 So, what we will do is we will have you write a TPS activity now ok. So, now your goal is you have to create a TPS activity that leads students towards write a program to manage the contacts on your phone. So, there will be number of logics can be used for a single problem. Number of methods are the for a single problem by this way. Yes. So, students can use different logics some other use different logics like that. So, number of ways for a single problems. Exactly. More episodes. So, that is exactly. So, if you look at. So, we have conducted experiments to find out ok is it really useful at all and that is exactly a point which many students make that within 20 minutes I get to know 5 different ways of solving the problem, which I cannot know if the teacher is only going to tell me one way in great detail ok. So, let us come to this activity let us have you no no. So, let us have you talk about write a program to manage the contacts data on a phone. So, everybody has a phone everybody has contacts. Now, you tell your students that look you have to write a program which is going to manage the contacts data. What will you write as the think face question? What will you write as the pair face question? What will you write as the share face question? That is your challenge now ok. So, you can do it directly as a pair activity. Is the question clear to everybody? You have to write the T P and the S parts for this problem ok. You can discuss with each other and together write one. So, I find that there are people who are still just in the first step ok. We need everybody to be doing something alright. So, feel free to ask me a question if you have a if you need clarification on what is to be done. On the language chosen one way that has to be done. Ok. Does it matter on the language that is chosen? It is your choice. So, the three are the same. Here in the elbow there is a code that is. That is one possibility. We are just writing a pseudo code. So, how to manage the code first name last name and mobile number email and lots of whatever. Then we have to discuss with each other how to manage it whether it is a group size or whether it is a first name or not. And share face. And share face we have to access with the business more efficiently. Good one. Yeah. So, there is one more point that is coming out which is that many people are saying that the same three things that you wrote for the earlier problem think face pair face share face that will work for this one also. That is true except that this is a much more nebulous problem this is more of a design problem that is very specific. So, that can be done that can be done in your 5 minutes or 10 minutes of see you do not want this TPS activity to take the entire class. You want to spend only about 2, 3 minutes on the think face 5 minutes on the pair face and 10 minutes on the share face you do not want to go beyond that. So, while it is true that you can just simply say write the pseudo code write the S plus code compare with my program that is true for every question in CS 101. But try to come up with something which is slightly different from that there are 2, 3 groups which came up with different activities to do in think pair and share faces. So, now the third thing that we are doing is TPS for contacts database. So, think face is what go ahead. In think face we can individually think of the contact format and the possible operations individually. Hey 1 minute yeah 1 by 1 pair face. In pair face we can discuss the steps for implementing the possible operations and in share we can think of in what kind of real world applications we can use these operations implemented for managing contacts. So, let me comment on each of these ideas as they come. So, the think face actually perfect in this case because we are just getting them to think about the contact format and possible operations everybody can do this. So, that is the criteria that is being met. Pair face again we are saying we can discuss the steps for the implementations fairly decent. Share face real world applications it is actually a little disconnected from what they did in the pair face. So, they have to be connected in some way ok next. So, sir one more how to store the multiple data's in the think face. How to store multiple data's. Multiple data's. Which face? In the think face only. In the think face only. In the think face we will identify the functionality or requirements for this problem. Then during the pair face we will validate these requirements whether they are correct or not. And finally in the share face we will compile them together. Ok this is again a good TPS activity has been created for that problem. Because this is something that you want your students to be able to do well. Given a broad real world problem you want them to be able to say ok find out the functionality and requirements. So, once again if you apply the test can every student do the think face. The answer in this case is yes they will be able to come up with some requirements ok. Can then together can they do validation. So, validation phase they will look at is it there have I missed out something has my neighbor found something else. Ok this is again a good one yeah. Sir in think face we can ask simply to write a class without the required data members and operations. Ok. Which will do a job. In pair face what we can say is. Without. Which data structure would be more appropriate. They can discuss about it with their partners. And go on writing the whole program then. Ok. In share face we can we will ask them to exchange their works with the neighbors. Ok. And then compare the works of your neighbor with the demo program. Ok. And find out where it could have been more better. Ok. Good one. Next. Anybody else. So, think face data types are required and how it can be stored in database. In pair face possible different ways to store the data. And in share face