IIECP S26 Course Design & Delivery Lecture 3

So, so good evening everyone. This is

our lecture three for course design and delivery.

So, what are we going to talk about? The

main objective today is to address the constraints of managing course content and these are the constraints which are listed by you. Remember last last

lecture professor Buch had this thing give one constraint that you face while managing course content and we made a list. So we are going to go through that

list. So we are going to go through that list very carefully and one of the the thing right on top was how to finish the course in time and we have some ideas we

can share we can work on them how to package content so that everyone in class can uh understand it. So this is that was another constraint that these

are your list and then we're going to talk about another type of activity PSIS which is very student centric u we'll

talk about that and that helps the the importance of psis is because it helps in both these it helps to optimize your time and it also helps you to uh sift

your content uh in a more uh micro level. So, but before I forget, I'm

level. So, but before I forget, I'm going to put an announcement also. We

will have a oneweek break now starting March 5th to March 11th. So, this is your end of module 2. Today, you will

have an assignment this week uh which is the same date Wednesday uh evening. Um

but then you have a whole week off.

Okay? So, no classes, no office hour, no nothing.

What happened here? Why is the slide not moving?

Oh, okay. Sorry.

Oh, sorry. So, these are the constraints

sorry. So, these are the constraints that you had listed uh of completing the course in time, packaging new input so it can accessible

to all students, how to get all students engaged. We will not talk about this

engaged. We will not talk about this because your module three is totally totally dedicated to this. This is such an important uh part of the whole

process teaching learning process and nothing works without that. So we have devoted an entire module on this. So I

will not talk about this today. We'll

maybe in the passing. Managing attention

span was one of the constraints but which I think Dr. already addressed that and then how to promote independent and lifelong

learning in students. Uh that is something uh which we didn't was not a constraint but it's it's a it's a very

very noble objective part of your um uh program outcomes.

Uh so we will talk about that. These are

the things we're going to talk about.

One, two, and three of these constraints. Okay. And just quickly go

constraints. Okay. And just quickly go over what press bush had already gone.

Attention span starts to wayne after some time and then if you don't do anything, it's going to keep dropping.

The trick is to change the activity.

What do you mean by change the activity?

Nothing to get worried about. You're not

looking at any very special high-tech activity. Just stop talking.

activity. Just stop talking.

and make students do something. That

something can be as simple as writing a small answer to a question that you have given or preparing a question or doing think pair share whatever the main thing

the change of activity here sounds very big but it means stop talking stop lecturing and let students work. Okay.

So our focus is going to be on how can we work on finding solutions for completing the course in time. So first of all this is

a universal problem.

Everyone but everyone in every continent in every university people have this difficulty because the the the the content keeps on

increasing and you still need the fundamentals. Okay.

fundamentals. Okay.

And the time to complete is the same like when professor Vulla did his undergrad from IIT Bombay.

uh imagine the content at that time and content now but very little of that has been taken out. You can't take out that's the issue because the those are

the fundamentals and so the content goes up the time remains the same four years in engineering or four years undergrad.

Uh how do we do that? Okay. So it's not there is no magic formula for this but it's just my research and my concern

that I've been looking through thinking thoughts ideas and we will share that.

Okay. First of all we have this first poll.

>> Yeah. Put the answer in the chat box.

>> Okay. Put the answers in chat box.

>> A B C D. Go ahead.

>> Yeah. Typically at the end of the semester, how much of your course content is remaining to be completed?

Typically, typically is it 0 to 5%, 6 to 10%, 11 to 15?

>> Most of them are saying 0 to 5%.

>> Okay, that's not bad. That's not bad at all. That can be easily covered.

all. That can be easily covered.

>> Yeah. Just a few are 6 to 10. One person

16 to 18.

>> Okay.

>> One person is 6 to 10. But most of them are you know 0 to 5 so far.

>> Okay. Wonderful.

>> 7 75% of them are saying 0 to 5 and about 5% 6 to 10 another 5% 11 to 15 and maybe one or two% >> one or two people. Yeah. Okay. Thank

you.

>> Okay. So but we do have so this is good news to me because it used to be mostly at that time in the previous previous sessions it was around 11 to 15%. that

that is hard to make up but 0 to five is not an issue. Now I have another poll.

Following poll typically how do you try to complete the missing >> okay let's see >> missing portion do nothing just accept it take extra classes

>> B is very popular take extra classes >> okay B >> B okay >> one C B mostly B one D >> ask students to manage by themselves

okay >> one another another D but mostly B and one or two C's >> okay wonderful Wonderful. So ba basically this looks

Wonderful. So ba basically this looks like the the obvious thing that we start taking classes right um no let me just

see but um >> and and we take try to take these extra classes at the end of the semester to

make up the the course that is um left unfinished.

But I have a suggestion here. Of course,

we need to take extra classes but don't wait till the end of the semester.

