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Identifying a compound by analysing IR,NMR & Mass spectra.

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Identifying a compound by analysing IR,NMR & Mass spectra.

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Identifying the physical features related with geomorphology from satellite imageries (4/5 nos.) through visual image interpretation technique

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Identifying the physical features related with geomorphology from satellite imageries (4/5 nos.) through visual image interpretation technique

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it will be done with a software, it will helpful during dissertation/ project/ getting job in Remote sensing field

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The activity name is specific to the class I teach (eg: Biochemistry/ SYBSc/ MSc2)

How it works:

1. I spend my first lecture of every new course (new student batch) getting to know the students.

2. We mutually share (including myself), our educational background (subject combination, previous college), native places and hobbies.

3. I note down these details as the students speak. For a large class, I share a Google sheet requesting students to fill it in the class itself.

4. In the subsequent lectures, I give last 5 minutes requesting students to present their hobbies in class.

5. Students are informed in advance via email or personally so that they know when they have to present, but it is a surprise for the class as to who is presenting their talent next.

Why I find it effective?

1. I personally like to connect with a class before I start teaching them. This activity helps me do that.

2. I get to know their educational background, their likings and hence can customize my lectures to make them more relatable to that set of students.

3. The classmates get to know each other and find others with similar likings. Everyone is eager to see what their classmate has to present (their favourite reads, travel photos and stories of people, places and culture, painting, sketching, crochet, photography, singing, dancing, poetry, shayari, and even baking - students have baked and brought small goodies to class, and many more)

4. I usually base at least one of my assessments on these likings and hobbies they share. That way, they enjoy the assessments without finding them too stressful.

5. We end every class with a smile and last 5 minutes of fun :)

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1 entire lecture period + 5 minutes in subsequent lectures

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     Hook and Orient Huddle    "exploring prior knowledge"   

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     Hook and Orient Huddle    "exploring prior knowledge"   

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About the activity: it is designed to quickly surface what students already know, what sarks their curiosity and how they personally connect to a new topic.

Time Required:20 minutes

Phase 1- HOOK AND PRESS TO THINK ( 5m)

Phase 2- ORIENT AND HUDDLE DISCUSIONS (10m)

Phase 3- WHOLE GROUP SHARE &TEACHAER INSGHT (5m)

How it will work effectively :-

Phase 1: Begin by displaying the image of diverse Indian natural vegetation.

And asking - 1 " look clearly at these images.

From dense Green forests to thorny bushes, even coniferous trees on snowy mountains.

What do you think which factors do make the vegetation so varied across our country?"

2 "Imagine you're on a journey from west India to East India and North India. What kind of plants and trees would you expect to see change along your path?

On paper write down your immediate thoughts.

(It will help to know my students by identifying students who are visually observant and who have some initial connection between climate and vegetation.)

Phase 2: First connecting the hook to the lesson by stating

"Today we are going to explore 'Natural Vegetation of India' -

understanding why different types of plants grow in different parts of our country and why it is important to know about India's vegetation."

Show the list and map of Natural Vegetation to give them a preview.

Huddle Discussion:-

"Now turn to your partner and discuss why you choose that factor and listen to your partner's ideas."

(It will help to know my students by listening their initial thinking process and areas of confusion.)

Phase 3: This final phase brings the class together to synthesize the ideas, clarify understanding and direction from the teacher.

*Started from:-

Ask the groups to briefly share their main ideas with the class and write down the key terms on the board.

To encourage deeper thinking, it can be asked- "Did anyone have a different idea?" "Why do you think that factor is important."

Briefly summarize the main factors and connect to lesson by appreciating with positive verbal reinforcement "Excellent ideas! As we move into our lesson to develop deeper understanding into these factors and see how they create the amazing variety of natural vegetation across Indian. We'll use maps and data to classify these types more precisely. Give me a thumbs up to go on or thumbs down if you're still unsure."

( It will help to provide a snapshot of the collective understanding and highlight the students who are confident in sharing and to ensure whether my students are ready to learn or not. )

So by implementing HOOK & Orient Huddle Activity, we can not only introduce the lesson effectively but also gain valuable insight to our students' current knowledge and readiness for learning.

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Our college is situated in northeast coastal belt. In syllabus we have a topic on animal diversity. There are diverse group of students on the basis of localities, some of them came from interior rural coastal area. But they have strong idea about the local name of fishes, selfishes etc. Later during discussion, they could able to know their characteristics and scientific name. So in first class during interaction, I can know the background of students, from where they belongs.