compare all these answers and find out the which one is the best. So, here again let me illustrate. So, the think face is fine you can say which data types are required. Pair face when you say different ways to store there should be a connection between the think and the pair. Because they should be building towards the solution. Pair face question is slightly different in this case. Sir. Yeah. Sir when the problem is growing complex the TPS activity can be made as think share and pair. Ok. Because think pair and share reverse engineering problem is there. Because after sharing if I come to know my problem is wrong then I need to go back with my pair I have to do. Ok. Let me use this moment to say that there are many ways of doing think pair share. There are ways where the share face comes earlier. What I told earlier as team pair solo that is one such mechanism where the share happens first. Ok. So, right now we will just restrict ourselves to think pair share. Ok. Sir. Sir think is decide the screen designs and navigation designs for the system. And so pair is implement it implement these designs. And share is compare with the real time already developed applications. Ok. So, this again is a good exercise if we have lot of time. See what you want to keep in mind is when we say design the screen design good one. Sir. Then if you say implement it is going to be hard to do that in 10 minutes. So, what you want to do is pick a smaller piece. So, say decide the screen design for update. So, make it narrow enough so that people can attempt. Ok somebody from that end. Sir think for the think what I have written what are the different functionalities required to manage the data. Then for pair find the technical terms for the functionalities. Technical term for the functionalities and then for share compare with your neighbors and find the best functionalities. Ok. So, technical terms I do not understand how will finding the technical terms help in the pair phase. So, the think phase is fine you say find the different functionalities identify what are the different functionalities that are required for such an application. For like for gathering information. And then we have to store means we have to write create modify delete like this. Ok. So, the ok. So, you are saying is in some sense it is also implement ok. Ok. One last. Sir in think phase we can think about the type of contacts. And suppose alphanumerics and some starting from another characters. And pair phase we can pair like a family contacts, friend contacts and colleagues contacts. And in share phase we can just compile and execute that. Thank you. Sir. Ok. So, only one or two solutions which are very different from what we have already listed. Individual thoughts then unique format then evolution. Sir we can ask them how would you like to arrange your contacts. Ok. That is the which phase. Sir think phase. Ok. And then we can give them something technical like we can say them how would you arrange these strings in array. In the pair phase. Yes sir. With your partner you write a program to arrange these strings in array. And sort them. And finally you will discuss or compare in the share phase. Ok. Ok. So, here again see the each of those phases that you have said are good. But there is a slight lack of connection between them. Ok. Sir in the think phase we can ask a question like find out an efficient technique to search a contact in minimum time. And for the pair discussion we can ask which data structure can be appropriately selected to decrease the search time. And with the help of partner try to implement that searching technique. And in the share phase we can ask discuss the different search technique and analyze the most efficient one. Ok. Again a good TPS question but not for an introductory course. Ok. So, it is a second level question. So, in fact I do not have this question in my database and thank you for contributing that. So, it is good when you do it in the second level course. Ok. Last one sir. Ok. Every student is having a mobile phone. And just we can ask them how they will store the information of different contacts that is in think phase. That is already done. Somebody has already said that. How do you like to arrange your content? And second one is we can ask them how they will represent the same data in C++. Right. Ok. Sir. What is the format? In which format they will represent in C++. And in third phase we can ask them to compare the same structures with other members. Ok. So, this all of this has been already covered in some way or the other in the earlier ones. Sir. I just what would like to add to the think phase. Because most of them has made the good points. In think phase we can ask to how to manage the contacts with the multiple numbers. Single contact with the multiple numbers. Just for one name we can have multiple numbers. One second. Think phase you are saying. How to manage the contacts having the multiple numbers. Ok. Ok. And in the pair phase we can ask them to design the algorithm and also to sort the contacts in terms of some sort of alphabetical orders. Ok. And in share phase it is similar to the others who has made the comment already. Yeah. We can ask them to validate the program with the other peer groups. Yeah. Ok. So, I am going to stop here. I am sure many of you also want to continue sharing we will do that later. We do not have we have only about 10 minutes left. So, many such answers have come. Let us just do a quick count. