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.

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.

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.

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.

allows students to visualize probability distributions, which in turn can make the processes associated with probability more concrete.

provides educators with a better understanding of what students are learning and engages students more deeply in the process of learning content.

Role Playing immerses students in debate around Earth science issues.

It allows students to share work with peers and receive feedback while learning constantly. It has been an essential aspect of the educational process and is the right way to benefit students in recent years.

Allows students to learn over traditional learning techniques. Students are free to ask questions & get feedback from others, not only for knowledge but gain perspective on different topics. This allows for a two-way flow of communication which is beneficial for the overall learning process.

A set of hierarchical models to classify educational objectives into levels based on complexity. We provide detailed guidelines in different categories, including cognitive, affective or psychomotor domains and subcategories. The Institute follows the top three tiers of the bloom’s Taxonomy which emphasises on the Analyze, Evaluation and Create from the learning outcomes: