there is a provision for feedback. So, you can give the feedback over there and additionally you can send the grievances to your mentor who will be consolidating all these grievances and giving the final list to IIT Bombay. What we will be doing is we are thinking of introducing some penalty points for improper review because from the back end we will be able to identify who reviewed whom and based on that we will get more information about it. So, the second thing about how to enter text, what is the answer for the RCA01, how to enter the answer in RCA01 in FDP201X? All you have to do is just type text in your entries. There is a box. So, as Dr. Sameer showed today morning there is a box where you are supposed to write the answer. You can enter the answer over there. If you want to give student feedbacks just summarize the student's reaction. It could be in the form of let us say that students who did this particular thing we administered a survey and we got so and so feedback or like say some students who went on to do some more things. So, it could be very quantitative outputs like 67 percentage of the students felt satisfied things like that or qualitative outputs like 2 or 3 students from this particular group went on to create Moodle server in their own systems and were experimenting with Moodle activities. So, these could be qualitative things like these as well. Please ensure that you limit yourselves to 250 or 300 words because if the answer is long the reviewer will also have difficulties in assessing longer answers. To ensure that it is not just one review that is coming in this time we have introduced that one single submission is being reviewed by more than one peer. So, we have three peers who will be evaluating your response and you will be getting reviews from each one of them. One more important thing about peer review. So, the process of peer review both from a teaching perspective as well as from a learning perspective. So, if you are a reviewer when you go through the rubric criteria you will understand how to answer such open-ended questions. The criteria give you descriptions on how or what is the targeted performance or what is in the current assignment it is exemplary performance. So, what is an exemplary performance, what is a poor performance these have been detailed out as rubrics. Now with this as a student you will have an idea of what is expected at this point and when you do the review this will get reinforced and this is why we are using peer assessment or peer review in both the FDPs because the process of peers collaborating is something that we want at the end of this particular the FDP. There are lot of teachers there are lot of practitioners out there and it is important that each of you share each of you collaborate to strengthen the process of teaching learning which is becoming even more complex in the 21st century. I will be now handing over the session to process Sahana Murthy who is joining us from RC 1225 BMS College of Engineering Bangalore over to BMS. About moving from 20th century to 21st century so we are just waiting for our center to get present a control of the slide so that we can immediately get started in this FDP. And the way we will organize this session is we are starting around it is about 210 or so and it will be a very interactive presentation because it is finally after all it is a workshop and you know that in a workshop I think you all remember this you all do work and I also have to do some work so it is not just about hearing and talking so we have a lot of activities which go along the theme of 21st century learning so we will just wait for a couple of minutes till we get presented at this and as soon as we have that we will get started. Okay looks like we are in shape now so in the morning you have heard a little bit about little bit about active learning and why it may be important and you also have experienced some strategies over the course of the first FDP as well as this one. So let us actually get started with a warm up activity so for this entire session for a long time you will wear your hat as teachers and instructors who have a lot of experience. In this first activity it is not something that you need to share with anyone it is a short activity where you need some paper and pencil or even you can just think about it. So firstly think of one activity that you feel you excel at doing. Yeah write down your answer no need to share with anybody we will do a lot of interaction later in this session. So write down some activity that you know you excel you are an expert at doing. And I request participants, teachers, instructors at all the RCs including the one here to participate in all the activities. Okay so once you know which activity or which skill you are an expert in what you can do next is think about why you are so good at this skill or this activity. Write down the top three reasons for your mastery so we look and it does have to be something related to your professional life it could be but it can be that you are very good at sports or you may be good at a craft, you may be excellent at debate, it can be cooking, it can be anything from your everyday life that you are a master at. So write down three reasons for why you think you have developed mastery in this activity. Please make sure you have some writing implements near you it could be a tablet it could be paper and pencil it doesn't matter but each of you individually need to have some writing tool and a written issue. Okay so I am going to do a little bit of magic now. I am going to actually guess one of your top three reasons, okay so let's see whether my magic actually works. So one of your top three reasons is likely to be practice or experience yeah something related to practice or experience and if you think about it this is actually this should not surprise us too much because unless we practice till we gain a lot of experience how can we gain the mastery okay. So I think this point is something we all would agree on and now let's come back to our role as teachers that as experts in a skill we agree that we could not have gained mastery by simply listening so now if you think of your students do you think they can develop mastery just by listening to lectures so in your role as experts at some sports or cooking it's very unlikely that you'd heard some teachers speak about or give a talk about how to cook or how to win at badminton and still be such a good expert at it. So as teachers the main point we want to make at this point is that we want to provide our students with similar practice that we did while gaining our mastery. So as teachers let's give our students opportunities to practice sufficient and timely opportunities. So this entire session as well as entire FDP is about how you provide such opportunity and there was no there's no interaction yet this was just a warm-up hot activity and the point we were trying to make is that if you are an expert if you're a master at some skill or if you're an expert at some activity one of the top reasons how you became an expert is practice or experience. Given that we all agree on this our role as teachers is to make sure that we provide our students the same opportunity for practice the same type of experiences that they should be able to develop as part of their learning. So the whole session and in fact this entire FDP course is about how do we provide such opportunities to our students. So I think that should summarize what we did so far and we're going to come back to this point again that as teachers we need to ensure that we provide our students with sufficient and timely opportunities for practice and there are multiple ways of doing so. So here is where as teachers are still coming and there are multiple ways of doing so let's now look at two ways. So what we're going