Supposing and that is that is where the micro planning of what we have been doing in lecture one uh about how do you

do you did the unit planning as an assignment. So in the beginning you know

assignment. So in the beginning you know how many classes you have and what is the content to be covered right and then we divide the semester into units. You

have five or six units. Each unit has a variable number of lectures which is covering. Now supposing so microlevel

covering. Now supposing so microlevel planning that you did as an assignment uh will tell you that you are lagging.

Supposing you you chose you're okay with unit one had three lectures. You manage

everything in three lectures. Unit two

had four lectures but the content is not finished. It was little more complex. So

finished. It was little more complex. So

we you went slowly. you had to repeat many things. You know, we don't want to

many things. You know, we don't want to compromise on the standard. So, you have something left there. So, my suggestion is don't wait till the end of the

semester to finish that one lecture.

Finish it now at the be before starting unit two. Take the extra class now. Two reasons. one the content

class now. Two reasons. one the content is fresh in the minds of the student students and it makes sense when I'm taking that class at the end of the semester it doesn't make much sense

because I have lost contact with what the thread is broken I don't know what oh my god what did I do in the now it's

month of uh May beginning and we did this unit two in end of February I don't know what what we did number one. So the

students are not very clear about what they have to do. The

other thing which is everybody is trying to take that extra class towards the end. So now supposing a student is doing

end. So now supposing a student is doing uh five courses or four courses and there is 5% content to be covered with

each of those five courses. So for this poor student it comes up to 20%. So he's

all or she is always attending an extra class after attending the whole day college.

So what do you think is going to be the assimilation efficiency of that content? So if you want to take extra classes, plan the

extra class at the unit level. So does

that make sense? Um uh we let me just finish a little more and then we'll we'll uh get back. So um the let's look at why we are not able to finish the

course in time.

The main reason is we are losing time somewhere. Okay. So let us begin by

somewhere. Okay. So let us begin by examining where are we losing that is how I started working on this problem.

U so where are we losing time? U of

course we can say students don't understand I have to repeat again or do anything there are there will be other strategies to follow that but we there

are things where we are losing time and we need to there are three main areas at least that's what add whatever you

think where we are losing time. So first

place where we lose time is covering the prerequisites which are not counted in the course.

The prerequisites are supposed to be done before the course by the students.

But we know students don't have them. At

least 20% of your class does not have prerequisites. What am I going to do? I

prerequisites. What am I going to do? I

cannot keep on going because they will not understand anything. Okay, we have to find a solution for this. The other

place where we lose at least couple of classes is when we are returning corrected assignments.

Okay, it's a very important all these are very important. I'm not

underestimating them but we we have to look for alternative strategies on how we can cope with these

in place of class time. Class time is for the fresh course. Okay. So reviewing

the corrected assignments um I used to do that I'm I'm basing all this on my personal experience and then you want to discuss everything because it's important um so but now I have different

strategies which I would like to share with you and then also in right in the beginning

sifting the course content to identify some portions maybe 5% 3% 4% of the course that students students can do by themselves.

Okay, we will look into all these things. How they can do this is not you

things. How they can do this is not you can say okay I'm not doing chapter 4 you have to do chapter 4 on your own. No,

no, it doesn't work like that. You will

you will you are involved in it but you're not taking class time for it.

So if I'm not taking class time for all this, how am I going to do this? That is

your obvious question, right?

So I have my support system. What is my support system? My support system is my

support system? My support system is my students and my and technology.

How am I going to help find that plug in that 5% 10% of the course?

These are the two helpers I'm going to have. The students are going to help me

have. The students are going to help me and technology is going to help me. So

we're going to study that very carefully. Okay. How are the students

carefully. Okay. How are the students going to help me?

You know you are very familiar with Adi sorry very familiar with the IU logo I am teaching are they learning right but

I have another slogan and that is make students your partners so this right in the first I don't know if you remember the first module we

started talking about the disconnect between teachers and the stu and the students teachers are on their own tangent students are on their own tangent

So basically it's together right it's a it's a course which is my the success of my students

is my success and I cannot be successful without their success and they cannot be successful without my teaching them well right so

if we can express that to them and they say we are together in it my object we we have the same goal you and I have The same goal, the same goal. What is the

goal? Goal is to su succeed in the

goal? Goal is to su succeed in the course. Make the most of the course

course. Make the most of the course because you need it for your career. You

need it for your next academic course.

Maybe this is a prerequisite for the next course. So shared responsibility,

next course. So shared responsibility, advanced planning. So you can't get up

advanced planning. So you can't get up in class and say okay uh Romesh this this this okay I need your help with this code. They don't themselves don't

this code. They don't themselves don't know what you're talking about, right?

All this has to have advanced planning.

How are we going to do? We're going to talk a little bit about that. And then

with technology, you have to set up a dedicated virtual classroom.

You already have WhatsApp is not a classroom, please. WhatsApp is a very

classroom, please. WhatsApp is a very good, very efficient communication tool.

