3. LEARNING ENGINEERS
Learning to take place lesson must create value(meaning) to
the learner. We must process information beyond problem
solving and critical thinking. We must create lesson with
innovation and use interdisciplinary approach. Learning
engineering is similar to any other form of engineering.
Learning engineering is based on information origination and
information acquisition. Learning engineer takes teaching
from task centric approach to process centric approach using
instruction on the needs of the learner who are diverse in their
learning styles and then only the lesson will make a difference
in the learning outcome of the learners.
4. LEARNT TO CREATE MY VALUE STREAMS –
PROCESS CENTRIC APPROACH
• Value for students
• Value for associated staff
• Value for the organisation
• Value for self
5. Value for the students
• They take more interest in Mathematics.
• Students understanding of basic concepts is better and
clearer.
• Slow learners are able to cope in regular class.
• Extended connectivity with the teacher by the students.
• Subject grades are expected to improve.
• Develop 21st Century Skills namely- Collaboration skills,
Communication skills, Information processing etc.
6. REAL LIFE MATHEMATICS
Everyday topics are extremely motivational and
useful starting points for helping students’
realise the relevance of maths in their daily
lives. Everyday maths is a proven a catalyst to
spark interest and enjoyment of maths and
numeracy in general.
7. REAL LIFE MATHEMATICS
Maths and transport Helpful and practical maths-related topics
include transport, timetables, journey times and costs, bargain
flights, and more.
Maths for health help your students with the maths they need to
stay healthy!
Maths for sport Topics include football and rugby, horse racing,
golf, darts and snooker, going to the gym and exercise goals.
Maths for the kitchen Features facts about nutrition, food labels,
storing food, weights and measures, recipe ratios and quantities.
Maths on a date Going to the pub, cinema, restaurant, football
match, and a concert
Maths on the road Topics covered include insurance, running costs,
fuel economy, speed limits, braking distances, journey times and
fines.
8. Value for the associate staff
Teachers Competence and progression are expected to
increase through
• Activity –Based Learning material, Educational Technology,
Instructional delivery and learning outcome are closely
linked in the digital age through multiple pathways.
• Tangible lesson planning
9. Value for the organisation
• Better appreciation and confidence of parents and
students in the school
• Improved academic results
• Improved system dynamics
• A step towards building a model 21 st Century
School.
10. Value for self
• Improvement in classroom practices: There is tangible change in my
instructional strategy in teaching Mathematics laying strong basic foundation
in lower classes.
• Able to create a learning profile of students.
• Improvement in Self-Efficacy: I feel more confident in using technology
tools for my classroom teaching.
• Share best practices with colleagues and teachers across different
schools.
• Brain Compatible Lesson Design using different format for
differentiated learners.
• Improvement in students’ feedback on the work assigned.
• Extended connectivity with the learners.
11. Using ET as Informational Delivery System
To achieve all this, ET has enabled me to improve my instructional
design.
Build Brain compatible lesson plans using ET
Make teaching learning an interplay and an interactive activity
Bring inclusive learning projects and infinite learning experiences
using ET.
12. WHAT TECHNOLOGY CAN I CHOSE ..?
I created my own website
I can created an online virtual class
I use YouTube links
I use slide share
I publish my work online
I have identified various conceptual Maths games online.
I have published my online newspaper as a compilation on selected topics
I contribute to learning blogs
I use many other tools like Voki, screenr.com, info graphics , google docs, prezi, powtoons,etc
And the options are many…..
13. WHY SHOULD WE USE WEB TOOLS?
We teachers don’t need to install any software, as
everything is done online through your web browser; our
presentations remain accessible from any computer, our
presentations can be embedded into websites, blogs and
wikis and they can be used by students and teachers to
collaborate remotely.
15. Why A WEBSITE... Learning is constructive
and not a receptive, process
Extend my work to all learners.
Flexible learning
Resource for reflection and reconstruction
Extended practice is needed to develop cognitive skills
16. Why edmodo.com ? - An Extended class
To make teaching and learning more flexible and
dynamic
Deliver Differentiated Instructions for differentiated
learners.
Personalized Feedback
Greater parental engagement.
17. On Edmodo, I have created a group for each class
that I teach..
18. Why Youtube.com ?
It has been proved that Youtube is being search as second
highest option for information exploration and knowledge
acquisition.
Social interaction is fundamental to cognitive development.
Knowledge, strategies and expertise are contextual
19. Using online platform to share power point, word
documents etc.
Slideshare.co
m
Creating brain
compatible
lesson plan
21. Learning through Reading of books• Created a variety of learning experience
• My flow of information active
• Reading the following books has provided me greater insight into learning
requirements in the 21 st Century
By Lynne Schrum’s
Crowin Publication
22. MY SPECIAL THANKS TO THE MENTORS,
GUIDES, VISIONARY AND VERY HUMBLE
TEACHERS
Our Principal
Prof. Vijay Mandke
NIIT University Neemrana
Dr. Shradha Kanwar