to do now is a debate and the debate has two teachers let's call them teacher A and teacher B. So what the participants have to do what the workshop coordinators have to do that's something I'm going to say verbally and it will also come in the slides. So don't worry if you don't know exactly what to do now if nothing comes then all you need to do is read the slides and hear what is being taught. Okay so there are two teachers and both are good teachers okay let's just take it as a given but they have different teaching styles. So what teacher A does is that he has an excellent lecture in the class he demonstrates many problems that is he solves many problems on the blackboard and he gives appropriate homework to the students as and when required and this is teacher A's approach and what teacher B does is she does not lecture continuously nor does she give as much homework together instead she makes her students do a lot of activities in her class she lets them practice what they have done so if she gives a 10 minute presentation about some concept if she explains the concept immediately students practice in the class what they learn and the teacher somehow ensures that they get feedback on their work right away. Okay so these are your teacher A and teacher B. So now let's look at what you have to do with respect to the debate so we'll spend about five minutes on this. Within your RC please form two groups okay you can either do left half on right half or it doesn't matter basically we need a lot of you as group A and a lot of you as group B just pick one of it we don't want everybody to pick only one teacher that's why the teachers on the left side can become teacher A and teachers on the right side can think about teacher B. So group A who's thinking about teacher A write points for when teacher A's methods are more suitable and group B write points for when teacher B's methods are more suitable. So spend about three to four minutes individually you can talk to your neighbors because all group A's are sitting together all B's are sitting together take three or four minutes and write down some points in favor of each teacher or each method. Once this is done then I'll ask the RC workshop coordinator to do something else just hold off putting things on chat right now but once we give a go ahead then you can put it up on chat okay one more minute for writing teacher A versus teacher B once the teachers in your RC have a few points what the workshop coordinator can do is tell us via chat some one point in favor of teacher A and one point in favor of teacher B and then we'll collate them together okay let's look at a few responses from the RC I'll just read out what things have come via chat and perhaps hold off a few minutes many of you are making excellent points let me try to get a few of them okay there are a lot of responses which is really nice to see so teacher A works when the so many of you have written all these points I'm going to summarize all your points together so people who have written points in favor of teacher A say that if some foundational conceptual knowledge has to be given or if an expert's approach has to be understood by students teachers A methods are more suitable similarly in teacher same methods students can ask questions get clarification but that can happen in teacher B also what do students learn in teacher A looks like some of you are saying that students develop listening skills and maybe as they listen they also develop assimilation some others have said that teacher A methods work when there are very large students and when there is limited time so these are some summary points with respect to teachers A's methods I think even in our RC here that's what many of you have written on the other hand teacher B's methods work when we want students to do the task when we want students to be in control of the activity when we want students to explore some of you have written that teacher B's methods are actually more useful when we have complex tasks or multiple solution approaches because if you have many students different students can come up with different approaches to solve the problem and in that case teacher B who does not do most of the problem solving herself but she are students to solve problem and articulate what they've done teacher B's methods work better some of you have written that teacher B's methods actually help students develop potential and confidence because they are the ones who are actually doing the task. There are a few of you who have talked about peer learning in teacher B and team building and peer learning because in teacher A there is not much room for such at least directly it's not built into the instruction. Some of you have said engagement could be higher in teacher B will come back to this issue of engagement so it's we're not saying that we must do one or the other all the time but if we ask ourselves what which teacher do we typically follow it turns out most of us for the majority of the part somehow happen to follow teacher A. Am I right? Yeah one reason why we follow teacher A so much is that we've been taught like teacher A so many of us teach the way we learned in our childhood in our college we don't know how to beat teacher B. I'm going to switch off the chat now okay we'll come back to the presentation and we'll do one more chat later so if we want to summarize the debate what we see is that we won't we'll give some names now okay I'll give a bunch of jargon so we're calling teacher A as the 20th century teacher some of you have written that this is a teacher centric view that phrase is also used so why we call teacher A 20th century teacher is that what happened in the 20th century especially the middle and you know till let's say the 1990s information was at a premium information was king so the people the experts who had information who had expert information at the fingertips were the expert there was no internet the books were more expensive you may say well there was a whole library of information but think about it how often did we go to the library how often do students go to the library so access to information was very precious so the ones who had it they were the ones who were regarded as the experts and they were valued a lot and the experts who could transmit this information in an effective way also had a high value so teacher A really made sense in this scenario what we call as 20th century teacher so what the students did at that point was mostly listen and some there were some note takers they absorbed information during the lecture and most of the practice was relegated to homework this was the model because the information is primarily with the teacher expert so now if we ask what has changed in the 21st century I think this is something which many of you are all of you would be aware of because we are all now into the second decade of the 21st century information and access to information is no longer at the premium there's lots of accessible information lots of high quality validated educational information in the form of videos demos animation simulations and so on and it turns out that as teachers who mainly have the power of speech and at most a blackboard we just cannot compete against this information that's there in the internet in fact we'd be foolish if we say that we'll do a better job at transmitting information than what these good videos and all it's available okay so it's not a sufficient for a teacher to only transmit information effectively which means the teacher's role has to change it doesn't mean that teachers are obsolete that's not at all the point we're making here but the teachers role has to change from the primary holder or giver of information to something else something more effective in the new context in this new environment where information