Best Practices 2018-2019

Best practices: 1


Objectives of the practice:

  1. Provides an experience for developing various activities.
  2. Helps to realize the importance of student centred learning.
  3. Encourages the trainees to involve themselves in ICT to create activities.
  4. Enhances creativity among trainees.
  5. Motivates trainees to update the subject knowledge in order to induce self  learning among students.


At the end of the module preparation able to

  1. Develop higher order cognitive abilities.
  2. Understand real-world application of the concepts.
  3. Cognize how to make the students more engaged in the classroom.
  4. Identify the suitable methodologies for teaching the particular concept. Provide a systematic way to structure the concepts and related information.

The practice:

Module preparation is one of the practicum components for II year B.Ed trainees of Sri Sarada College of Education. It has three phases.

  1. Pre-active Phase
  2. Inter-active Phase
  3. Post-active Phase.

Pre-active Phase

Before the teaching practice, orientation was given to students on Module, types, its importance and steps in ADDIE Model. Students were asked to prepare a Sample Module and wrote Steps according to ADDIE MODEL. Students were instructed to prepare module for both major and Optional.

Inter-active Phase

               During the teaching Practice, trainees executed the plan made during the Pre-active Phase. In this Phase, trainees got a suggestion and guidance from their respective teacher educators for the proper execution.

Post-active Phase.

               It is the evaluation Phase here the students were asked to submit the record. So that it provide a base for improving the teaching and changing strategies of teaching.


                  Interaction Phase is very important .During this phase, lack of following aspects affected the effectiveness of teaching through Module. They are

  1. Lack of deep content knowledge.
  2. Lack of divergent thinking.
  3. Lack of updating of knowledge.
  4. Lack of knowledge in choosing the suitable activity for the content.

These obstacles can be rectified by brain storming. The trainees providing proper guidance by teacher education.


  • acquire clarity in the subject knowledge.
  • Incorporating the appropriate activity through various mode of activities like games, quiz, discussion and videos.
  • Realizing the benefits of activity based learning.
  • Preparing steps for module for selected content.
  • Selecting appropriate activity for the content.

Best practice 2

Flipped classroom approach.

The content that required initiation of the practice.

The traditional didactic way of teaching is unidirectional and offer limited interaction between the source of knowledge and the learners.

In order to  preclude overload of academic content to be taught in short span of time  flipped classroom was adopted, for

Objectives of the practice

  • Flipped classroom
  • Keep students focused and learn for a while period.
  • Reflects on concepts that increase their knowledge base before coming to class
  • Provides students with different ways to learn content  demonstrate mastery.
  • Increases opportunities for individualised learning to learn at their own pace  time.
  • Encourages active learning  critical thinking
  • Fosters a  sense of Community by adopting group.
  • Creates healthy  student – friendly environment.

B. The Patrice

Flipped class room was adopted for B.Ed trainees in Sri Sarada college of Education where trainees are engaged in meaningful learning process without the teacher educator being central. This novel approach offer ample opportunities for trainees to have interactive group learning activities inside the classroom and direct personal computer based – individual instruction outside the classroom.

Flipped classroom organized in 3 stages.

(i)         Introducing the task

(ii)        Out-of- the class task

(iii)       In- Class – activities.

Introducing the task

The main aim of this stage is to maximize the trainees readiness for the activities they will be doing on – line  in – class. Educators introduce the tasks by clearly explaining their expectations for what the trainees will be doing and the amount of time thee trainees will need to invest for in – class activities and  out – of the class task.

In this stage, trainees are instructed to go through the videos  reading materials that are uploaded in the educators blog. Educator clearly explain the out – of – the class activities including questions given in the blog and learning strategy to be used for presentation.

Out- of – class task

Educator carefully analyse the choice of media( blog, whatsapp, e-mail, face book, instagram) for the on – line activities and materials appropriate for trainnes level. ssce blog for education. VA was used to upload the video link  reading materials on particular topic announced in the previous  stage. Questions are also provided in the blog so that trainees are able to discuss in the fillped class room.

 In – class – activities

Before the in – class session, Educator check if the trainees adequately prepared for the in – class activity. Formative feed back on assessment questions are also analysed and doubts may be clarified  if any.

During the in – class activities, trainees adopt – Think – Pair – Share learning strategy where trainees work independently flesh out their ideas on the paper.

Trainees discuss their ideas with a partner and share it in front of their class. Educator facilitate the flipped classroom which end with conclusion suggestions.

Obstacles faced if any

            Time and effort is required to rethink and prepare pre- class and in – class activities on the part of educator.

Tamil medium students feel difficult to understanding the videos  reading materials given in English.

As hostel students do not have mobile devices, their participation was passive in group activity.

Some students required more time as they do not have interest access at home.

Difficult to ensure that trainees had truly watched videos  studied reading materials.

Strategies adopted to overcome them

            Groups were formally divided by educator in such a way that mixing of Tamil medium  English medium students together. No optimal group formation, so that Tamil medium students could be assisted by English medium students.

Hostel student and student do not have internet access were asked to stay back for one hour to access blog in the computer lab.

Since, the approach consume  more time  effort to prepare  think for pre – class and in – class activities, students were made to adopt this approach only for one paper education technology paper.

In order to ensure trainees preparation (Home work) educator motivate them daily by getting feedback.

From educators  students perspective, flipped classroom was a rewarding experience.

Impact of the Practice

Flipped classroom approach

  • Facilitated learner empowerment as educator –  student teacher interaction taking a new shape with an increased scope for students involvement.
    • Achieved higher order thinking skills such as application, analysis , synthesis  evaluation.
    • Active participate of all  students.
    • Aroused interest of all students.