It keeps you connected with your students. I'm not saying I'm not

students. I'm not saying I'm not underestimating it, but it is not a classroom. We need a classroom like

classroom. We need a classroom like Canvas.

Again, you don't have to use Canvas. Use

whatever your college gives you. If if

your college is using Teams, one of all LMS's have same basic features. Okay, we

like Canvas because it's a it's free for us cuz and b it's uh it's very very user friendly as you will see that right and very easy to learn. So, but never mind

if you're doing teams, if you're doing mood, if your college has mood, if you're proficient with that, students are proficient with that, set up a

classroom. What do I mean by virtual

classroom. What do I mean by virtual classroom? I mean you need a classroom

classroom? I mean you need a classroom which will say mechanical me 304

that is only dedicated for the students of that course. my section maybe four other people are teaching that course I don't care this classroom is for my

students you need that and that is the only way we can survive for managing the time okay

so again partnering with technology is your basically virtual classroom you can use Google classroom you can use mood

anything okay later on maybe we'll we'll find out who's using what you're already using. So it's not not a big deal. The

using. So it's not not a big deal. The

only thing is you have to start in the beginning and say I'm setting up this classroom. Everybody uh please take the

classroom. Everybody uh please take the accept the invitation and and enroll in the classroom because lot of things are going to happen in the course in the uh

in the virtual classroom part of the course is going to be there.

That is how you're going to manage your entire force different sets of students and their needs. That is where you're going to manage the prerequisites. That

that is where you're going to manage the corrected assignments. You need the

corrected assignments. You need the classroom. Okay.

classroom. Okay.

So uh I know many of you are using virtual classroom. Uh

classroom. Uh WhatsApp is good. Uh this is another poll. What is your experience using a

poll. What is your experience using a virtual classroom to supplement your classroom teaching? I don't mean

classroom teaching? I don't mean messages and maybe casual discussions. I

mean academic work being done in the classroom. You are setting up quizzes.

classroom. You are setting up quizzes.

You are setting up extra reading material. You're setting up um study

material. You're setting up um study material for the exam. Um you're you're giving preparation

uh work there. Okay. So we have a uh I don't use any virtual classroom. I do

know I do not have virtual I use WhatsApp. I have a virtual classroom but

WhatsApp. I have a virtual classroom but I use it only for quizzes. My students

are are actively involved in it.

So please respond.

>> Most of the most of them are saying D and wonderful and many of them are saying C and occasionally one or two are saying A or B.

>> Oh very good. Very good. So if you're doing B then half the problem is solved because all your areas where we are losing time and you have been telling me

that we have been losing time on prerequisites and this and that uh lack of preparation from the students background information etc etc. So that's how we are going to use how we

going to use that is what we're going to okay so how your virtual classroom sorry helps you it allows you and your

students to stay connected in a private environment that we know that even WhatsApp does okay but WhatsApp is not a classroom it allows you to provide

additional support to your students you can post additional materials You can also post materials in WhatsApp but it's not the same thing. It's not

the same thing because if you want for example I want to put this uh uh material and I want to uh make a group

and the material is exclusively for that group. I can do that in the classroom. I

group. I can do that in the classroom. I

want their response. They can send me a response in that. Okay, which is private and which is very safe.

It allows you to prepare your course and publish it as needed. So I can prepare I prepare my this whole course is already prepared.

Okay.

So it's and and let me tell you every time I even today I spent about more than three and a half hours reviewing my this this class because we we use it the

main main materials are similar but always you need to review that. So it

allows you to post spec because there are dedicated areas where you can put policy guidelines. Remember you've just

policy guidelines. Remember you've just prepared a first day a paper handout it can go there you can make class uh related announcements which you can make

in WhatsApp also but but there you can have a system so specially generated support handouts for different sets of people

um and you can correct you can post the correct response for assignments which will save your time specially designed study material for preparation of for

exams and very important it can help you to do online office hours. Okay. Uh

so let's come to managing prerequisites.

Again another poll for each unit how much class time let's let's have show of hands for this one. How much time do you spend addressing the prerequisites? 20

to 30 minutes at the beginning of each unit, 10 minutes at the beginning of each lecture, one whole class, two whole classes.

I think I'm going to convert this into please raise your hand and press Vula will call you by name.

>> Deepak come in.

>> Uh one class, sir.

>> One class.

>> One class. Imran Khan come in.

>> 45 minutes. One class.

Okay. Why?

>> One class.

10 minutes >> 10 minutes or what? 10 minutes of the whole prerequisites even one class when when

>> yeah uh whenever required it's uh based on the requirement I do it.

>> Okay.

>> Okay.

>> One class sir.

>> Okay. Dali

>> 10 minutes. No, which one sir? I I Okay.

>> No, no. What? Forget about the options.

How much class time do you spend on addressing prerequisites?

>> Okay, let's go to the next one.

>> Uh yeah, each class 10 minutes at the beginning at the beginning of the lecture.