is available so what a teacher needs to do in this new environment is ensure that the students are able to assimilate and apply the information through appropriate practice during the class itself so one major change we are bringing in is in the timing of the practice teacher a gave a lot of practice during homework after transmission of information and teacher B is doing it during so if you recall a few slides ago we said that there are multiple ways of doing practice so here are two ways and the way we want to frame this is we call it as the shift of focus from teacher centric to learner centric pedagogy sometimes it's also referred to as shift from content centric to student centric or learner centric pedagogy the pedagogy is the way we do teaching the methods of teaching the news and so on so before we go into how we do it let's just try to convince ourselves a little bit more and let's ask ourselves that what evidence is there you know we have these two teachers and we all learned from teachers who are like a so why isn't it enough to do teacher A so the first reason is of course the environment has changed the internet and information is a lot more available but education researchers like people from my department in IIT Bombay we do a lot of research studies we do experiments with teachers and with a lot of learners and here I'm going to show you one evidence from what's called a meta study so meta study is actually an aggregation of multiple studies so this particular result which I'll show you in a minute is actually from 62 courses 62 teachers not a single classroom and this is in from high school and first year college physics the total number of students were over 6000 and there were a variety of institutions this particular result is from the United States but then it has been replicated in many other parts of the world also so this is from high schools colleges universities and it's a semester long physics course and students were given a test before instruction it's called a pre-test then some teaching was done either using teacher A's methods or B's methods the teachers use one or the other and then this a similar test was given as a post test these are highly conceptual reasoning based tests so you may ask okay what happened on these tests and it turned out that this graph that you can I think you can see the bar so I'll just walk you through this graph you see these red bars on the left and green bars on the right what's there on the horizontal the x-axis is what's called the fractional gain or the percentage gain so this is how much students improved on the post test compared to the pre-test so they do a post minus pre and then normalize it and so on it's called a normalized gain and the numbers here are point one point two point two is here point two five is here point three somewhere here and the green bars they go on up to about point seven so what you can see is that vertical axis is a histogram the vertical axis is the number of courses so it looks like the courses where red type of teaching was done seem to have percentage gains on this test from about point one to maximum point three but the green type of teaching courses had a higher gain so now if you want to see which did who did teacher A and teacher B it showed that what was seen is that all these reds are teacher A type of teaching and the greens here are teacher B type of teaching okay so it turned out that people who are doing let's let's go back to A and B for a moment the teachers who are using these methods not lecturing continuously instead do making students do activities in class scored a lot higher on an average they were the greens and the implication from this was that it's desirable for all of us regardless of what teaching method we use to explicitly incorporate these learner-centric teacher B type of activities in our teaching yeah that's the main takeaway from this research study so if you are convinced by that let's look a little bit into what we want to do exactly and how we want to do it so so far we have come up to the point that we want to move towards a learner-centric pedagogy because that is one way to give sufficient and timely opportunities when the practice opportunities needed give it to students then and give immediate feedback the main question facing us now is how do we do this we all know it we like it and we have but we have all these problems we have to finish the portion my principal shouts if there is noise in class all these problems are there right so how do we do if we are doing face-to-face course how do we do it if we have to use technology let's say we have access to videos and animations in class can we go back to simply doing lectures that's sufficient to use videos what if I have a large class can I actually implement these learner-centric pedagogies and at the same time I need to be engaging I need to engage all students is that possible so this entire FTP is really about how you can do it in various settings and we look at some overview strategies in today's session itself so one way you may have heard this phrase one way to actually engage students and to do learner-centric pedagogy is by what's called active learning techniques so what happens in an active learning technique is there are three of our criteria so let's just quickly go over these and then we'll do some examples so the instructor creates carefully designed activities that require the student to talk right draw reflect speak and express their thinking instructor creates these beforehand these structured activities majority of the students in the class should go beyond listening and taking notes instead what should they do they should talk right reflect talk to their neighbor draw debate in the class and students are asked to figure things out like students are asked to solve problems during the class that's what mainly happens in active learning techniques from a teacher's perspective what we really need to do is shift our attitude first so we have to move from a content-centric content-oriented practice teaching practice to a learner oriented so we have to stop thinking primarily about which topic am I going to teach can I complete it and instead we also have to let go of the question how well am I lecturing instead we have to focus on the question how well are students learning are they learning what we want them to learn so it begins with the shift of attitude and then there are some strategies to help us so before we go into actual strategies let's actually do one more activity and this is a poll so we want to do this in two phases in the first phase I'm going to ask all the participants to actually individually write down your answers or you can actually vote with your fingers okay in your class in the second phase I'll ask the RC the workshop coordinator to upload their answer on the phone so let me actually first make you read everything and then I'll activate the poll okay so there is some teacher let's call this teacher see she lectures you and every 20 minutes or so she pauses and ask do you have any doubts and often three to five students to raise their hand and there's a small discussion happening at that point and then the teacher resumes the lecture because this is teacher sees nothing my question is here at the on the title is this teacher doing active learning is this teacher practicing an active learning strategy by doing yes or no so what you can do at this point is briefly in your RC just vote for yes or no and why don't you do one thing I'll get you started on the next stage right in your notebook this will require 30 seconds what your individual opinion is each one of you right once you've done that turn to your neighbor find a neighbor who has a different answer than you okay and start discussing try to converge on an answer and I'll set up the poll