Current requirements in the areas professional qualifications and skills development call for the implementation of new analytic and responsible learning teaching techniques focused on specific objectives. It is therefore necessary to design learning situations in which trainees/students are permitted and encouraged to:
Our teaching methodology aims to equip students on the following aspects that are essential to their future role
Timely Assessment provides educators with a better understanding of what students are learning and engages students more deeply in the process of learning content.
Campus-Based Learning uses the campus environment itself as a teaching tool
Coached Problem Solving is a class format in which professors provide a structured, guided context for students working collaboratively to solve problems.
Concept Tests are conceptual multiple-choice questions that focus on one key concept of an instructor’s learning goals for a lesson. When coupled with student interaction through peer instruction, Concept Tests represent a rapid method of formative assessment of student understanding.
Interactive Lectures provide short activities that can break up a lecture engage students in activities that confront their prior understanding of a core concept. The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data.
Interdisciplinary Approaches to Teaching entails the use and integration of methods and analytical frameworks from more than one academic discipline to examine a theme, issue, question or topic.
Investigative Case-Based Learning involves students in addressing real world problems
Quantitative Writing engages students with numbers by asking them to analyze and use quantitative data in written reports and arguments
Role Playing immerses students in debate around Earth science issues.
Strong Writing Assignments are a flexible means of demonstrating learning as well as a method of exploring one’s thinking to stimulate learning, which is why the literature on writing instruction emphasizes both learning to write and writing to learn.
Teaching with Data Simulations allows students to visualize probability distributions, which in turn can make the processes associated with probability more concrete.
Teaching with Spreadsheets allows students to “get their hands dirty” by working with real-world data. Spreadsheets make abstract or complex models accessible by providing concrete examples and allowing “what if” analyses.
Teaching with the Case Method combines two elements: the case itself and the discussion of that case. Teaching cases provide information, but neither analysis nor conclusions. The analytical work of explaining the relationships among events in the case, identifying options, evaluating choices and predicting the effects of actions is the work done by students during the classroom discussion.
PGDM BOOSTER PROGRAMME: A Power PACKAGE
Best MBA College – Jaipuria School of Business, Ghaziabad Delhi/NCR PGDM students have to undergo Booster Programme. Our 90 days booster programme aims to equip students with sharp edge corporate excellence apart from the regular studies occurring between 9:00 am – 4:00 pm we conduct a 90 Day Placement Oriented Classes from 4:00 pm – 6:00 pm and special communication classes from 6:00 pm – 7:00 pm every day.