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. More than 10 different answers we have already got. Ok. Now, let us compare with my answer. Ok. So, this was the activity that I actually gave in the class. So, this many of you have come up with a similar activity. Yes. Ok. Many of you have come up with. I am not saying that this is a good activity. In fact, some of the ones ideas that you have come up with are as good even better depending upon how much the students have already learned. Ok. So, here what you find is in the think phase you are saying how will you store the information. So, again something that everybody is able to get. Ok. I am also have got a feel from your answers that most of you have got how to do this. Ok. Pair phase again you are saying ok, discuss with your neighbour, agree on the class declarations and then together write the code. Ok. Share phase once again you are going to discuss solutions, compare different solutions and so on. So, if you look at the answers that you came up with there are many of them which more or less fall into this category. Ok. So, which data types are there different stores write a class without methods which data structure all of these are more or less similar to this example that I have shown here. Ok. So, good. Pat yourself from the back for that. There are two other examples that I am not going to do but they are there on the slide so that you can take a look at it later. So, there are different goals. Right. So, in one case the goal was a design problem. In this case the goal is to get students to do some conceptual understanding of how sorting works. Ok. So, when you have this goal once again you can give a question like write pseudo code for sorting an array. So, this again is something which every student can get. If you say write the pseudo code for merge sort how many students you think will be able to do that. No they will get daunted they will feel what is this merge sort and all. But if you say write pseudo code to sort an array of numbers everybody has done some sorting or the other they will be able to write some code. Ok. So, then in the pair phase you say discuss your answers in the share phase we do a discussion. And this activity in my class for example led to a discussion of sorting algorithms and in about half an hour we were able to go through the entire list of sorting algorithms by ideas generated from students themselves. Ok. So, for conceptual understanding it is a good thing. And it is also a good example for doing detailing. So, I am going to skip these examples I am not going to spend time on that. Ok. So, now all this is fine is there data to show that this actually this idea actually works. So, this is almost my last slide. So, what I did was I taught this course for two years and over two years we observed we had students we had our like what Prosopadak mentioned we have our had our education technology PhD students sitting in the audience measuring keeping track of who is paying attention who is not paying attention executing some protocols to measure how much engagement is there in the class. And then we also carried out tests to measure how much learning really happened. Ok. So, these are the experiments that we did. And we found that this method ensures that 83 percent of the students on an average are mostly or fully engaged. Then and the students self perception of is it interesting matches with our data. Ok. Even if you look at learning you find that no we had two groups one group we did a TPS activity and another group I just did a very interactive lecture, but I didn't make them do a TPS. Ok. So, again we found that the experimental group which learned why are the TPS performed much better than the control group in which I gave a brilliant lecture. See that is the whole point like many of us always feel that I need to improve my lecture. That is not the point. Ok. There is only so far you can go with improving your lecture. Students learn when they practice. So, the moment you bring something of practice into the classroom that's when the learning happens and that is what this experiment illustrates and then we wrote up some papers about it and if you are interested you can find them there. Ok. So, this is my last slide. Do we have those resources? So, we have some resources which will help you to write these TPS activities. Ok. It is called a TPS activity constructor which is being distributed around. You don't have to do that activity now. So, you can look at it and basically we want three points to keep in mind. One is ensure that there is a clear deliverable for each phase which drives the action in that phase. Second is ensure that the phases are logically connected and the third is ensure that there is sufficient time. Ok. See the important thing is that you will need to do in your own class is this is to estimate this. So, for example, in this class what happened was at some point I said ok let's move on to discussion and at some other point I said ok let's stop discussion and move on to the next topic. So, that judgment is around when 80 percent of the class is finished. Ok. When you are not getting any more new ideas you move on from the discussion that is what happens. Ok. Now, somebody had a question here. We have a complete engagement of the class. So, how is it possible to do 5 minutes? So, the question is how is it possible to do the share phase in 5 minutes? Ok. So, the answer is it's really if you think of it as I need to give every person a chance to speak it's not possible. Ok. But if you think of it as I need to collect all the possible answers it is possible. So, that's like what we just now did you write down saying that these are the answers. Typically, you will find for any problem people come up with 4 or 5 different varieties of answers. Ok. So, once those 4 or 5 answers are done you can stop the share phase. This is an active learning method. Yes. So, there is a pair who are really good at but who don't share. Who actually don't share and we are giving some demo array program and we are asking every team to share their program or to exchange their problem with that. But this pair has not shared. Ok. So, what to do with pairs who refuse to share? Ok. That's the question. So, you see that you don't worry about outliers. Ok. It's ok. Forget about that