TYT �Teaching Learning Process @ CMRIT�

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Teaching Learning Process

Touch Your TOES (TYT)

• Thinking
• Outcome
• Experience

of Students (TOES)

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TYT - TLP

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TYT - Objectives

Effective Teaching and Learning Process through Touch Your TOES (TYT) is implemented with the following objectives:

• To promote higher forms of thinking.
• To achieve the expected learning outcomes, and
• To create a positive learning experience

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Five Steps Process for

Effective Teaching Learning

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Types of Review

• Knowledge Review (K Review) - Learning outcomes and higher form thinking

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• Process Review (P Review) & HoD Review (H Review) - Learning experience with blended learning, flip classroom, virtual labs and effective evaluation execution.

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• HoD Retrospective – CO, PO attainment, Effective TLP, Best practices and TLP Gaps

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Expectations from K-Reviewers

• Knowledge reviewers should ensure that the 'class' achieves the 'learning outcomes' of a given subject. Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course or program.

In other words, learning outcomes identify what the learner will know and be able to do by the end of the course or program.

• Along with the checklist items, the reviewer should give suggestions. The reviewer should ensure additional activities are done as suggested to achieve the learning outcomes. The suggestions and its effectiveness should be recorded and sent to the IQAC team.

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Expectations from P-Reviewers (Class Teachers)

• Process reviewers should ensure 'effective use' of best practices, technology, tools, pedagogy, and organizational processes/templates/checklists to achieve 'learning outcomes' in 'resonance' with the class's abilities to learn through various modes and mechanisms. 
•  Along with the checklist items, the reviewer should give suggestions to improve. The reviewer should ensure that the process is modified as suggested to achieve the learning outcomes. The suggestions and its effectiveness should be recorded and sent to the IQAC team.

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Expectations from P-Reviewers (HOD)

•  HoD should ensure all the activities related to each step of TLP are carried out in the right spirit by all faculty members to meet the primary objectives of promoting higher forms of thinking, achieving the expected learning outcomes and creating a positive learning experience for students.
• HoD should conduct the process review meeting along with the class teacher to ensure the effective teaching and evaluation mechanism.
• HoD should analyze the knowledge reviewer’s evaluations, remarks and suggestions for each sub-step (1a, 2a, 3a, 3b) and to see the effectiveness of the process.

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1. Content for setting expectation
1. Importance of each subject to be identified from faculty and dept. perspective.
2. Real time applications to be listed out for the subjects (labs/theory)
3. Identify previous batch students to share experience.
4. Each faculty should prepare lesson plan as per IQAC template.
5. Identify the mechanism to get emotionally connected.
6. Planning to be done for assessment with proper date.
7. Evaluation guidelines to be identified such as assignment, quiz, viva, lab record, IAT etc.
8. Elaborate on the Expected Competencies

Step-1: Expectations

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B. Delivery of expectation set

1. Faculty should deliver the expectation from subjects and importance in first 1-2 classes.
2. Experience from previous batch students (Toppers & Average) through recordings (may be live) about subject should be shared so that all should get motivated.
3. Individual faculty should get emotionally connected with each student so that students should not have any kind of fear and participate actively either individual or in team.

Step-1: Expectations

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A. Development of Teaching Content

1. Limit bullet points & text in your PPT
2. Use animated videos for pictorial explanation or choose existing videos available
3. Reinforce important materials, concepts, and skills in your presentation
4. Include the flipped classroom strategy wherever applicable
5. Make short and crisp presentations (videos) for microlearning
6. Break learning into smaller chunks and create playlist for easy access
7. Provide Self-Learning materials in the form of workbook- which can include space to add summary of the each session attended by the student, include exercises to solve.
8. Identify serious games (Game based learning) applicable to your subject.
9. Prepare GATE specific questions and notes for your subjects.
10. Prepare solutions for previous year’s university exam papers.

Step-2: Teaching Content

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2. Delivery of Teaching Content
1. Use video conferencing / LMS tools for class delivery
2. Play existing videos or animations available for the subject appropriately.
3. Provide students with opportunities to interact with peers through discussions & group work
4. Use discussion forum to direct questions, support and monitor the discussion.
5. Co-teaching to add difference in learning experience wherever applicable.
6. Make use of virtual Labs for handling lab related subjects.

Step-2: Teaching Content

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A. Evaluation content preparation

1. Identify the various evaluation strategies you would like to use to evaluate your students. Example: Assignment, Quiz, Viva, Discussion board question, presentation topic etc.
2. Create questions under each category specific to your subject.
3. Evaluation process to be followed using bloom taxonomy, 70% coverage for lower three levels RUA, and 30% for higher three levels ‘AEC’.
4. Use external tools available (Example: Khan Academy) and integrate with Google Classroom if needed.

Step-3: Evaluation

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2. Evaluation Execution
1. Use appropriate tool or method to assess students on the various evaluation strategies opted. Example: Easy polls, Survey Monkey, Typeform or inbuilt poll option in video conferencing tool.
2. Evaluate the assessment and give timely feedback to students on the same.

Step-3: Evaluation

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4: Retrospective

1. HoD should evaluate POs for a batch looking at internal and external performances.
2. HoD should identify the gaps with respect to CO and teaching learning process.
3. Finally, HoD should evaluate the TLP expectations: higher order thinking, expected learning outcomes and positive learning experience

5: IQAC Action

IQAC should do analysis on retrospective reports from all department and take the actions at institute level.

Step 4 & 5 : Retrospective & IQAC Action

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When to be done reviews?

When to be done reviews?

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Knowledge Review & Process Review HoD Retrospective Checklist

1. TYT Document - https://docs.google.com/document/d/1Hh9lxkEDpt4LsBnyJkorcc9zqT0NsRmVzBR545CQg8c/edit?usp=sharing

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• Theory K Review - https://docs.google.com/spreadsheets/d/1qcFVCknnsx7vnERdg_m11tJQT_pgieB8etmcVshL0pk/edit?usp=sharing

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• Lab K Review - https://docs.google.com/spreadsheets/d/14TY6VTwpMQbscCXcm7_21otExYyT8MJWgGSvKR0G7Mc/edit?usp=sharing

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• P - Review - https://docs.google.com/spreadsheets/d/1J5sYexnzVc1qPG3Hfjx5NBkUmO1JOeYrAG0eLuHbgas/edit?usp=sharing

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• HOD Retrospective - https://docs.google.com/spreadsheets/d/1uAUMhYgSN1VeJz4rSvEi8D53EWTxKK9lNtWeUvrZzZ4/edit?usp=sharing

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Innovative Tools

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https://www.slido.com/

https://padlet.com/

https://www.vlab.co.in/

https://epgp.inflibnet.ac.in/

http://www.amrita.olabs.edu.in/

https://phet.colorado.edu/en/simulations/filter?subjects=mathconcepts&levels=university&type=html

https://egyankosh.ac.in/bitstream/123456789/80503/1/Unit-13.pdf

https://www.menti.com/als8agcgvraf

https://greatergood.berkeley.edu/quizzes/take_quiz/stress_and_anxiety

Thank You

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