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On the successful completion of this short term course, the participants will be able to understand about the natural product and their chemical properties with real life application and extraction processes.

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( song, dance, talk poem anything)

I used to tell the students to introduce them in unique way may be by mentioning the skills they have or the tallent. I can understand their interests and how they are good at the skills like communication, leadership etc

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I organized a group discussion where students shared and discussed various Chemistry-related activities they had participated in or found interesting. This encouraged peer learning, sparked curiosity, and helped me understand their engagement with the subject beyond the classroom.

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I organized a group discussion where students shared and discussed various Chemistry-related activities they had participated in or found interesting. This encouraged peer learning, sparked curiosity, and helped me understand their engagement with the subject beyond the classroom.

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Group Discussion on Basic concepts in mathematics 

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Group Discussion on Basic concepts in mathematics 

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Some basic mathematics problems are given to students to solve or questions are asked related to it for half an hour after that a discussion is done. From this o come to know about students mathematics background.

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   List out some of the useful and harmful bacteria with examples 

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   List out some of the useful and harmful bacteria with examples 

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The activity helps students in identifying

difference between beneficial Bacteria and disease causing bacteria

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Dr. Rohini M. : Quicker question, identifying / talking about model or image

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Dr. Rohini M. : Quicker question, identifying / talking about model or image

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Quicker question helps to know there knowledge on simple easy topics.

Identifying or talking on image given helps to get whether students learned about given concept earlier or not. .

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Microteaching skills as tools of teaching process 

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Microteaching skills as tools of teaching process 

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Microteaching is cyclic process of teaching. It's process of planning how to use various skills of teaching to enhance learning process. Conditional learning environment creation to enhance teaching learning process.Mainly teaching is process of combining many sets of various activities in proper sequence to create learning sequences.

Various skills of microteaching.

Lesson concept of microteaching skills.

Focus and importance of subskills sets.

Planning of Teaching, teaching ,feedback Reteaching, feedback of peers as well as supervisiors.

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To establish a strong support system for students by assigning mentors (teachers or faculty) who understand each student's unique background—academically, socially, and personally—and provide tailored guidance accordingly.

Activity Description:

1. Mentor Allocation:

Each student (mentee) was assigned a mentor (teacher or faculty member).

The mentor is responsible for overseeing the academic progress, emotional well-being, and overall development of the student.

2. Student Information Collection:

A comprehensive student profiling form was created and filled out.

The form collected with following details

Family Background: Parent/guardian occupation, socio-economic status, home environment.

Educational Background: Previous academic performance, learning difficulties (if any), interests and career aspirations.

Health Aspects: Physical health status, history of illness, mental health concerns, special needs (if applicable)

3. Personalized Guidance:

Based on the data collected, mentors:

Identified students needing additional academic support.

Referred students with health or psychological concerns to counselors or appropriate resources.

Provided career guidance and life skills support.

Maintained regular one-on-one interactions to track progress and provide motivation.

4. Follow-up and Monitoring:

Regular mentor-mentee meetings were scheduled.

Progress was monitored, and guidance strategies were adjusted as needed.

Strengthened mentor-mentee relationships.

Improved student engagement and performance.

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On the successful completion of this short term course, the participants will be able to understand the concepts of organic chemistry, reaction mechanisms and will be able to use concepts in applications related to the field of medicinal chemistry and also in industrial applications.

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I always initiate with guess how it work?

If it not working then find how many components are connect and whether it good or bad.

They comes up with lots of problem but im guided then from where you get more information possibly im suggested book reading then applications on simuletion software then open up actual circuit

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Awareness about save electricity among common public by students

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Awareness about save electricity among common public by students

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Every student was asked to prepare creative placards, charts and talk to 5 persons nearby their home, relatives and tell them how small small acts can lead to save the electricity as a whole. How temperature of AC reduced to 24 degree matters to green environment and many more.

Students were asked to provide details of 5 persons with contact number. They were informed that it will be cross checked.

Time 1 1/2 hr.

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It needed 20 minutes

Sometimes students are not paying attention towards us, so ask them to make a paper plane and write down their name on plane. Ask them to throw plabe anywhere in class.

What we have to do is we have to select any of the plane and whose plane ia selected that student has to perform taks which we will assign them

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identifying a plant using key characters

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1 to 1.5 hrs considering some knowledge of using floras 

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1. Share an activity you use to get to know your students

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