pair. No sir. What ultimately is when they think pink and share think the share has done ultimately the optimized solution has to come out of the class. If that pair had the optimized solution with them. How come? To share it's ok. That's what I am saying. So, maybe even here for example, there may be two people there who despite all my best efforts have not worked on anything that I said. They just worked on their mobiles. I can't do a thing about it. Let it go. Sir, what will be the ideal time for each activity and what is the frequency of this particular activity to be conducted in 90 minute class? Ok. So, what is the ideal time for each activity? So, that's there on the slides. Typically the think phase should be 2 minutes or so. Let me just bring up that slide again. Ok. What did we have? Think phase takes 1 to 3 minutes. Ok. Approximately. It should not be very long. Otherwise people get bored. They will lose track. Pair phase 5 to 10 minutes. Ok. Share phase 10 to 20 minutes. Approximately that. So, if you say 20 minutes or maybe 25 minutes for one such activity how many will fit in your class? In one hour session you cannot do more than 2. Maximum 3. 3 will become too difficult for your students because they are not used to it. They are not used to coming to class and thinking. They are used to coming to class and sleeping. So, when you now make them think in the class after 2 activities they will get tired. Ok. So, 2 activities is generally the no. If we do the same in the every lecture what is the internet talk? It is a possible that every time student talk will be the same thing. So, they get bored. Ok. If we repeat the same TPS activity in every lecture what can happen? The, see each time the problem is different. Ok. So, you should not go overboard. I mean you do not create a TPS activity where TPS is not required. So, maybe one lecture you do TPS, next lecture you do peer instruction, then after that you come back to TPS. So, mix it up. That is true. Ok. Sir, excuse me sir. Sir, here. Who? Where? Yeah. Ok. Sir, I have practiced this scheme more or less in our class and what happens is some students who are very good in programming suppose they have some good ideas but they do not share on their own. Ok. So, what I do is I pick up those programs and discuss with all of the class and give them a credit that this person has done such a brilliant thing. So, that works actually. Correct. So, again identifying good solutions even if they have not voluntarily shared and highlighting them is a good strategy to follow for the share phase. Sir, how can we estimate the percentage of engagement in that class? What are the methodologies we have to calculate that? Ok. How can we estimate the percentage of engagement? Final results. So, we observe. Ok. So, what happens is there is a technique to do that. It is outside the scope of this discussion. But the idea in brief what you have to do is you have to observe each student every 10 seconds, observe a group then be able to generalize and all that. So, there is a specific protocol to be followed which we have evolved in order to come up with that number of 80 percent. Ok. Anybody else? Sir, in the lecture class only for 50 minutes. So, one activity is enough. Ok. If your lecture class is only of 45-50 minutes do only one TPS activity that is enough. Do it somewhere. So, what I usually do in a large class is the first slide I usually have a problem which is already there. Ok. So, that is usually like a peer instruction question which is already there on the slide. So, as students are walking in they can look at it and they can start thinking about it. Then we do some discussion. So, there is a peer instruction activity for 10-15 minutes. Then a TPS activity for another 20 minutes and that should that is enough for a 45-minute class. Ok. Sir. How many times this method can be applied per subject? As many as you feel appropriate. So, I did it in 25 lectures. I did 25 such activities. Ok. Something like that. It does not matter. So, there is no rule about all these things. But students may get bored after 10 times or 15 times. Then stop doing. Ok. So, thank you very much Mr. Siddharah here. I would like to make some concluding comments on this because this has been an extremely important exercise in IIT. People like me who have been teaching for more than 40 years have learned significantly from this. And we hope to incorporate many of these suggestions and ideas into actual practice through our 10,000 teachers that will be trained. First and foremost is about good lecturing. What he said is important to remember in the correct context. He said lecturing good or bad alone does not necessarily result in better learning. But I would like to mildly suggest that the converse if interpreted in a very peculiar fashion is not necessarily true. Namely, very bad lecturing. It is all of good interactive activities not necessarily going to guarantee better. In fact, I think what we lack is the data about such active learning done jointly with very good lecturing and such activities done without very good lecturing. I think there is one data point there. So, although there is not much difference, there is some difference in the amount of learning. There is significant difference. If the graph if you see, it is very significant difference. So, all this in the beginning where 0.2 to 0.3 is bad lecturing but lot of activities. 