Our academicians hail from pioneer institutes like IIT, IISC, IIM & other top-rated institutes. Our faculty has a student-oriented approach which makes studying at Geeta University fun and easy learning process.
With XEDGE, a lot of focus shifts from learning for career to learning for life.
From coaching students to the best academicians, and Geeta University’s thrust is to make them Complete Corporate Citizens.
Each student of Geeta University is trained with personality development coaches, have Army-grade mental strength to handle stress at workplace and in life, the students are equipped to handle their own finances and taxes. Students at Geeta University is a new generation of professionals who are an asset to the organization from the first day. Teaching is hands on and very practical with the faculties ensuring that they follow the student-oriented approach to help them become independent and much more confident to march into a wonderful future.
Active learning is a form of teaching that entails actively engaging students with course material through conversations, problem solving, case studies, role plays, and other ways. Although active learning techniques impose more responsibility on the learner than passive approaches such as lectures, teacher assistance is still essential in the active learning classroom. Active learning exercises can last from a few minutes to whole class sessions, and they can take place over repeated class sessions.
In academics, concept mapping might be used instead of an outline structure. Concept maps, as opposed to a linear state, are graphical tools that aid in the organisation and representation of information. Concepts are described in boxes of some kind and linked to other concepts with connecting lines. The “connecting line” contains words that indicate the relationship between the concepts. This method of arranging information allows each notion to be related to a large number of other concepts. Concept maps may be produced in Google Docs by inserting shapes, lines, and text into the Drawing function.
Since ages, the most typical classroom atmosphere has been dominated by instructor-led activities including lectures, demonstrations, and whole-class debates. Students are required to learn the material by reading the textbook and engaging in class activities. However, instructors and students frequently discovered that simply listening lectures results in pupils developing a relatively limited knowledge of the subject. However, not all pupils are equipped to study at the same rate. Instructors struggle to create a balance of activities that neither tyre the more experienced students nor leave the less prepared pupils behind. Most instructors strive to provide a demanding atmosphere for students. A “flipped classroom” is one in which the focus of the class shifts from teaching to learning.
Through a two-step succession of learning activities, just-in-time teaching actively engages students in the learning process. Students perform a concentrated set of exercises outside of class (typically via interactive Web pages) and submit their work to the instructor in the first phase. In the second stage, the teacher gathers the students’ replies and identifies areas of comprehension and misunderstanding to adapt to the next lesson so that students can receive customized “just-in-time” feedback on those specific areas (sometimes just hours before the next lecture). Just-in-time teaching aims to increase student responsibility for studying the subject outside of class, improve the efficiency of class time to allow for more concentrated and meaningful explanation of the content, and provide more opportunities for interaction.
Low-stakes testing is a type of assessment in which students are given the chances to attempt again and again, to make mistakes and perhaps fail, and to learn from those mistakes with little academic punishment. Low-stakes testing entails the use of evaluation tools on a regular basis that have no influence on a student’s course grade. The usage of clickers in class and mastery-learning quizzing system, in which students can write a quiz on a given topic again until the content is learnt, are the two most prominent instances of low-stakes testing. According to cross-disciplinary studies, students learn most successfully when they have regular opportunities to recollect and apply what they have learnt in assessment scenario.
In Peer Instruction, Instructors give hard question to students, students answer the question alone, students collaborate with a classmate to debate on their responses, and lastly, students answer the question again. Peer instruction improves student learning, according to a wide-range of data. We collected semester-long data from six classes, including a total of 208 undergraduate students who were asked a total of 86 different questions relating to their course topic, to establish the mechanism underlying these advantages. Students picked their responses separately for each question, reported their confidence, reviewed their options with their partner, and then indicated their possible updated answer and confidence once again. Overall, following the process, pupils were more accurate and confident than before.
TEAM Based Learning is characterized as “an active learning and small group teaching technique that allows students to apply conceptual information through a sequence of tasks that involves solo work, team activity, and instant feedback.”