>> Yeah. Okay. So, this is Okay.

>> Okay. Fine. That's it. Go ahead.

>> Okay. So that's you can see that there's a substantial loss of time there and yet we can't do without the prerequisites right. Sure. Now I will I want to talk

right. Sure. Now I will I want to talk about people who take one class on prerequisites. If I don't know the

prerequisites. If I don't know the prerequisites, do you think I will know in one class?

When you are giving me a lecture in one class on the prerequisites, will I know?

And if there are five units maybe I need a I am not ready for unit three but I have very good information about uh you the background information required for unit two very good background

information for required for unit four but unit five I don't know anything so what are you going to do in one lecture it is not efficient at all it doesn't

solve the problem you feel good that you have gone over the prerequisites but are they learning again the same thing you are spending spending time, effort and

taking the prerequisites. But are they learning? So I have some other requ uh

learning? So I have some other requ uh solution for it that I want to share with you.

At least 20% of the class will need help with prerequisites. Let me just Okay,

with prerequisites. Let me just Okay, Krishna is here. So sorry

hope uh before the start of the course. Al so

here's please listen very carefully forget about one class 10 minutes before the lecture what you need to do is before the start of the course you have

enough experience of so you're teaching X course probably you're teaching it two times three times maybe not it's not relevant when you're teaching for the first time because you really don't know

how much the students will know or not know but if I'm teaching it the second time time or third time you will know

what they will not know. Okay.

So I before the semester starts I am going to put reading materials small self correcting quizzes about that thing

on in my virtual classroom.

Okay. Because talking about in one lecture prerequisites they they may get some introductory

information but they will not know it.

I can guarantee you that. Uh so what you need to do is you need to identify certain areas in the prerequisite that you know it is difficult even if

students know they don't have probably the right information about it. They

don't have entire in they have partial information about it. So you can put mater create a folder for prerequisites on your virtual classroom and put

material for each of the prerequisites because even in one class you cannot cover each of the prerequisites in

detail. It's not possible.

detail. It's not possible.

So put these are your prerequisites.

you don't know this is the material these are some quizzes that you can take to help yourself etc etc create a folder

online folder for each unit and then put it there but more important on day one when you meet them see your our agenda

for day one is getting bigger and bigger on day one you have to make it very clear you have to tell them

this course is designed for this course. So if I am spending time on prerequisites, I will miss something. We will miss

something. First of all, one very big

something. First of all, one very big quest I have and I don't see that even any video message uh even in the first day intro I didn't see it's always I

will teach you, I will tell you, I will do that. Please substitute I with we.

do that. Please substitute I with we.

we will learn this. So this semester the class time 42 lectures which is actually 39 lectures. There maybe there

are sports and maybe there is a there is a youth festival or whatever effectively

39 to 40 classes not 42 to 45 classes.

I'm already short of classes. So we

don't want to miss the content from this course and so please help me if if you do not know there's enough material on

the uh website you will find out what you don't know and you have you have to do that because it was very interesting

Krishna on uh in the uh last office hour uh Shrii I think asked a very nice question and she says ma'am what is the

big difference between students here and students in the US and I said there's not much difference our students are actually more diligent the only thing is

they are not independent learners would you agree with that Krishna there they are always looking for what should I do what is the help who's going to help me >> sure

>> where can I find this >> and even if I know where can I find it it's I will never go to the library and ask the librarian sir can Can I get a book on this? No, I'm not self-sufficient. I'm always looking and

self-sufficient. I'm always looking and then if I'm not doing and saying nobody told me. Why should anybody tell you?

told me. Why should anybody tell you?

You are 20 years old.

You are ready to have a girlfriend.

You're ready to have parties. You're

ready to have everything. Why can't you just find manage your own content? So,

but you have to make them aware. They

don't know. They It's not that they don't want to do it. They don't know that it is their responsibility to know it.

So tell them I do not have time for prerequisites for the class time please and you will not understand but in a very subtle way when you're

starting a new in the unit you're starting a new topic you will quickly mention these are the prerequisites this is where the material is if you think

you do not know please go there and study and come to class and if you still don't do it then I'm sorry that's you're going to miss out on something.

Okay, please try it. They will still not do it. I'm I know that. But teaching one

do it. I'm I know that. But teaching one class is not a solution. You're losing

one class for nothing.

So, and then if you have time on day one, walk them through the prerequisite folder and then create a question thread where students can post their questions

related to prerequisites. Like I like we have in this course, we have separate question threads for each module. You

can if you create a folder for prerequisites, create a thread for questions and tell them. So you're doing them a

big favor. You're giving them lifelong

big favor. You're giving them lifelong learning here. Making them independent

learning here. Making them independent learner and you're setting the boundaries by saying look I don't have the time for this because this my time

is for this course.

Okay? If you don't know the prerequisites that's your problem. But

I'm not saying I'm I I'm not here to help you. I've already created the help.

help you. I've already created the help.