in the mean time workshop coordinators expect and encourage a lot of noise and a lot of discussion at this point try to find somebody who has a different answer you can get up move do you think this teacher is doing active learning okay so I think in your RCs by now you have done your voting and all you've also discussed with your neighbor so I'm going to start the polling workshop coordinator can look at the majority answer whether this teacher is doing active learning and and convey it via the polls so I'm going to start the polling just now the polling has started so I'm going to start viewing some results now okay looks like at least 60 RCs have responded and I'm going to hold off on saying what the results are few more are coming in I think we have over around 200 RCs or so I'm so let's wait for a few more minutes okay last 15 seconds please submit your the majority answer from your RC if you have not yet done okay I think most of you have submitted an answer we have about 146 votes which means 146 centers have responded and the number of yeses are 43 and the number of noes are 103 so it looks like larger number of you think it's not but still a fair number of you think that what this teacher is doing is active learning so let's try to deconstruct this question and let's go back to the slides I'm going to go back to desktop sharing okay so here we are back to the slides and you've done a poll if you've gone to this stage and I just want you to check with yourself I don't need an answer here did any of you change your answer between the discussion nobody change your answer thing so maybe during the discussion some of you may have let's come back so this teacher is actually not doing active learning why is that so let's look back at the definition of active learning okay the two main points we said was that the instructor creates carefully designed activities that require students to talk right reflect and express their thinking what this instructor did was she tried to interact with the students but she did it in a very unstructured informal way she just talked her lecture and asked students do you have questions that's not what's meant by carefully designed activity and the key word here is require students to talk secondly majority of the students did were only listening in this scenario only three students raised their hands three or five and this is a very typical scenario if you ask in your class do you have any doubts in a class of 50 you may get three five if you get ten that's quite a lot okay so two major criteria of active learning are not fulfilled by this teacher see who lectures and simply interrupt us if you have doubts so you may ask okay what's the big problem you know it has interaction I am doing interaction I pause and ask students if they've understood I allow students to interrupt I don't hesitate to answer their questions I even show demos what's wrong with this whole thing and the point we are trying to make here is that such interactive lectures are not sufficient we are not saying don't do it but they're not enough they're not sufficient and there are several reasons for this one is that if you have a 60 or a 90 minute lecture students may not pay utmost attention to the entire lecture you may see burst of attention and burst of engagement usually in the early side of it more dangerous is that students think they understood because you are an excellent lecturer they think they're under following what you're doing but they're actually not understanding it and they don't have an opportunity where they get confronted with their misconceptions this is something a teacher often doesn't know because if you think about it when do you come to know what misconceptions teachers have other students have the test which happens week or sometimes even a few months later so students go don't get this opportunity to see what they haven't understood so this is a big problem it's also difficult to ensure that everyone class or a majority of the class participates evenly and actively it's often the ones with high motivation high interest the ones who sit in the front three benches who raise their hands students with low motivation or who are shy they get left behind and a lot of students are they are daunted they have a barrier to answering a question directly to the post by the instructor the students may not want to actually speak up in class and if you try to force students it's often counterproductive so because of all these problems interactive lectures like what the teachers see was doing in the poll is not a very good idea so what should we do in active learning we've talked about these the first two points there are two more points that these structured activities are actually they come from psychology learning theories people have derived them and then they have been empirically tested several times like the result the evidence that we saw a few slides ago so let's look at a few examples here examples of such strategies so one strategy is called peer instruction and it's very similar to what you did when you did the poll it has some voting but it's a little more than that so the teacher poses a question this is the anatomy of peer instruction it's a very structured activity and the teacher can give one round of individual voting then the teacher actively opens it up for discussion among the participants so this is where I said talk to your neighbor convince each other converge on an answer and most of the time what happens is that in this phase the one on the right side the peer instruction phase that's where a lot of learning happens that's where reasoning happens and then what we did not do today is that students are asked to vote a second time and then there is a debriefing or a class discussion so the debriefing is like this slide this is the debriefing yeah so this technique is called peer instruction and it has it's been used in a lot of different topics starting from mathematics physics chemistry to engineering computer science if you're teaching humanities or management it's used a lot there and there's a lot of research evidence for this technique okay so what do you believe what we will do in the rest of the FTP later later this week or next week is have you construct and create peer instruction questions for your own class so that will be one major activity that you'll do and we'll walk you through more process steps as to how you do it but right now let's just look at a few peer instruction questions some examples from science and engineering domains okay the one we saw with the poll earlier this is from education domain so as teachers you are all familiar with it but now imagine that you're in your own science or engineering class what kind of peer instruction questions can you write that I'm not going to ask you to vote okay please don't vote here I'm not and if you don't understand the domain just wait for the next slide so this is something from introductory programming where you can give a small snippet of a program small piece of a program and ask a question what will happen if we change the function call from something to something else so what will happen if is a very nice stem for a peer instruction question have students vote and then let them discuss and converge on an answer and then move on to the discussion the debriefing phase so you can change any important key piece of the program and ask what will happen to the output that this is one example so we'll just look at three of our examples of this nature this one is from circuits high school or early first level electrical engineering course so there are three bulbs in the circuit there's one and two and bulk threes attached to a switch which is initially open so initially there are two bulbs and then the switch is closed and the third bulb is included in the circuit was