Practices & Innovation in Teaching & Learning

Innovations by the Faculty in Teaching and Learning

Innovative Teacher is a person who is particularly capable of comprehending the student problem that exists, and is especially competent to conceive the form of its solution, that is physically realizable & economically feasible. Innovation in teaching differentiates b/w a Good teacher and a Great teacher. The use of best innovative practices in teaching and learning are very helpful to understand the concepts and creates an interest in the students.

Following are the some innovative tools used by the Faculty in Teaching and Learning Process:

1. Use of 3D Models
We believe that the physical model of any product or component itself is a representation of overall concepts, idea, working, mechanism etc which is a better tool for the classroom demonstration. It greatly helps the students to better understand the concept beside from using blackboard teaching. Our faculty members uses physical 3D models at the time of teaching. Some of the physical models were created in-house like cotter joint, key joints in machine design subject, linkage mechanism in theory of machines etc. Some physical models like engine parts etc are also used for class room/lab demonstration.
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2. Use of PPTs and Video Lectures
The faculty members uses multimedia elements like LCD projectors (power point presentation, NPTEL video lectures, animated videos, cartoons etc.) in the Class room. It helps the faculties to represent the content in a more illustrative and meaningful manner.
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3. Video lecture prepared by In-house faculty
Faculty uses Video capturing facility available in the Institute to record their lectures on the topics where students are facing difficulties to learn. The students can watch, at their own convenience and also video lecture by renounced academicians. It is most impactful way of teaching.

4. E & Self Learning portal
Faculty has developed an E & Self Learning portal on the Institute website for the students. Students are using the portal on regular basis for self learning.

5. On- Job training program
We believe that the practical aspect of any engineering application have more powerful impact on the students to understand the concepts and live engineering and social problems. In view of this, our faculty members occasionally organizes the “on the job training” programs for students. It involve each student to think about the concept from their own ideas. Students can see the live demo’s (like assembly and disassembly of engine parts), creates new conceptual idea and design of component (like participation in design challenges) etc.
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6. Participatory Learning Methods (PLM)
The process of PLM involves motivation the students for participating in the classes individually, at the same time they are also advised to follow strict ethical values while participating in the discussion. For example, they have to stand and wish all the classmates and teacher succeeded by their own introduction. During PLM classes the coordinator faculty ask the students to express area of their interest (general awareness or technical awareness) and put forward two to three relevant questions. Subsequently other students express their willingness to answer the query and they are allowed to do so by following same ethical process. It is ensured by the faculty that each student of the class should speak atleast once. It was felt after analysis that more than 60% students were supporting the continuation of the classes as they felt improvement in their technical and presentation skills.

7. Peer to Peer Learning environment
“Each one teach one” Using peer teaching in a student’s group. This was observed that some of the students of second year felt either scared or hesitant to clear their doubts during the class lectures by their respective faculties. This made them technically incompetent for further competitions or placements.
When we talked to the students then we got to know the students were losing their confidence because of their hesitations/fear in-front of the teachers. So, we decided to let the senior students take some topics of class interest and make them speak and clear their technical doubts (if any). While speaking, their confidence can be increased. Based on above observed/mentioned Need/Objective, HOD-ME, initiated the ‘Peer to Peer Learning’ for the Self-earning practice for the students and by the students to make them competitive.

We selected/created 2 Peer Educators groups, one from final year and second from third year. For final year Peer Educators, we asked final year students to give their names by their own. We got good response from our Final year students as a result. These final year students took the interview of all third year students to assess them on communication and technical grounds. The students who could score more than 50% in the Interviews conducted by their peers shortlisted to create another Peer Educator group for second year students.

The Peer educators from third year were instructed to involve all allotted second year students for the learning. They included the technical topics from 3rd Semester, some aptitude topics and some of C-Language concepts. The mode of communication was majorly in English but any ways the student had to speak/participate.
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Our policy is to encourage the faculty members as well as students to go through the online certification programs conducted by NPTEL.
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9. Organize SDPs, STTPs
Department of Mechanical Engineering at G.L. Bajaj Institute of Technology, Gr. Noida is providing a platform for organizing student development programs (SDP). SDP comprises of Seminars, Expert talk, Workshops, Panel Discussion & all Cultural events. These programs are planned and organized by students and for the students under the supervision of faculty members. These provides them an opportunity to learn ideation, planning & execution, team & resource management, time management etc. and helps them to develop life skills.


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