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PEDAGOGICAL TOOLS

&nbsp;Pedagogical tools are instrumental behind facilitation of teaching learning process used by educators to enhance the educational experience for students. The evolving nature of education and the diverse needs of todays&rsquo; learners have necessitated the adoption of pedagogical tools, extending beyond the conventional chalk-and-talk and laboratory methods.
There is no limit to what could be a pedagogical tool which allow us to offer a differentiated Instruction, by providing varied instructional methods and materials that accommodate both slow and advanced learners. In the Department of Statistics, we use the following pedagogical tools:
(i) Classroom Teaching &ndash; The traditional chalk and talk method is used for teaching and learning. Besides this, ICT enabled classrooms enable teachers to be more interactive to communicate with students. &nbsp;
(ii) Laboratory Infrastructure &ndash;
Almost each paper in statistics has a practical component. We have a well equipped laboratory with four computers at present for students to hands on experiments with data and statistical analysis. For programming and simulation based practical we use software like R, MINITAB, Excel etc. Laboratories are upgraded regularly using an annual grant allotted in our budget.
(iii) Peer Teaching and flipped classroom.- An active engagement in the learning process is encouraged by asking students &ndash; individually/groups to prepare and teach a topic to their class-mates. Besides leading to improved communication skills ,it encourages them to develop an independent perspective and builds their confidence to face an audience . Adopting the flipped classroom approach - LMS is used to provide relevant reading material to students before a class enabling them to get an overview of the topics to be taught and encouraging self exploration ,contributing to a richer and more effective learning experience for all students involved.
(iv) Project-Based Learning 
Students have project in their syllabus which they do in their 6th semester. It motivates them to visualize data and perform statistical analysis and inference to real life experiments which increases their conceptual growth. &nbsp;
&nbsp;
(vi) Assessment tools &nbsp;
As per the outcome mapping methodology adopted by our Institution, 20% of the score is based on internal assessment by teachers.
After completion of a module student have to go under assessment and evaluation which are held on a regular basis. Besides aiding a summary assessment, this helps teachers identify common misconceptions or areas of difficulty among students.

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STATISTICS ABOUT THE DEPARTMENT COURSE OFFERED & SYLLABUS ROUTINE AND TEACHING PLAN FACULTIES LMS PEDAGOGICAL TOOLS SEMINAR/WORKSHOP ACTIVITIES AND ACHIEVEMENTS CAREER OPPORTUNITIES RESULTS DEPARTMENTAL NEWS DEPARTMENTAL CALENDAR DEPARTMENTAL PHOTO GALLERY PEDAGOGICAL TOOLS <p class="Default"> <span style="font-size: small;">Pedagogical tools are instrumental behind facilitation of teaching learning process used by educators to enhance the educational experience for students. The evolving nature of education and the diverse needs of todays’ learners have necessitated the adoption of pedagogical tools, extending beyond the conventional chalk-and-talk and laboratory methods.</span></p> <p class="Default"><span style="font-size: small;">There is no limit to what could be a pedagogical tool which allow us to offer a differentiated Instruction, by providing varied instructional methods and materials that accommodate both slow and advanced learners. In the Department of Statistics, we use the following pedagogical tools:</span></p> <p class="Default"><span style="font-size: small;">(i) <strong>Classroom Teaching </strong>– The traditional chalk and talk method is used for teaching and learning. Besides this, ICT enabled classrooms enable teachers to be more interactive to communicate with students.  </span></p> <p class="Default"><span style="font-size: small;">(ii) <strong>Laboratory Infrastructure </strong>–</span></p> <p class="Default"><span style="font-size: small;">Almost each paper in statistics has a practical component. We have a well equipped laboratory with four computers at present for students to hands on experiments with data and statistical analysis. For programming and simulation based practical we use software like R, MINITAB, Excel etc. Laboratories are upgraded regularly using an annual grant allotted in our budget.</span></p> <p class="Default"><span style="font-size: small;">(iii) <strong>Peer Teaching and flipped classroom.</strong><strong>- </strong>An active engagement in the learning process is encouraged by asking students – individually/groups to prepare and teach a topic to their class-mates. Besides leading to improved communication skills ,it encourages them to develop an independent perspective and builds their confidence to face an audience . Adopting the flipped classroom approach - LMS is used to provide relevant reading material to students before a class enabling them to get an overview of the topics to be taught and encouraging self exploration ,contributing to a richer and more effective learning experience for all students involved.</span></p> <p class="Default"><span style="font-size: small;">(iv) <strong>Project-Based Learning </strong></span></p> <p class="Default"><span style="font-size: small;">Students have project in their syllabus which they do in their 6<sup>th</sup> semester. It motivates them to visualize data and perform statistical analysis and inference to real life experiments which increases their conceptual growth.  </span></p> <p class="Default"> </p> <p class="Default"><span style="font-size: small;">(vi) <strong>Assessment tools </strong> </span></p> <p class="Default"><span style="font-size: small;">As per the outcome mapping methodology adopted by our Institution, 20% of the score is based on internal assessment by teachers.</span></p> <p class="Default"><span style="font-size: small;">After completion of a module student have to go under assessment and evaluation which are held on a regular basis. Besides aiding a summary assessment, this helps teachers identify common misconceptions or areas of difficulty among students.</span></p>
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