 Who has made the longest journey?  Who has the most unusual hobby?  Who is married to the most pretty woman/ handsome man ?

 Do you interact with your students ?  How ?

 Working with Peers  Working with Technology  Connecting to the real world  Love what you do  Get me out of my seat  Bring in visuals  Give us choice  Understand us  Lets have variety  We are human

 Group Work  Time : 5 minutes

 an important mode of learning  learner the primary focus  Interaction & "doing"  can develop solutions to real-world problems

 Peer to peer  Group work

› through readings › videos before class › through instructor lectures

 educational experiences that are active, social, contextual, engaging, and student-owned lead to deeper learning.

 Development of higher-level thinking, oral communication, self-management, and leadership skills.  Promotion of student-faculty interaction.  Increase in student retention, self- esteem, and responsibility.  Exposure to and an increase in understanding of diverse perspectives.  Preparation for real life social and employment situations.

 solving  study  learning  Think share (TPS)  Catch-up  debate

 Group problem solving  Case study  Team-based learning  Think-pair-share (TPS)  Fishbowl debate

 Empowers to take responsibility for their own learning  Enables to learn to assess and to develop life-long assessment skills  Enhances learning through knowledge diffusion and exchange of ideas  Motivates to engage with course material more deeply

 “chunking” the class into sections of around 15 minutes.  Use a shift in energy, change the focus, change the stimulus, or change the means of delivery.

 music, quotes, and stories to tap into students’ emotions  Move  Use electronic devices to ask students to reflect on what has been said in the last 15 minutes  Ask students to talk to the person next to them to tell them what they have learned in the last 15 minutes  Bring in a guest speaker, either physically or virtually

must support four key components of learning:  active engagement  participation in groups  frequent interaction and feedback  connection to real-world experts – how?

 Routine use  Transparent use of  Supports curricular goals

 Through projects  students acquire and refine their analysis and problem-solving skills  as they work individually and in teams  to find, process, and synthesize information they've found online.

 Connected Learning  To meet young people where they are in terms of their peer culture, their interest in popular culture, social media, rather than say you have to meet us where we are as adults.”

 extracurricular activities a part of your academics too?  Peer supported  Interest powered  Academically oriented

 Deep, personal commitments  A love for learning  Reflective thinking  Time for personal and professional self- renewal

 forge relationships with students  create classroom environments that promote integrity and respect  provide students with opportunities to take ownership of their learning

passionate about  their field of knowledge  issues facing the world  children

 The mind-body link  How exercise affects cognition  The importance of play, recess, and physical education

 not just hands-on classroom activities  daily stretching  walks, dance, drama  seat-changing  energizers

 Cross-laterals › use arm and leg crossover activities that can force both brain hemispheres to “talk” to each other better. Books › Sensorcises by Laurie Glazner › Smart Moves and The Dominance Factor by Carla Hannaford.

 Ensure movement  Shuffle / Regroup  Make them talk  Make them present

Between 50%-80% of our brain’s processing power dedicated to seeing and processing visual sense

 Visual stimulation helps brain development the most  Those who used visual presentation tools to convey information 43% more successful than those that did not!

Doing things to students, not working with them?

 Effects on general well-being  Effects on behavior and values.  Effects on academic achievement  Effects on teachers  Intrinsic value

 Background  Personality types  Learning styles

Adult learners  Experienced  Self conscious  Goal oriented  Different reaction times  Collaborative

 Mix up the routines  Let the flow mix  Kill monotony

One thing I want to do differently when I get back to teaching...

P. K. Babu., Ph. D