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The Department of Geography conducting fieldwork...

 

 

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Study tours are also being conducted...

 

 

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The Department of Physics conducting short quizzing...

 

Teaching Learning Methodology ...

The college supports ...

a comprehensive student-centric teaching learning methodology which handles advanced learners and the underperformers separately.

 

Teaching Plans ...

At the beginning of ...

every academic year, each department prepares a departmental teaching plan.  In this plan, the entire syllabus made by the parent University is distributed among the faculty members and a time-frame is chalked up.  This not only earmarks whom to teach what but also indicates who is teaching what in which ‘term’ of the academic year.  This teaching plan is normally adhered to and in case of any deviation due to some unavoidable and unforeseen circumstances, the fresh schedule is duly communicated to the students.

 

Unitizing Syllabus ...

After finalization of the ...

departmental teaching plan, the faculty members unitize their assignments.  In this exercise, they split up their respective assignments into lectures calculating the possible classes available to them in various terms (into which the whole academic year is divided) and the ideal number of lectures needed per topic.  This serves as a guideline about how to manage the syllabus within the stipulated time-frame.  Needless to mention, this teaching strategy greatly reduces the normal agony of the teachers regarding completion of a relatively larger portion of the syllabus compared to a teaching process without any predetermined schedule and any definite drive for its rounding up.

 

Monitoring Teaching Schedule ...

Efforts are made to ...

monitor teaching schedule throughout the year.  This monitoring is normally done through the departmental meetings (normally 4 – 5 meetings are conducted in an academic session).  Mid-course correction normally does not require but, if necessary, can be implemented through assigning extra classes by the end of the session to the particular teacher.  In extreme case, assistance from co-faculty members of the concerned department who have already completed their assignments is obtained.

 

Supplementing teaching with other methods...

The college desires to create...

an environment of student-centred model of teaching-learning and hence, encourages interactive teaching and learning process.  A wide variety of student-centred learning methods are used apart from conventional lectures, such as:

  1. interactive participation of students through questions and answers;
  2. blackboard use by students;
  3. group discussions;
  4. group problem solving;
  5. class presentations;
  6. impromptu presentations;
  7. short quizzing;
  8. role playing; etc. 

While lecturing, relevant questions are also thrown in the class and the students are asked to respond.  This exercise is done not only to make the class interactive but also to identify the strengths and weaknesses of the students and to take necessary steps to ensure that their knowledge and skills are enhanced. 

The teachers also sometimes use their personal skills to make learning student-centred.  For example, one may ask, “Can you summarize what we have learned today?”  Alternatively, “What is the most important thing that you have learnt today?”  On getting an encouraging response the teacher can go on asking: “What is your opinion on the particular issue that I have dealt with in this class?”  This leads to a knowledge-sharing experience between the teacher and the students and can make both teaching and learning a joyful experience.

The college also supplements the curriculum with periodic seminar lectures both utilizing internal and external faculty.

 

Assignments...

Assignments are given...

to the students as homework, which serves to build a strong foundation for the learner-dominated model. Depending upon the nature of the subject, fieldworks, study tours, project works and dissertations are also incorporated. 

 

Support for Advanced Learners...

The college facilitates ...

advanced learners through a number of ways.  The teachers provide additional time to these students and satisfy their natural desire to learn more.  They are provided with tips for handling difficult questions and managing question papers to maximize scores.  Additional reference materials are also provided with as and when needed.  They are also motivated through congratulatory words and ‘class presentations’ are encouraged.  Here a student presents a topic within the purview of the syllabus before his classmates in presence of a teacher.  Consistent with the idea of student-centric learning, this helps the students to realize their communication skill along with their knowledge base.  In-house ‘group discussions’ are also organized where both the advanced and the mediocre students participate, which apart from other qualities reflect their leadership abilities.  All these are done to help the students gaining confidence so that they can face the competitive world smartly and can adapt to any other organization after the completion of studies in this temple of learning.

 

Support for Disadvantaged Students...

Most of the teachers provide ...

at least one class as ‘tutorial’ for the educationally disadvantaged students or the ‘under performers’ who are not scoring well in the examinations and provide intensive coaching to them.  In these classes:

  1. concepts are clarified in more details;
  2. reference materials are identified;
  3. extra learning materials are provided, if possible; and
  4. tips for answering questions in examinations are offered. 

 

Percentile Calculation of Attandance ...

The college also monitors performance of the students with poor attendance.  Percentile calculation of the attendance of individual students is done on a monthly basis and the students are informed about their performance through notificiation. Irregular students are fore warned and in extreme cases, they are not promoted to higher classes or permitted for University Examinations.  

 

 

 

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