a question to the students what will happen to the brightness of bulb one after bulb three is connected if you want just think about it quickly in your room there is a very obvious answer here but the obvious answer need not be the right answer so when we bring in more bulbs it's the same battery we're not changing the battery many of you may think that well more bulbs are coming into the picture so maybe the brightness will go down but then if you work through it you'll see that the answer is very counterintuitive so a question like this is excellent as a peer instruction question because after you do it and do two rounds of voting and students discuss some students actually get the idea that look these two are in parallel they talk of resistances equivalent resistance and so on so some students actually do think in terms of those conceptual reasoning techniques so when you open up the entire class for discussion you will see that students are able to converge on the answer and then you can actually show an animation or an experiment video to show what really happens in this here's an example from any mathematical or the early part of any topic this is about vectors and this is mainly about connecting concepts and diagrams it's a very good idea to ask peer instruction questions where students are asked to reason between a diagram an equation and some concepts so here it asks what's the relationship between the three vectors are they additive subtractive if so in what direction and so on so if you note none of these are numerical answer questions they're very conceptual they require reasoning they require diagrams here is one more the last one I think here is back from circuits this is some transfer voltage in voltage out characteristics and the students are asked to reason which circuit below produces this output so often you will see the stem of your question can either be what will happen if I change something or if this is the output what will be the input you can also ask questions like if this is the input what will be the output but make students think in terms of diagrams and connect it to equations don't stick only to numerical questions so here these were three or four examples and this was just an overview you'll do a whole week in this FDP about such a technique so now let's look a little bit about the implementation actual classroom implementation how many of you have watched or at least heard about conbinega karol puti yeah I don't even need to ask this so you remember the clickers use that so in many classrooms we use these clickers to have students vote on their choice if you have access to clickers this is the one way to implement peer instruction clickers by itself is not peer instruction what's really peer instruction are those two rounds of voting and discussion on a conceptual question but the implementation can be via clickers if you say well you know I don't have clickers in my class I know in my principle refuses to spend that much money what can I do something well you can use flashcards so a flashcard I'll just do a quick demo it's very easy to do it take a piece of paper white paper like this if you have sketch pens or markers use them I'm just using a ballpoint pen so it's not clear but divide it into four pieces okay a b c d yeah four pieces and then if you use any black sketch pen or red or pink or something you can have students hold it like this and hold up their answer so what's being shown here are those flashcards you don't have to buy anything you can just take a very simple piece of white paper and some thick markers are that's all you need every student can create one of these set of flashcards in a class you don't even want to do that if you say well you know that's too much work you can use fingers okay the only thing with fingers is don't ask students to raise their hands like this okay this is not advisable instead I'll try to demo this our students to hold up their answers in front of their chest can you see my fingers near my neck okay any idea why we ask people to hold up here and not I think you can see my three fingers now now it's only one finger yeah why do we recommend this and not this so in the first round we want people to think individually we don't want it's not about copying we do allow them a lot of chance to talk to each other we want them to talk and copy but we don't want them to get influenced by somebody else initially and we want every student to make a committed choice so why this work so well is because initially if you remember I said take out your notebooks and write that starting 30 seconds is important once everybody has an answer down open the floor for as much talking and copying in fact copying is good in that case it's not exactly mindless copying it's convincing the neighbor of their answer there are some others I'll show you some other high-tech ones so this is from here there is some optical recognition I'm not sure if this is very clear I'll upload these slides on moodle there's actually a scanner in the front of the classroom and it can optically scan these cards the colors that the students have if you say well I want to do I'm doing some online course can I do peer instruction yes there are many things you can do either in synchronous or in asynchronous mode so in asynchronous mode moodle has quizzes and polls and tomorrow we'll talk a lot about it in synchronous mode there are many real-time voting tools much of this is free so the one here is called Mentimeter as a teacher you can open an account set up a peer instruction question and your students can use their mobile phones to do it. It's actually a good idea to use mobile phones for such things don't be afraid of technology and don't be afraid that students will do this in that make sure you have an engaging question and everybody will be on task many other if you don't want it if you poll is there if you're doing blended and online type of teaching if you don't like cell phones don't worry go back to flashcards but this is the range of tools available and see if you can exploit them okay so let's look at one more quick strategy and then we will do an open Q&A another 10 minutes or so we'll look at one more strategy and then we can do an open flow transfer with many of the centers so consider a class and now you're back in your classroom as teachers and consider a large class 100 or 300 or 50 whatever you consider as a large class and imagine you have a 90 minute class with a large auditorium okay. How engaged are your students throughout the 90 minutes high medium low okay so what I want you to do individually you'll need a paper and pencil like if you have a laptop you'll have I want you to draw something so individually just take a minute and draw a graph of percentage of engaged students versus time as the 90 minutes in your class go on so horizontal axis is time in your class vertical axis is percentage of students who are engaged at every point in your class quickly draw a graph okay do this individually and actually 30 seconds are enough for this I think most of you have a graph that looks like this maybe some of you have a little spikes in between maybe you told a joke or something at this point or maybe you know some interruption happen okay so this is how our typical classes are question for you now I want you to turn to your neighbor in your RCs suppose you wanted to convert that graph that graph that went like this to something that stayed more or less stable at 80% engagement this is 0.8 come up with one technique with your neighbor how you can convert that graph to something like this one technique for the topic you teach okay this will require a little more time so take three or four minutes and I'm going to give you a hint here in case you've forgotten the last half an hour think in terms of learner centric or active