So I just want a quick feedback on this.

What do you think?

Quickly raise your hand if you have understood what I'm saying.

>> Yeah.

Okay. Tatya come in unmute yourself.

>> Yeah. Yes ma'am. Yes ma'am. You're

perfect. I agree with you.

>> Yeah. So this is what you have to do that and you you have to Shruthy is here. Shri this is one of the strategies

here. Shri this is one of the strategies for independent learning.

>> Yes ma'am.

>> Okay. Because we don't we don't teach them. We don't we are always there. We

them. We don't we are always there. We

are doing as parents we are doing the same thing and as teachers we are doing the same thing.

>> Okay.

>> Come on.

>> Yes sir. Good evening sir. Uh yes sir.

Uh on giving the prerequisites uh some students might gone through it and some students might not. or at that point of time that will be the means a whole class may not gone through the

prerequisites that might be the issue.

No, but whole class probably doesn't need to go through. If I know the prerequisites, why should I waste time going through it? But I don't if I know if I know that I don't know then.

Okay.

>> Okay. Deep.

Uh yes madam you rightly pointed that and uh we are really wasting the time for uh giving the spoon feeding in terms

of uh uh content delivery as well as uh that providing the uh prerequisites.

Thank you.

>> Yeah it's not going to help unless they study themselves. Yeah. Okay. Should we

study themselves. Yeah. Okay. Should we

go on Krishna? Then we'll go on and yeah. Yeah we fine. Keep going. Keep

yeah. Yeah we fine. Keep going. Keep

going. Keep going. Now we come to the second thing is returning corrected assignments which I think is very very important. They need to know where

important. They need to know where they've gone wrong but we don't need to use class time for that. So how do we handle this? This is uh again most of

handle this? This is uh again most of the time we spend uh discussing corrected assignment. Can you think of a

corrected assignment. Can you think of a thing that we can save time here? Let me

see.

>> Naven come in. Naven come in.

Amen.

>> Yes, we can uh pretty well use office hours to uh handle this or discuss uh the assignments I mean the tests

performance. Maliki.

performance. Maliki.

>> Yeah, good evening ma'am. Uh instead of handling individual students assignments, we can give over what is expected for each and every question overall rather than spending more time on individual assignments.

>> Okay. Okay. So um Krishna I'm taking because there's there's very little there's too much to be done today.

>> So okay so here is here are some strategies that I I am practic because I told you this time management is a is a universal problem. This is what I'm

universal problem. This is what I'm doing and it's very important. First of

all, make sure that your instructions are very clear and there is a rubric so that again train them to see the rubric, evaluate themselves.

Just post the correct answer and the highest scoring assignment in the virtual classroom. Ask everyone to

virtual classroom. Ask everyone to check, review and evaluate their own assignment. They don't have to post the

assignment. They don't have to post the grade. You just tell them that this is

grade. You just tell them that this is your responsibility.

So you go to the website, you have the correct answer to the assignment. You

also have two one or two sample assignment because my my subject is more narrative. So I and people write

narrative. So I and people write differently. So I put two or three

differently. So I put two or three sometimes uh uh the best achieveing uh score uh assignments so that people know what was supposed to have been done and

is not not being done right. And of

course they have a rubric already. They

have their instructions. Now they have the right answer. Then they have uh a couple of samples of the

of the best performing assignments. So

your job is done. Now if only a few students have failed, ask them uh again not in class but send an email to pick up their corrected assignments during

the office hour as somebody suggested.

This is a very very highly effective technique. Don't give it out in the

technique. Don't give it out in the class. You just say okay can you pick it

class. You just say okay can you pick it up from the office please I forgot or whatever and then you can go through the assignment with them at that time. If a

lot of students have failed for example a whole group has failed then I can have a special tutorial for that group. Now

supposing you so maybe there was something wrong with the instructions or maybe they did not understand something or whatever the reason was but supposing

and you may want to if you have the time if a number of people have failed I always give them a second chance because that shows that there was some lunina at

my end also because why would a lot of people fail right um and of course we know that connect lowcoring students with the high scoring

ones and tell the highscoring student how what to do. They don't know if if I say uh um okay Krishna can you help Vina

Vina's kind of failed in the assignment and you're you're got the best result can you help but maybe Krishna doesn't know how to help me he's willing he's

willing and happy to help me so you have to tell them how to help you tell them go over the review assignment explain what was wrong and what the what should

have been done okay and they learned learn very quickly.

So this these strategies work beautifully trust me and and they learn better. If you particularly ask them to

better. If you particularly ask them to evaluate their own assignment with reference to the assignments you have put in the classroom then they will you will first of all you will not receive

any complaints about anything.

