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What is passion/strength based learning?  Passion-based learning is using a student’s passions to help them learn. Strength-based learning is using their strengths to teach to their weaknesses. For instance, if a student is struggling with counting but they love building, a teacher might have them count blocks as they build.How can you start this in your classroom?•	Start by telling students about your own passions. Students will feel more comfortable sharing after hearing their teacher open up.•	Let them know that it’s OK and safe to share their passions. They need to feel like their passion, no matter how bizarre to others, is just as important as everyone else’s.•	Connect students with others with share similar interests. These could be other students, teachers, staff, or people from the community.•	Assure the students that they are in control. I know this can be hard for teachers to pass control on to students, but it’s important that they feel like they have some direction over way they learn.•	Allow them time to develop their passions and know that their passions will change over time.•	Connect passions to real-world experiences. If the students can’t see how their passion is important in the real world, they won’t make the connection to what they can be after school ends.•	Collaborate with parents and the community. Students will feel valued if their passions are recognized at school as well as at home.

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What is passion/strength based learning?  Passion-based learning is using a student’s passions to help them learn. Strength-based learning is using their strengths to teach to their weaknesses. For instance, if a student is struggling with counting but they love building, a teacher might have them count blocks as they build.How can you start this in your classroom?•	Start by telling students about your own passions. Students will feel more comfortable sharing after hearing their teacher open up.•	Let them know that it’s OK and safe to share their passions. They need to feel like their passion, no matter how bizarre to others, is just as important as everyone else’s.•	Connect students with others with share similar interests. These could be other students, teachers, staff, or people from the community.•	Assure the students that they are in control. I know this can be hard for teachers to pass control on to students, but it’s important that they feel like they have some direction over way they learn.•	Allow them time to develop their passions and know that their passions will change over time.•	Connect passions to real-world experiences. If the students can’t see how their passion is important in the real world, they won’t make the connection to what they can be after school ends.•	Collaborate with parents and the community. Students will feel valued if their passions are recognized at school as well as at home.

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Inquiry experiences can provide valuable opportunities for students to improve their understanding of both science content and scientific practices. However, the implementation of inquiry learning in classrooms presents a number of significant challenges. We have been exploring these challenges through a program of research on the use of scientific visualization technologies to support inquiry-based learning in the geosciences. In this article, we describe 5 significant challenges to implementing inquiry-based learning and present strategies for addressing them through the design of technology and curriculum. We present a design history covering 4 generations of software and curriculum to show how these challenges arise in classrooms and how the design strategies respond to them.

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Learning Through Parables

How?
•A parable is a short story about human beings and their behaviour, which has an ethical dimension to it.

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Inquiry experiences can provide valuable opportunities for students to improve their understanding of both science content and scientific practices. However, the implementation of inquiry learning in classrooms presents a number of significant challenges. We have been exploring these challenges through a program of research on the use of scientific visualization technologies to support inquiry-based learning in the geosciences. In this article, we describe 5 significant challenges to implementing inquiry-based learning and present strategies for addressing them through the design of technology and curriculum. We present a design history covering 4 generations of software and curriculum to show how these challenges arise in classrooms and how the design strategies respond to them.

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What?
An instructional strategy that allows students to work in pairs and groups, they share information and help one another to achieve the desired goals.

How?
One of the ways is to have Think-pair-share activity where the teacher/instructor assigns students with a topic or a question. The students, at first, will have to write or think of the answer on their own, then they turn to their partner to share their responses. Finally, each pair share their answers/responses to the whole class.

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Learning case studies present learners with problems and challenges based on real life situations and drive them to make difficult decisions based on the evidence given. They are designed to raise questions and to present just enough data to stimulate/engage learners to find their own answers.

HOW?
Several steps must be taken before actually writing anything:

Choose the situation on which to write

Gather as much information as possible about the situation

Analyze all of the elements surrounding the situation

Determine the final solution implemented

Gather information about why the solution worked or did not work

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Flipped classroom is an approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”

HOW TO IMPLEMENT A FLIPPED CLASSROOM?
1.	Plan - Figure out which lesson in particular educator want to flip. Outline the key learning outcomes and a lesson plan.
2.	Record - Instead of teaching this lesson in-person, make a video. A screencast works. Make sure it contains all the key elements that mention in the classroom.
3.	Share - Send the video to students. Make it engaging and clear. Explain that the video’s content will be fully discussed in class.
4.	Change - Now that students have viewed the lesson, they’re prepared to actually go more in-depth than ever before.
5.	Group - An effective way to discuss the topic is to separate into groups where students are given a task to perform. 
6.	Regroup - Get the class back together to share the individual group’s work with everyone. Ask questions, dive deeper than ever before.
After the six steps, Review, Revise, and Repeat!

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WHAT???
A flipped classroom is a type of blended learning where students are introduced to content at home and practice working through it at school. This is the reverse of the more common practice of introducing new content at school, then assigning homework and projects to completed by the students independently at home

What Students Might Do At Home In A Flipped Classroom
Watch an online lecture
Rreview online course material
Read physical or digital texts
Participate in an online discussion
Perform research
What Students Might Do At School In A Flipped Classroom
Skill practice (guided or unguided by teacher)
In-person, face-to-face discussion with peers
Debate
Presentations
Station learning
Lab experiments
Peer assessment and review

HOW?

1.    Plan

Figure out which lesson in particular you want to flip. Outline the key learning outcomes and a lesson plan.

2.    Record

Instead of teaching this lesson in-person, make a video. A screencast works. Make sure it contains all the key elements you’d mention in the classroom.

3.    Share

Send the video to your students. Make it engaging and clear. Explain that the video’s content will be fully discussed in class.

4.    Change

Now that your students have viewed your lesson, they’re prepared to actually go more in-depth than ever before.

5.    Group

An effective way to discuss the topic is to separate into groups where students are given a task to perform. Write a poem, a play, make a video, etc.

6.    Regroup

Get the class back together to share the individual group’s work with everyone. Ask questions, dive deeper than ever before.

After the six steps, Review, Revise, and Repeat!

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Cooperative learning is the process of breaking a classroom of students into small groups and they will assist each other to learn. The students could figure out a new concept. It could develop students’ social skill since they need to work one another as they have to collaborate and explain the concept. It is all about cooperative learning experience. Teacher plays as an instructor not directly teaching yet needs to ensure the students stay on task.

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Community-based learning

What?
This is a deliberate teaching strategy to make students realise the connection of what they learn in class to the surrounding community in which they are living with. 

How?
Rather than learning only theories in their class students are exposed to real life conditions. This deals with all aspects of the outside world such as politics, economics or culture. This could be achieved by either inviting speakers to come to the learning institution to share their professional and personal experiences or by designing a community service activity that requires involvements from the students.

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What?
Problem-based learning (PBL) is  student-centred instructional approach that  uses a complex problem with a myriad of  solutions, (or no solutions at all). Students  work collaboratively in groups to define the  problem from the given content, ultimately  arriving at a solution(s), while fulfilling the intended learning outcomes.
How?
Using PBL would require these elements, an open-ended problem with many possible solutions (or no solutions at all), a functioning student group that is able to discuss and work on opinions from all members, time and space to conduct the PBL as part of the teaching activity, opportunities for the students to reflect on what they have learnt, facilitated by an organised approach to discuss ideas, e.g. the F(act), I(dea), L(earning Goals), A(ction) method.

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Select and discuss one of the technique.

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Select and discuss one of the technique.