learning techniques take two minutes talk to your neighbor come up with some strategy okay to make that downward facing graph into a flat graph and then we'll see where to go from here okay I'm going to move ahead and then come back to this slide what the workshop coordinator can do is identify one technique from your RC that's a learner centric technique but don't say something very generic don't say something that I want to engage students in discussion what kind of discussion what question will you ask try to get a little more specific because you can't engage them in a disk for 90 minutes and I'm going to put up one slide after this for you for each one of you as a self check if you have come up with a technique ask yourself is it truly learner centric if you say something like I will do I will show I will tell you're still operating in teacher centric mode on the other hand if you say I will make students do you are moving towards learner centric better still if you say students will do something you are bang in the learner centric active learning strategy okay so when I see an interesting technique I will say that out some of you have said that pure instruction technique can be used and you're absolutely right the technique we just saw pure instruction is a very powerful technique to keep your engagement graph stable at 80 percent somebody has said engage students in chain nodes technique I'm not exactly sure what it is but I think it's a structured technique do group problem solving in class that's again valuable think share the way we've been doing just now the way you did in the morning that's one valuable technique role play some of you have said so again all of these are useful techniques let's move on now again you have the entire month to think about these but the main point is if you want to go to a learner centric technique you have to be able to say students will do X and the teacher will facilitate it by doing Y okay that's what your learner center techniques start with okay so few more examples here the one we just saw now that's called think pair share where you first individually wrote something then you talk to your neighbors and then the coordinator did a class wide sharing in our case here the class comprises of about 200 centers and maybe even several thousand participants because there's a class wide sharing okay so summary if you want to engage students in active learning techniques make them do problem solving during the lecture make them work collaboratively ask them to figure out things on your own ask them to express their reasoning for example why did you choose choice B why do you think a is wrong questions like that are very meaningful and students should get rapid feedback on their work immediately students should be able to need not be individual feedback it can be group feedback by saying choice be doesn't work in this case because of these reasons okay there are some other two examples we saw just now pure instruction and think pair share and there are many other examples team pair solo problem based learning just in time teaching role play jigsaw case based learning peer review we will do a few of these this month in this FTP if you're in labs there are many active learning techniques you can use in labs so in computer science programming labs you can do something called pair programming or pair problem solving in tutorials or problem solving sessions you can do problem based learning database problem solving the many structure techniques okay so details will come during the rest of the FTP including a lot of references for where you can find the procedures for such techniques okay what if you're using technology like videos and animations how can you do active learning with those that is exactly tomorrow morning session integrating videos and simulation in teaching and learning what if you want to use moodle because I think in FTP one you worked a lot with moodle so can you do active learning in moodle that is tomorrow afternoon or late tomorrow morning session utilizing moodle for higher order learning outcomes and of course the rest of the FTP also will be doing some of these okay so last poll will you implement active learning in your class I'm actually going to put this poll and let the RC workshop coordinator just give the majority view I'll put back the question will you implement wait wait wait please wait I have four choices it's not a simple yes or a no I'm just going to put up the choices okay so let's start polling here there are four choices yes I will definitely implement them more than once a week no unless I have more info I won't implement them please I will try these I want to implement them but I have more I have some concerns. Okay I actually want you to think carefully about ABCD and then we'll see okay looks like many of you are saying you will do more than once a week some say you will try about once a week some say you have concerns actually are quite right to have concerns and there are some typical concerns the two major concerns that come up is completion of syllabus and the second one is the noise level okay these are the two things the noise level is a little easier to discuss so let me just briefly talk about each of these and then we can more of it during the Q&A session noise by itself is not bad this kind of noise that happens during the peer discussion is very productive noise okay so that's you have to be convinced that actually good noise is happening if you find students talking off topic or thinking about discussing the party that happened yesterday and all then you can do things to change that but typically once students get engaged and the way they get engaged is if the question is at the right level of challenge it can't be too easy then they'll get bored simple numerical questions are not suitable it can't be so difficult that they get daunted so this right level of challenge is something you have to gauge as a teacher but once the question is at the right level of challenge students do get engaged if you are having trouble from your management about noise I would suggest you talk to other teachers in your your colleagues who think this is a good idea tell them that the educational technology department in IITB recommends this show them research articles so there are a lot of things you can do okay I'll come to syllabus completion in Q&M sure somebody is going to ask that anyway so the main takeaway from this overview session on active learning and moving from teacher centric to student centric is that we want me to make students grapple with content during our classes during the lecture during the teaching in not only at home don't merely clarified doubts in class do something more than that use established and proven methods like active learning strategies we saw a whole list of them provide frequent opportunities for learners to work with the content and ensure immediate and frequent feedback so if you do some of these then in terms of learning gains in terms of engagement you'll see high results both engagement and learning it's not just one or the other you'll see that your engagement graph instead of going downwards like this is more like that okay so I think we have time about 20 minutes or so for questions there are a lot of resources that we've created in our educational technology program at IIT Bombay you can go to a website and go to resources and teaching strategies we have videos of workshops slides you have something called activity constructors that you'll be doing in the FDP and what the activity constructor does help you the way it helps you is it scaffolds you to create a question for your own class for your own topic so it asks you a series of questions it's more like a worksheet and after you finish writing the answers to the questions you can create a question one