0.6 to 0.7 is good lecturing and activities. So, good lecturing is a given. Yes, right. The second point I want to make is you remember our discussion that in the blended MOOCs the local teacher will be engaged in problem solving and discussions and no lecturing. And there were questions ranging from what will be my role as a local teacher. Is it important? Two, even an extreme question is someone, will I be fired? I mean, will we lose our jobs? Okay, I had tried to tell you that on the contrary the local teachers become more important because now they become the direct in charge of the delivery of learning to the students. And this talk today should tell you how important the local teacher is. In spite of having the best lectures online, in spite of having the best activities, et cetera, et cetera, et cetera, the actual learning in the minds of students is happening because of you there, not because of the so-called expert from any one of the world's best places. So, that is where the teacher is critical and important. That's what I would like. Thirdly, you would now notice that the group activity that I have planned actually borrows from the think-pair share and expands on it in a slightly different way. So, let me tell you what we have done. Sir, good. Yeah, sorry. Excuse me. Yeah, here, sir. Yeah. Sir, according to my college rules, students have to discuss with me only. If students discuss with other students in the sense they don't allow if my principal see in my class one student discussing with other students, obviously there is some noise. If my principal see this, they'll give a memo for me. This is the happening, but this is the strict instruction. We should not allow the students inside the class to discuss. I have argued with my principal also, but you have to follow this. What prevents you from doing the following? What prevents you from calling the students on a Sunday morning for discussion session outside the class? Have you tried it? Sunday morning. I will tell you. Actually, I used to sleep on Sunday morning. Okay, so although we are digressing, but let me tell you there will be always rules of all kinds. But if the students and teacher wish to do something constructive, there is absolutely no rule on the face of earth that can come between you and students. Let me also address that question. This is a very valid point, because there is noise in the classroom and people think something strange is happening. So the thing to do is to get your colleagues also to do that. Your principal cannot fire all of you. That's a good one. Anyway, so let me, in the concluding thing, let me just inform Professor Siddharah here about the activity that we have planned. So what we have done is we have formed group of five or six coordinators. I have listed 10 topics of CS11 and each of the group is supposed to do the following. They are supposed to frame a programming problem, not a project, a programming problem, which can be either asked in an exam or can be given as an example while teaching. Then they are supposed to write the program. Then they are supposed to set two quiz questions, multiple choice quiz questions, mentioning not only what is the right answer and what are the wrong answers, but explaining why the question is right and why the answer is right and wrong, etc. So this is the activity which each group does. Now there is a peer review process that will happen today afternoon where all the submissions have been uploaded and the groups which solve the same problem, they will look at each other's solutions and they will comment within the group first and then their coordinators will sit down to pick out the best activity, which is not necessarily the only one group. For example, one quiz question may come from one group, etc. And then tomorrow they will make presentations here of the best in their opinion and all other people share. All the submissions that have been made are shared with everybody to look at because quite independent of the peer review process, someone might find some example more interesting in the particular setting of his or her class back home. So this is what we are doing. Although technically we don't call it think-pair-share because thinking is happening somewhere else. But this is... Now do you realize the importance and usefulness of this activity? And as an added attraction, we are also getting very useful open source resources for the course for all of us to use later. So it's a double ban. I will conclude by one comment which somebody has made, tell jokes or something. So I'll tell you a joke that happened when I was a student. There was a teacher, a great mathematician, and one professor Paria, absolutely top-notch, regarded as one of the top mathematicians then. But he was an extremely boring teacher. He would come to the class and start writing a theorem and proving it and so on. And in his class, the decibel level would go from zero to whatever, whatever, people would start murmuring. In one day he started, he wrote a theorem there and the murmuring had just started when he suddenly turned and said, I will now tell you a joke. There is a pin drop silence in the class. Everybody was shocked. Professor Paria is telling a joke. He says, and he said this very seriously, a cow has four legs, a table has four legs, therefore table is cow. Now we will prove this theorem. People were so stunned, they just could not figure out what was happening. They did not understand the joke. Some smiled, some laughed. Actually they maintained a lot of silence because of the perceived threat that he might come back and tell another joke. That weekend there was another professor, Kailay, who used to help our debating team. We would bring out the points for our next debate and then we will discuss with him and so on. And when we were discussing that evening, one of my batch mates just mentioned to professor Kailay, you know sir, very funny thing happened. The great professor Paria cracked this joke. Then we asked curiously what happened and I told him that this is exactly what happened and how it happened. And he did this and he says, oh my God, you know last week professor Paria came to me and said students somehow don't find my classes interesting so what should I do? So I told him tell them a joke. A joke has to be delivered far more seriously than in this passion. Thank you sir. Okay, thank you. Let's break for today.