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.
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.
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.
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.
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’.
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’.
Kavita Sanghvi shares findings from an action research project aimed at understanding how students responded to online assessments administered by their school during the COVID-19 pandemic.
'The challenges of the pandemic remind us that we have to build a generation of learners who are capable of solving problems and thinking critically.' In this article, Divya Kapoor shares some examples of thinking routines that practitioners can introduce in their own classrooms.
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