of the active learning techniques for your own class okay so let's stop the presentation and I think we are going to use the question format right VP Samaj KBT College of Engineering Nashik over to you my question is how do we ensure that each student watch the video coming to the classroom okay so the question is if we are doing flip classroom how do we ensure that students have watched the video we will do a couple of sessions on flip classroom but there are some techniques which will quickly I'll just quickly mention them often teachers do a brief ten minute quiz at the beginning of the in class part of the flip classroom and that beginning part is based exclusively on the video and it turns out that students who have watched the video can answer the questions and the ones who haven't they find it difficult so this is a sort of a carrot slush stick incentive for students to watch the video. Secondly for the in class part if you make sure that the activities can be done only if students have watched the video that's another incentive for students that if they come to class without having watched it they're really lost in class so that's another thing teachers use what is not a good idea is if you repeat contents from the video because then students feel that well doesn't matter whether I see it or not yeah so these are some quick techniques and we have a session we'll do some one more detailed session perhaps in the asynchronous phase in the FTP. Okay let's look at Center 1059 Garda Institute of Technology Ratnakiri my question is ma'am how we can manage the time because using a flip classroom it's much more time consuming like to prepare a video to edit a video the flip classroom concept is completely time consuming. Okay thank you for the question the question was how do we manage time if we are doing a flip classroom I'm not sure how much in detail you've gone through the flip classroom perhaps in the FTP one you went through not yet okay so we will talk a lot about flip classroom in FTP to flip classroom has two parts out of class part where students already watch a video or read a book or go through resources and then in class what happens is exactly what we discussed today so the out of class part is watch a video answer some short questions in classes active learning and as a teacher when you have to think about proportioning your own time for the out of class part you don't need to create your own videos each time there are plenty of existing good resources videos animation simulations that many other people have used. So we can you can always use those and minimize your time if you want to create your own videos you're absolutely right it does take a lot of time you have to use your you know out of class time or you have to try to get extra time somehow in class active learning what you can do with respect time management here and this goes back to how do we complete the whole syllabus here you have to be wise in choosing which topics you will do for the active learning and which topics you will not do it's not possible to do a 15 minute thing per share in every class and still lecture okay so what you'll have to think about is that that the topics where you decide to do a thing per share of you need not do a elaborate lecture beforehand or if you do two examples using pure instruction the third example can be given as homework usually when students learn using pure instruction or think per share or any active learning technique they learn how to learn which means they don't need to be told every variation they are now at a stage where they can learn on their own okay so that that's one way you can proportion your time let's go to center one two four zero because professor Kannon from IIT Bombay wants to join yeah over to you one two four zero my query is students are basically judged on the terms of the end semester examinations they have so how can we motivate the students to get involved in this class and motivate flipped classrooms more and more because they're not eventually being evaluated on such things okay so this question is about motivation of students and especially since all of them have to pass the exams and this is a realistic point it's not something we can ignore we can't say let's only do active learning all the time and see all these are as a teacher we have to really think in terms of a designer which means there are some pros and cons and tradeoffs a lot of tradeoffs you'll have to make if you think only in terms of exams the thing that you're letting go the tradeoff is of learning you think only in terms of engagement and active learning the tradeoff is about completion of syllabus and maybe exams so I'm going to ask a question back to you is there some part of the exam that you can be responsible for that doesn't come from a university with somebody else has said maybe it's 20% of the syllabus maybe it's in the lab so first identify portions where you can be in charge of the exam and then make sure that the exam questions are very similar to the kind of active learning to the questions they do in the active learning strategies and students are absolutely right when they have to focus more on the exams and not on what you do in class so let's use it to our advantage let's try to change the exam so that we ask questions of the type what will happen if or connect the diagram to the equation and so on so this is one this is sort of the first answer I can give you for the rest of it again you'll have to think about can I insert a five minute peer instruction somewhere because students are they do want to be engaged and if you say I'm going to use five minutes in a one hour class twice a week you're not going to suffer too much in terms of syllabus coverage so try to be clever in terms of using your time do the small structured in-class activities you use moodle to do something else here are some answers hi Sahana this is Kandan here yeah hello professor Kandan I just wanted to say hello to you all I happen to be here so I just wanted to see how people are doing it's a an exciting environment very active they're all very sharp and they were asking right questions so I wish the course every success okay thank you very much Kandan and great to have you with us Center 1240 let's go to Center 1193 yeah in this active learning process the student needs to devote more time and there is a lot of hesitation yeah so okay so let's look at this concern it's actually important concern so the question is students often need to devote more time and more effort and you're absolutely right because we're asking them now to no longer simply sit and hide students can't hide when the teacher is doing active learning they have to participate and there may be some hesitation among the students so I'm not sure what your personal experiences when you try some of these structured techniques in the beginning there will be some hesitation because this is something very new for students it's important for us as teachers to tell them why we are doing this what are the benefits there was one slide that I skipped over earlier we'll pick it up tomorrow on what are the benefits to students by doing all these so students also need to have buy-in into these techniques and as a teacher how you can increase this buy-in is starting by talking to them why we are doing this show them results about increased engagement and increased learning and also one thing that makes or breaks the success of these techniques is the type of questions you put in your active learning strategies if it's boring if it's something that they know you'll do anyway next week in lecture then they won't be engaged but if it's something that engages them at an intellectual level then my experience I've been doing this for almost 20 years such techniques at all levels starting from younger children are