Okay.

uh then how do we manage the the content for all four that we are going to be talking about again in the active learning and that is how we are going to

be using some activities for this so maybe uh we'll if we have time we'll come back for it but the thing is I want you to understand remember we we always

end up doing some theories which are very valuable because you get to know Um so these people some of them may not

have the right kind of cognition or cognitive repertoire. What is

cognition? Cognition is a set set of mental processes that involve acquiring, processing, storing and using knowledge.

This is the standard definition taken from the dictionary. And cognitive

repertoire refers to full range all the information facts mental abilities skills a person possesses and these are sometimes also referred as intellectual

capital of the person. So what is happening here is that the intellectual capital of these different groups may be

different. Okay. And so it it's not just

different. Okay. And so it it's not just uh the methodology which is not working it we have to work again and once again

once again your virtual classroom will come in handy. So what is happening here in the class for example this is a professor and this is a very silly graphic I made myself because I didn't

know how to explain this is a whole set of your students sitting in front of them. Each of them has a different

them. Each of them has a different cognitive repertoire.

Okay, that's normal. What I know the sum total of my knowledge, my skills is different from the sum total of

knowledge skills of let's say Krishna, of siridar or u one of you. Everybody's different.

Everybody's different. Okay. Now

you are bringing in new information. All

these people have different different knowledge. You don't know. So what do we

knowledge. You don't know. So what do we need to do? We need to create a hook.

Okay. Which will hook the previous existing knowledge will serve as a bridge for you to introduce the new

topic. Again, we've done a lot of work

topic. Again, we've done a lot of work on opening the lecture. You have the arcs model which talks about attention,

relevance, right? Uh professor uh Bush also talked

right? Uh professor uh Bush also talked about um effective opening. Remember this is I've

effective opening. Remember this is I've taken from his uh set of slides. Think

of I've added a couple of things here though. Think of arcs theory. Create the

though. Think of arcs theory. Create the

need. That's the hook. Use a mix of inductive and deductive approach. I want

to talk about this. What is inductive and deductive approach?

Deductive approach is what we generally do. Which means I'm introducing a new

do. Which means I'm introducing a new topic. I will say okay today we'll talk

topic. I will say okay today we'll talk about XYZ. What is XYZ? XYZ is defined

about XYZ. What is XYZ? XYZ is defined like this. This is used here. and then I

like this. This is used here. and then I go on to explain that is deductive approach. What is inductive approach?

approach. What is inductive approach?

Inductive approach starts the other way around. I will start with a product and

around. I will start with a product and I'll say okay have you seen this? How do

you think this works?

And then somebody gives this answer. I I

tell the class okay open your check GPS and see how this works.

Now give me a definition of this.

go on use take open open open your chat GPTs Geminis whatever you want to and just let's see what what you come up with and immediately the class is

involved right because they first of all they get to play with their cell phones and they're opening up things and and that's you can get them involved so keep

changing so both approaches are extremely important we can't say oh I'm going to always be doing inductive I'm always going to be deducted. No,

sometimes again if you see the my last suggestion is please do not be predictable ever.

So let the students enjoy coming to class and say they what is going to happen today? Okay. So what is the

happen today? Okay. So what is the teacher going to do? If you have a pattern, okay, you come to class, you put on your projector, your PPT, then

you take attendance 10 minutes and I'm standing in the corridor talking to my friend and then say, "Oh, now the first 10 minutes nothing is going to happen because I know I know that's what the

teacher is going to do." No, you can you can come to class, start the class, give them a quiz, zapped. They're they're not Oh, but they

zapped. They're they're not Oh, but they are involved. they have to do this. It's

are involved. they have to do this. It's

a two two mark quiz or whatever it is.

Okay. So, the opening should get students involved straight away. We also

know about we've talked so much about intellectual excitement. We've talked so

intellectual excitement. We've talked so much about connecting. Your hook does all this.

Okay? It has to be something which is known to everyone.

Okay? So in the education arena we have a slogan which says from known to the unknown.

So the hook necessarily uh builds up from what their existing knowledge is. Okay.

knowledge is. Okay.

For example, you can ask for inductive approach. You can ask the students to

approach. You can ask the students to research a definition uh or or ask them uh for how this work whatever. So the

opening becomes very very important because that is the hook. If you miss the opening it is not it is not so much that people students are not interested

or boring they will not understand the so and if you have a common hook then all four categories of students will be able to understand what we are

going to talk about today. Okay. So the

hook planning of the hook is extremely important. Okay. So now I'm going to

important. Okay. So now I'm going to talk about so uh one just give a little breather in between before we start this

new activity. Um so what do you think of

new activity. Um so what do you think of the three areas where we want to save time?

Does that make sense? Any any other additions? You want to add any more

additions? You want to add any more suggestions?

What is the feedback on that?

>> Dr. Yes.

>> Hello. Good evening, ma'am. Good

evening sir.

>> Yeah.

>> So, one area where I like to save time in my class is drawing um uh these extensive diagrams. So I teach a course on building construction in materials

and students have to make uh extensive layout plans for solving a numerical.

>> Okay.

