‘The metaverse is upon us. Soon it will be as omnipresent as TikTok, Instagram, and Facebook (now Meta).’ So reads the first line of a new Policy Brief exploring the potential of the metaverse to enhance teaching and learning in the future, and why we need to start planning for it now.
In the first of our ‘10 questions with…’ series featuring leading education figures, Editor Jo Earp talks to Dr Rukmini Banerji about receiving the prestigious Yidan Prize, changes in school education in India over the years, and the urgent tasks facing teachers as they continue to support student learning during the pandemic.
In the latest instalment of our series on ‘Learning during the pandemic’, Head of DLF World School and science educator Dimple Puri discusses flexible assessments for online teaching, with examples from her own classroom.
Getting ready to start teaching in the classroom, managing student behaviour and meeting with parents can be a daunting prospect for many pre-service teachers. Researchers in the US have spent the last five years developing simulations to supplement traditional teacher training.
In this article, Deepali Dharmaraj explores the role of feedback in the context of peer observation and identifies key principles and practices that enable the experience to be mutually beneficial for both the observer and observed.
In his book ‘ordinary people, extraordinary teachers’, S Giridhar describes how teachers in government schools are determined to work beyond the call of duty based on a strong belief that ‘every child can learn’.
With schools set to reopen after the COVID-19 nation-wide school closures, education authorities need to support teachers in these crucial times. To tackle new challenges, teachers’ roles and responsibilities will expand and play a prominent role in the recovery, explains Vimala Ramachandran.
The global call to inclusive education cannot be fulfilled unless we eliminate pre-conceived societal notions, stereotypes, and prejudices. Transforming teacher education programs in India will empower teachers to inculcate the values of equality, equity, and inclusion among the current generation of learners, suggests Professor Vimala Ramachandran.
Deepali Dharmaraj, from the British Council of India, describes some useful peer observation approaches that teachers can undertake and outlines how feedback can be integrated into a bespoke professional development plan.
Incorporating project-based learning in rural classrooms can be challenging. In this article, TR Gowthama elucidates a practical lesson plan that was used in a village school of Puducherry to teach the theme ‘shelter’.
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