more likely to be engaged but also with a lot of college students at various institutes and universities students usually jump in typically takes three to four sessions for them to warm up to you if you hear only silence don't get bothered by it what I do is if I hear pin drop silence after posing a PI question I say look I'm not going to continue until one person says something so the next 30 seconds there is a lot of discomfort and people are shifting and then somebody says something and the ice break somebody laughs and from then everybody joins in so it takes about three sessions for the class as a group to warm up to you don't be afraid of silence in the beginning if they see that this is routine in your class you do it every time regardless then it just becomes very regular we've done a think fair share and pure instruction in a class of 250 for an entire semester every 90 minute class had about 45 minutes devoted to these techniques and there was a little bit of hesitation in the beginning but just the first week okay and let's look at center Mahalingam College of Engineering Coimbatore over to you in active this learning you told us research papers are available can you please expand about a little bit about that? okay thanks for the question so the question is I had mentioned earlier that there are a lot of research papers available about active learning and can we share those can we expand so the kind of experiments people do are these are called control experiments and usually there is somebody trained in education research methods who is overseeing it there's also a domain instructor who's the main teacher somebody from an engineering or science background and once an active learning strategy is designed and polished by them they decide to teach using this strategy maybe for one section so suppose the teacher is teaching two sections A and B section A is taught a topic using the active learning strategy and section B is taught using a traditional topic and then maybe a different topic is taken and it's switched A gets the traditional teaching and B gets the active learning way of learning and then the results are compelled so these are called control studies and the type of results people look for are so it's important what you measure also your regular traditional exams are unlikely to give you any difference in results instead you have to have very carefully written conceptual questions reasoning type of questions and there you're likely to see more differences people also measure engagement people also student engagement there are ways to do it they measure students in perceptions so what the student thought about one method versus another method how likely is the student or how much does the student want to learn using this method and so on so what we can do on model is I'm going to request Jai Krishnan to upload on model some of these papers about learning and engagement using active learning as the FTP continues you'll be able to read these papers so let's take center one one zero three share code and MIMS share code ma'am actually there are two question first question is that I recently took a flipped classroom in my active class and in that 60% of the students washed the video and they came prepared for the active class while 40% couldn't see it for one of the other reason and then I was not been able to understand how to manage those 40% in the class while 60% were actively doing the problem solving so about flip classroom and video watching I had mentioned earlier tried giving a short quiz based on the video in the first five minutes just a five minute short quiz your 60% might go up a little bit what's your second question the second question is there are few participants over here who are interested in publishing such work out of their experience of you'd like to know good journals where they can publish their work okay the second is about doing research in these techniques so it's not something you can do right away with but we do want to get more and more people involved so we have a few programs and again I think we can share with you a list of journals but it's not as straightforward as knowing with journal and doing some study there are techniques very specific techniques research techniques just like different research techniques in different engineering and science departments education also has its own techniques so those are some things that the researcher has to be learn quite well and we have some resources for those we'll try to share those and the programs that we have with respect to doing research in your own class okay thank you so much ma'am I look forward for that yeah I'll make sure that we put it up on Moodle over the next few days okay okay the last question is from BMS Bangalore since I'm here in case anybody has a question so how are the tools which are coming out we use for effective like teaching learning process so I'm basically biochemistry I teach biochemistry and that will draw a lot of structures and all so the way I draw the diagrams under both and even the mechanisms I explain while so whatever the tools I use it's not going to be that much effective you want to use tools actually it's not that I've been a but still while drawing the stretchers and whatever the stretchers I show it using videos even animations so generally like now when I draw it and students easily they will follow it okay so what are your comments okay so the there is an observation and then a question here so the this can be from any domain even though the question was from biochemistry that there is a difference between showing a video of some complex diagram and actually drawing it step by step on the board there's a difference in the learning so I do agree with you there is clearly a difference so let me make one thing clear what we are not recommending is to simply play a video which has the canned final answer okay you do there is a lot of technology which does help the teacher and the student construct such diagrams step by step that exists there are also some videos which do it step by step so I'm going to leave this as a teaser and this is a teaser for my colleague who is going to do tomorrow morning session what he's going to discuss tomorrow is how do you teach effectively with such videos suppose your video doesn't do a step by step drawing can you augment as a teacher can you do something and still teach with it effectively because one thing we know is that the suppose you have a 3D molecule the video will do a much better job than what you draw on the board yeah so but on the other hand the video may be very passive and when you do it it may be more engaging so how do you combine the best of the two get such things it is there are some techniques you can use with the video so to give you a very sneak preview of the answer videos and animations are not to be played from end to end that's not the way you use them you pause it at a point where the suspense is the highest do an active learning question at that point so do a peer instruction question saying what is the next shape in the molecule or what will happen if I do a mirror image make students vote make students do a TPS it can be one minute it can be 15 minutes and then show the answer in the rest of the video so this has been found to be very useful you break up a video and then when you want to use your hand drawing should do that so you use a judicious combination so a combination of the technology tools by themselves don't have any intelligence it's you as the teacher who's bringing in the intelligence and the engagement but so you have to use them judicious not just judiciously you have to use them to your benefit simply playing a video is not very useful so I think let's close the session thank you all very much and hope you have a very productive rest of the FTP thanks