>> It t it takes it used to take up a lot of my time at least 10 minutes of the class they used to spend on drawing it but now I just send them the image that we are going to do for the week on

Friday evening and I tell them to draw it in their notebooks over the weekend.

>> Good. And then maybe for one of the quizzes you can give them an incomplete drawing and ask them to complete it.

>> Yes ma'am. I I just started that course but I um I will surely try to incorporate that.

>> Okay. But good idea. Good idea.

>> Come in.

Yeah.

>> Hi sir. Um hello ma'am. uh I use uh I use Google classroom and where in between my presentation where I have a

PPT to show to them. I also uh use real life examples and uh I tell them stories which they can relate to the course

which they are studying and in that case in this case it is human resource management.

>> Okay.

>> This is how I use a mix of you know techniques. Good. Great. Great.

techniques. Good. Great. Great.

>> Mad com.

>> Yeah. Thank you very much. Uh uh I see that I lose away a lot of time giving examples and drawing parallels to whatever I'm explaining. So be be it a

particular situation be an integration of let's say policy and technology. So

uh I would like to cut short this by maybe giving this as activities as ma'am rightly suggested.

Yeah or you can yeah you can you can ask them to give the examples so much.

>> Yes ma'am. Uh you you were talking about the hooks. So uh I am utilizing some

the hooks. So uh I am utilizing some kind of hooks before starting the class like I have played a song for uh feature selection and uh some admin person has

seen that and they are saying that you are just playing a song into the classroom then what to do in that situation?

Okay. Yes. Why not? Why not? Anything

that works for the students. Good. Thank

you so much. So now we want to talk about this new different activity peerup supported independent studies PSIS and

it is kind of my response to many things that that that it can take care of including timesaving.

So uh what is what is a psis is we'll talk about all these different what what it is how does it help the

students how does it help the teacher how does it help you to um save time

work so actually in the PSIS you take a se you select a segment of the course which you think the students can manage by themselves

and You put them in small groups and they and you convert that portion into small mini mini mini project and let

four people do it. Three three people, four people depending on your class strength. If you have a large class you

strength. If you have a large class you can go up to four. If you have a small class you can do three. If you have even smaller class like maybe I don't know if management classes are very very large

or pomacy classes are very large then you can even do pairs but not alone it's not it's always with it's also a collaborative activity okay uh and where

the students are doing totally independent study.

So you give them the topic, they can pick the aspect of the topic. You will

give them some resources but they can find their own resources but you have to give them a question that they have to complete. Okay? And

the more important thing is that this portion that you will choose will be on the final exam.

So it's not just for fun. It's not a background in knowledge or anything but it's not it's not a a core part of the

course but you can maybe have if you're an autonomous college you can have a two mark question on this one uh the students can can uh will feel very happy

about that. Okay.

about that. Okay.

So now when quick last poll in your experience what percentage of course content the students can manage by themselves

>> 0 to 5 0 to 5 0 to 5 0 to 5 6 to 10 >> okay to so the curious thing is

>> the curious thing is that this matches exactly the time that you are short for completing your course Right.

>> Depends on the course itself.

>> Huh?

>> It depends on the course and that's fine. Yeah, that's good.

fine. Yeah, that's good.

>> Yeah, it depends on the course. It

depends on the course but still in every course you can find if the course is very um um complex then you can find some areas

which are maybe introductory or maybe they're supplementary information. It's

you will have to work hard on. It's like

we were just talking with professor vidula and myself even for flip class it's a lot of psis is is work but it's very very powerful very powerful very

useful for the students lot of things are happening so for this you will have to start you'll have to sift the con supposeding you want to do one activity

one ps activity in your class so right in the beginning you will have to sift the content We don't want to touch the core concepts because you want to teach

them. Those are the exams. Those are the

them. Those are the exams. Those are the main they are the heart and soul of the course. So we don't want to mess around

course. So we don't want to mess around with that. Nearly 80 to 85% of the

with that. Nearly 80 to 85% of the course belongs here which you are going to teach. Okay. Now you you may have 15

to teach. Okay. Now you you may have 15 to 20% of the course which is kind of um

introductory or u kind of feeds into something um or or maybe maybe an off

outshoot offshoot of this core concept you'll have to pick right in the beginning and keep it aside. So it's not you're going not going to give the psis

in the beginning but when you arrive at that that part suppos supposeding in unit three there is one topic from which you want to ch you choose psis you will not give the activity right in the

beginning you will give it when you come to unit three okay so it's a it's a very very powerful

strategy let me tell you it gives you an indepth understanding of the content content not only of the sorry oh content not only of what the students are

working on but of the topic they are working together there's collaboration teamwork there interpersonal communication lifelong learning student autonomy because they

have to find out where they're going to do research you can guide them you will give them some help and all this ends up in

self-confidence and joy joy of learning and to you for the teacher it helps to save the time. Why? Because this entire

activity is online. It does not eat up much of your class time. You will

probably have to spend some time explaining what you're doing in class but much of the thing will be on almost everything will be online. Okay. They

will do it outside the class but then they will submit it outside the class.

