1. Ms. Sabina Riaz Let’s Make Chemistry Interesting

2.  Make learning an innovative and interesting experience.  Develop interest in subject so that learning process becomes easy.  Evaluate traditional & innovative methods of teaching.

3. Innovation is the process of making lives better.

4. - Teacher is a facilitator. - Students are active constructors of knowledge. - Improve learning process. - Strengthen governance. - Learning by doing & real-life application.

5. Traditional Method  Teacher is the source of information.  Student is the receiver of information.  Students are passive.  ‘One way flow’ of information  ‘Chalk-and- talk’ method.  The material presented is only based on lecturer notes and textbooks.  Emphasis on theory rather than practical & real life situations.  Learning from memorization, not understanding.

6. Intervention: Implementing LdL in Learning Chemistry

7. Learning by Teaching (German: Lernen durch lehren, or LdL)  propounded by Jean-Pol Martin in 1980s  allows pupils and students to prepare and to teach lessons, or parts of lessons  encourages & demands creativity, independence, self-confidence along with complex thinking, exploratory behaviour to seek & find information, presentation skills and the ability to work in a team.  didactic model of LdL is a way of preparing students for communication in a knowledge society ( Grzega & Schoner, 2008).

8. Learning by teaching has a positive influence on student achievement.

9. Target Population: Class IX students Topic: Separation Techniques for components of mixtures Traditional Method: Explanation & Demonstration. Innovation Opted: Presentation by students through activities along with their own method of teaching Test: Questionnaire based on presentation

10. Procedure  Students were first taught using traditional method & tested through a pre-test.  Students were then introduced to how to design an activity & make a presentation.  They were asked to choose a topic and work on it either in pairs/groups/individually.  They were asked to prepare an activity for the method of separation of mixtures.  They presented the method with the help of experiments.  They also designed a questionnaire based on their presentation.  They conducted the test for the class after they had taught the topic to test the effectiveness of their method as well as understanding level of the class.  Results were compared to analyze the effectiveness of method opted.

11. Sample of an activity designed by students

12. Teaching peer group

13. Pre & Post-test Questionnaire Pre-test: FA-II  What is Chromatography?  Give technique to separate two miscible liquids.  Give example of a solid- solid mixture.  Differentiate Homogenous and heterogeneous Mixture.  Give applications of chromatography. (Post test- Designed by students on the basis of activity)  Describe the technique of chromatography.  What is a saturated solution?  Give a mixture having a sublimable solid  What is diffusion?  Give application of fractional distillation.

14. Marks obtained by Students

15. Comparative Analysis of Pre & Post tests results Pre test resultsPost test results

16. Findings LdL or Learning by teaching has a positive influence on student achievement. The hypothesis is hence proved.

17. Highlights of the Intervention  proves the theory of LdL  gives students opportunity to research on a topic  improves understanding  creates interest in subject matter  improves governance  develops confidence in students  helps students develop basic lab techniques at initial levels.

18. Professional Skills of Teaching Leadership Enhanced Communication Greater Self-confidence Organisational Skills Team Work High Motivation Empathy Better Rapport Student Gains

19. Reference Jean-Pol Martin (2004)in: Treibhäuser der Zukunft - Wie in Deutschland Schulen gelingen. Eine Dokumentation von Reinhard Kahl und der Deutschen Kinder- und Jugendstiftung. ISBN 3-407-85830-2 (BELTZ), DVD 3ISBN 3-407-85830-2 Stollhans, S. (2016). Learning by teaching: developing transferable skills. In E. Corradini, K. Borthwick and A. Gallagher-Brett (Eds), Employability for languages: a handbook (pp. 161-164). Dublin: Research publishing.net. http://dx.doi.org/10.14705/rpnet.2016.cbg2016.478 http://dx.doi.org/10.14705/rpnet.2016.cbg2016.478 Grzega, J., & Schöner, M. (2008). The didactic model LdL (Lernen durch Lehren) as a way of preparing students for communication in a knowledge society. Journal of Education for Teaching: International research and pedagogy, 34(3), 167- 175. http://dx.doi.org/10.1080/02607470802212157http://dx.doi.org/10.1080/02607470802212157