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Teaching Methodology

At the MUIT, we try to bring out the common business sense, confidence level, a dynamic personality and an ability to handle competitive business environment through the following teaching modules:

Case study

Experience is the best teacher and the case method packs more experience into every hour of learning than any other instructional approach. Case studies challenge students by bringing them as close as possible to business situation.


Presentation Method

Presentations build more confidence and develop good knowledge base of students. This teaching methodology grooms overall personality of the student.


Group Discussions

Main focus is to impart good communication and analytical ability through this method among students. English Language, which is an integral part of the whole curriculum, ensures that every student has a complete command over this language at the time of final placement.

  • 70% Analytical mind
  • 40%-understanding the theoretical concepts
  • 30%- Application of theory in case study
  • 30% Logical analysis
  • 15%-Communication skills
  • 15%-Problem solving ability of the case

Productive Pedagogy

The productive pedagogy is a paradigm shift from current instruction drive teaching methods to teacher and student engagement in the classroom. Cognition is at the core of critical pedagogy. Cognition involves the capacity to make sense of the self and the world through action and language 'Meaningful learning is a generative process of representing and manipulating concrete things and mental representations, rather than storage and retrieval of information. Thinking Language (verbal or sign) and doing things are thus intertwined.

Productive pedagogy draws teacher's attention to what really matters in helping kids to learn. Under this model the focus is on challenging, intellectually demanding learning for all students rather than on the traditional areas like specific skills, syllabus and teaching. Productive pedagogy has the following four essential dimensions of classroom teaching.

  • Intellectual quality
  • Supportive classroom Environment
  • Relevance (connectedness)
  • Recognition of difference

Intellectual Quality: Enhancing intellectual quality involves recognizing that knowledge is not a fixed body of information It encourages students in higher order thinking and requires students to manipulate information and ideas in ways that transform their meaning and implications. The transformation occurs when students combine facts and ideas in order to synthesize, generalize, explain, hypothesize or arrive at some conclusion and interpretation. So that classroom I hive of activities where students read, listen, argue, experiment, solve and discover. Substantive conversation aids in developing deep knowledge. The interaction between the student and teachers is reciprocal to promote coherent thinking Intellectual quality depends on the way in which students are able to understand and use specific technical vocabulary and discourse structures.

Supportive classroom environment: A socially supportive classroom environment is one where students are able to influence activities and how they are implemented It also involves a high degree of self regulation by students. It is about making sure that the classroom supports learning. The main features of supporting classrooms environment are student direction, social support academic engagement, self-regulation and explicit quality performance. criteria. Student direction examines the degree of student influence on the nature of activities and the way they are conducted. Social support is provided by the teacher by creating nonjudgmental learning environment that encourages students to engage in challenging academic work without any fear or anxiety about failure. It also emphasizes the importance of teamwork and mutual respect among all members of the class. Academic engagement is identified by classroom behaviour that signal a serious investment in class work such as attentiveness, doing the assigned work, showing enthusiasm for the work of self and others, raising questions and contributing to group tasks and helping peers. Explicit quality performance criteria are overall statements regarding tasks or assignment and levels of performance expected.

Relevance or connectedness: This is simply helping students to make connections between different aspects of school learning as well as connections to their past experiences and the world beyond the classroom. There is a conscious attempt made by the teacher and students to relate what has been learnt to real life and the world outside. Students are also encouraged to integrate knowledge across subject boundaries.

Recognition of differences: Cultural knowledge is valued when more than one cultural group is present in the class. Inclusivity, group identity and active citizenship help support students who come from non - dominant groups. It also means that the teacher takes the responsibility of elaborating the rights and responsibility of elaborating the right and responsibilities of groups of individuals in a democratic society and facilitating its practice both inside and outside the classroom.