Evaluation will be online. Everything is

online.

Okay.

So very many times people think oh this is this is the same as flip class. No

flip class is very different. So I have sorry oh difference between the flip class is suitable for highgrade value. I would do

I will teach the concept and then have a flip class because that will be reinforcing in-depth learning of that thing. Whereas

PSIS is suitable for lowgrade value material. Okay, students will be working

material. Okay, students will be working on it. The learning will maybe learning

on it. The learning will maybe learning will be even better than what they're learning in classroom. But it's not high stake. So you can't take a chance that

stake. So you can't take a chance that half the people don't didn't do well, didn't understand and then they do go poorly and do in the exam. No.

So the focus of flip class is in-depth learning. The focus of PSIS is planning,

learning. The focus of PSIS is planning, developing self-efficacy lifelong learning, independent learn, becoming an independent learner.

Activities conducted partially online in flip class. But here activities totally

flip class. But here activities totally online. Okay. No part of it is done in

online. Okay. No part of it is done in class.

He the instructor plans the entire activity in in in um flip class.

uh what what is going to be the video they're going to watch or it's going to be my I'm going to create the video or I'm going to choose a video I'm going to

give a handout what is going to happen what are the in-class activities right uh but here the group plans the entire activity

okay this is your assignment three this week's assignment you will plan a PSIS activity let me tell you there's very very positive feedback

from uh people who have done this before you in the previous batches. So much so that uh in in one case the it was so interesting the faculty said the student

and you have to take a feedback at the end of it and the students said that they they worked in a group of people and the students said we didn't even

know that these people were in the class because everybody operates in their own small groups right in a class. So they

didn't even know that these people are there and now they're good friends.

Um so main thing is this is your assignment. You're going to plan a PSIS

assignment. You're going to plan a PSIS activity this week. Uh you will choose a topic from the curriculum. It must be

related to what what has been taught or what is being taught. Okay. Remember

this is a graded activity. Graded means

very low grade like maybe two points or three points. It's a group activity. So

three points. It's a group activity. So

it's not individual remember it's a directed online okay minimum uh evaluation what happened

something got eaten up here uh you everything is online evaluating options preparing a report so it must be I think one whole point is gone the second last

point the next point was it must be an outcomebased activity that you are asking them to do it can be uh a little

bit of research. It can be a report they have to prepare. They have to prepare a short presentation.

Uh they have to evaluate something. Uh

and they have to all maybe uh find a problem, solve a problem as far as possible. Choose a topic that can be

possible. Choose a topic that can be broken up into subtopics so that each member of the group has a specific responsibility. And this is the general

responsibility. And this is the general uh in the in in module three you will learn a lot about collaborative planning collaborative activities and this one

what I'm saying is if you can choose a topic which has subtopic supposing there are four people in the group okay and if I tell everybody okay we have to do

research on this this article then one person will do it the other people are dependent on that one person but if you say There are four articles that I want

you to consult on the same topic. Uh the

choose whoever wants to do whichever then each one is responsible for one.

Okay. I remember one for example one person had from computer science had uh chosen a PSIS activity as uh monuments

of uh universal monuments of the world the wonders of the world. Okay. And then

they said okay every group has to uh work on one wonder of the world. Now

that one wonder of the world can be divided into four like the history of the monument, the construction of the monument, the uh importance of the

monument etc. Aspects can be taken right that so each person can work on it. So

you are also facilitating collaboration, group working. Okay. The task must

group working. Okay. The task must require >> research materials uh etc. And uh so it's it must complete

a concrete task finding solution identifying errors. Okay. So let's me

identifying errors. Okay. So let's me just quickly we are almost time we are time. I'm just going to the um

time. I'm just going to the um I'm going to the assignment. So but

please if you have time this Saturday join us on the office hour we'll go through this in the great detail.

Uh but I have put a reading in your reading for this week which gives you pointwise how to plan the activity. I've

also given you a brainstorming sheet for preparing your assignment. Okay. So here

all the steps are here. Part one is that and part B is a little video report about what was your experience of planning the activity. Do you think it's

viable? Do you think it's too time

viable? Do you think it's too time consuming? Do you think the students

consuming? Do you think the students won't like it? Etc. Your your personal opinion and experience of planning this activity. Okay. So we can talk more

activity. Okay. So we can talk more about it and I think this is time now.

So >> thank you. Thank you. We don't have time for questions right today.

>> No, no, no. Thank you everybody. Have a

good have a good holiday. One week

holiday.

>> Thank you.

>> Yeah. One week holiday starting on the 5th. But this week they have to work.

5th. But this week they have to work.

>> Thank you sir.

>> This week you have to work. Please

>> and there are questions. If you have any questions you can always post. I'll be

very happy to answer them. Okay. Bye.