Transforming as a reflective practitioner of active learning

This topic takes educators through theories of learning and development proposed by Piaget, Vygotsky, Bruner, Kohlberg, Erickson to help them understand their students better, to enable better classroom management and to apply age appropriate learning strategies and activities in their classrooms.

This topic is designed to enable a teacher to customise learning activities to different types of learners based on the types of intelligences that predominate in each learner. This allows the educator to provide choices to the learner and recognise the individual learner’s preferences.

This topic enhances the teachers’ knowledge and improves practises in learner-centric lesson planning and assessments, by giving them a hands-on, in-depth exposure to the revised version of the two-dimensional Bloom’s taxonomy model with all its levels and sub-categories.

This course, broadly in line with the recommendations of the NEP, aims to explore the interdisciplinary and transdisciplinary integrated approaches to teaching and learning. Participants reflect on how such approaches will pan out in a school and what changes in teacher and class schedules could be made. They also delve into how the class environment needs to be set up to enable such holistic approaches.

Experiential learning is a way of “learning through reflection on doing”. This course will explore David Kolb’s experiential learning theory and help teachers understand how they can use this in the classroom. The course will also help teachers to design different types of experiential learning sessions, including practical lab work, field trips, and immersive experiences and assess students’ performance on them too.

This topic provides teachers hands-on experience with planning for making learning relevant and real world through Inquiry based learning. They will also design appropriate project-based learning work for their students and learn how to assess them.

This topic underscores the need to introduce collaborative learning in schools and takes educators through ways of implementing CL in classrooms.

Data driven instruction is an important approach to improving learner-centric lessons and making them positive, successful learning experiences. It requires teachers to identify what data they need from their class, an awareness about the different techniques with which they can collect this data and the practice of designing these. This module enables the teacher to gather data, analyse and interpret the same appropriately to improve her own practice, as well as student performance, by enabling them to achieve learning objectives through multiple means of assessing, and thereby see success.

Mindfulness, Understanding, Conscious Consumerism and Heartfulness are important in bringing about a social change. This course will help teachers understand what each of these terms mean and how it could look like in their classrooms, both for them and the students. It will also help them learn how to build student habits around these themes by incorporating smaller actions in their daily lessons and over an entire school year.

Comprehensive sexuality education is the need of the hour. This course aims to help teachers understand the different concepts of sexuality and gender roles better, so that they can create safe and welcoming spaces for all the students in the classroom.