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Active involvement of the students during classroom sessions is becoming a tough task for those teaching to higher classes and upto some extent for those teaching in the schools. The reason is the change in learning styles of the students which ultimately call for the change in teaching styles too. In order, to satisfy the students in the world of competition today, the use of active and cooperative learning techniques is increased in the engineering institutes. This helps to increase the quality of technical education imparted by the institutes and help them to be distinguished due to the enhanced index of students' learning. The present study reports the application of some of the active learning techniques that include the Jigsaw technique, Muddiest point technique, Concept mapping, Case Study and Team-based learning. The different techniques are used for different segments of the 'Hydraulics and Pneumatics' course delivered to final year Automobile Engineering students studying in the final semester. The course contents, methodology of application of techniques, the students' responses and outcomes of application of the active learning techniques are discussed in the paper. It is concluded that proper planning, availability of resources and students' cooperation make it easier to apply modern-day teaching techniques. The positive change in students' learning level, their graduate attributes, passing percentage and average marks is noticed by doing the above-mentioned experiments during the classroom sessions. [ABSTRACT FROM AUTHOR]

The present paper explores the accounting practices through which alternative moral stances are talked into being, and made sense of, as children account for the morally charged topic of "fighting." Data are drawn from ethnographic work, combined with video recordings of classroom sessions informed by the ART (Aggression Replacement Training) moral reasoning training program, in a fifth-grade class in a Swedish elementary school. An ethnomethodological approach is taken toward how features of the talk-in-interaction during these sessions indirectly make available systems of accountability motivated by institutionalized standards to talk about morality in a certain way. As will be demonstrated, the teachers' use of reversed polarity questions, assertions, and formulations work to hold children accountable for producing a certain moral stance. It is found that the children have learned to artfully design their contributions (justifications, detailing, second-stories, event descriptions, extreme cases) so that they can both comply with and subvert the institutionalized standards at the same time. [ABSTRACT FROM AUTHOR]