• The session focussed on enhancing students’ IELTS performance, particularly targeting Band 7 and above. The resource person emphasised that speaking and writing responses should be natural, clear and well-supported rather than memorised.
• Key strategies included asking three guiding questions while writing: identifying the main idea, supporting it with relevant examples and explaining its significance.
• The workshop highlighted common gaps in student performance, such as the idea development gap, the language control gap and the performance gap.
• Teachers were encouraged to help students build clarity of thought before introducing complexity in language. In speaking skills, emphasis was laid on clear explanations, meaningful responses and the use of relevant examples.
• Overuse of memorised answers and forced idioms was discouraged. In writing, the importance of using a mix of simple and complex sentences accurately was emphasised.
• Participants were advised to encourage students to avoid templated responses and instead use a variety of linking words such as ‘however’, ‘in addition’ and ‘moreover’ to improve coherence and cohesion.
• The session also focussed on lexical resources, highlighting the need for a wide and appropriate range of vocabulary. Teachers were guided to help students build topic-based vocabulary independently rather than relying on generalised expressions.
• Overall, the workshop provided practical classroom strategies to improve clarity, coherence and language accuracy in student responses.

• The webinar highlighted innovative approaches to climate education and sustainability. It emphasized that students can play a vital role in reducing carbon emissions by adopting informed and responsible actions in their daily lives.
• Invo Systems has developed the Planet Earth App, which is designed to track carbon footprints and promote responsible consumption. The application enables users to understand how everyday activities contribute to their overall carbon footprint.
• It was also noted that the current curriculum does not sufficiently address carbon footprint education due to a lack of experiential learning opportunities. Furthermore, there is a shortage of trained educators who can effectively teach and integrate this subject into the classroom.
• To bridge this gap, the Planet Sustain for Education and Climate Action initiative has been proposed. The programme aims to reduce carbon footprints by encouraging the adoption of sustainable energy practices both in schools and at home.
• The Carbon Footprint Programme aligns with the guidelines of UGC, the objectives of NEP 2020, and the NAAC accreditation framework. Bengaluru University has already implemented this programme to monitor and reduce its campus carbon footprint, thereby promoting a green campus initiative.
• At present, the programme is limited to 25 institutions, each sponsoring 20 students and 2 educators. It provides participants with a structured and guided climate action journey.
• Another important initiative introduced during the session was the PEMC Green Skills Development Training Programme, which focuses on helping participants understand the root causes of climate change and its real-world impacts.
• The programme also aims to create alternative career pathways for young individuals in the fields of sustainability and green skills development.

• The programme aimed to strengthen English language pedagogy and equip teachers with innovative, learner-centred teaching strategies.
• Ms. Kirti Khanijo introduced engaging teaching approaches such as Theatre in Education, encouraging the use of dramatisation, role-play, and storytelling to promote authentic language use, student confidence and active participation in the classroom.
• Emphasis was placed on developing fluency, pronunciation, accuracy and non- verbal communication. The session highlighted Communicative Language Teaching (CLT) and the integrated skills approach to improve students’ overall language proficiency.
• Teachers were introduced to digital tools such as Canva Education and AI-based platforms like Magic Write and Canva Code for creating engaging learning resources and educational websites. Courses available on DIKSHA were also highlighted for teachers’ professional development.
• The programme raised awareness of Specific Learning Disabilities, such as dyslexia, and differentiated between learning difficulties and disabilities. Strategies such as adaptation, accommodation and modification were discussed to ensure inclusive and empathetic classroom practices.
• Discussions on poetry, creative writing and grammar demonstrated activity-based and contextual teaching strategies. The importance of the reading–writing connection, storytelling elements and engaging grammar activities integrated with LSRW skills was emphasised.
• The session provided valuable insights and practical strategies that can be effectively implemented to enhance student engagement, creativity and language proficiency in the English classroom.

A three-day residential workshop titled ‘Palette and Pedagogy Programme in Art and Craft’ for teachers of Nursery to Class V was organised by HRDC, DPSS at DPS Knowledge Park V, Greater Noida, UP.

The days concluded with a 40-minute yoga session daily, promoting well-being and balance.

Day 1

The inaugural session was conducted by Ms. Sandhya Awasthi, Executive Director, DPSS HRDC; Mr. Mridul Chakraborty, Senior Art Teacher, Greater Noida; and Ms. Namrata Pradhan, Treasurer, DPSS, and included a showcasing of an innovative Art Curriculum.

After the inauguration and introductions, the sessions commenced. The resource person emphasised that success in art should be measured by creativity and the learning process rather than merely the final product. The session highlighted the integration of curriculum, medium and method in Art and Craft education and encouraged the optimum use of materials available in our immediate surroundings.

The idea of ‘Art Class = Thinking Class’ was discussed, explaining different drawing styles and ways to conduct art classes in a fun and engaging manner, focusing on creativity rather than perfection. The importance of a well-structured art curriculum as the backbone of meaningful learning was also highlighted.

Days 2 & 3

The sessions focussed on Art Integration with other subjects and collaborative projects, 1 introducing strategies that help enhance critical thinking, problem-solving and analytical skills.

Participants also experienced Sanjhi Art, gaining exposure to an important Indian heritage art form.

Another engaging session, ‘Learning with Puppets – From Hands to Stories’, guided participants in creating different types of puppets. This activity demonstrated how puppetry can connect classroom concepts with real-life experiences while strengthening language development, creativity, confidence and emotional expression among young learners. Participants also created puppets and designed short narratives.

The workshop concluded with a Valedictory Function, the distribution of certificates, and an address by Ms. Sandhya Awasthi, Executive Director, DPSS HRDC.

• NPSC organized a master class in Accountancy to extend timely academic and motivational support
• The sessions aimed to provide students with valuable insights, effective examination strategies, subject-specific tips, time- management techniques and guidance on handling examination stress with confidence.
• The master class intended to complement school-based preparation and help students approach the Board Examinations with greater clarity, focus and assurance.

DPSS HRDC

MR. VISMAY MORI (Programme officer -Scientist VASCSC, Ahmedabad)

DR. NAMRATA DAVE(Programme officer -Scientist VASCSC, Ahmedabad)

MR. ZEEL PATEL (Programme officer -Scientist VASCSC, Ahmedabad)

MS. NEHI PATEL (Project officer, VASCSC, Ahmedabad)

The following are the highlights of the workshop:

• To strengthen teachers’ conceptual understanding of science while promoting activity-based and inquiry- driven teaching methods.
• Chromatography, redox reactions, electrochemistry, optics, electricity, mechanics, aeromodelling, ecosystems and human anatomy were explained using simple language and relatable examples.
• Participants constructed 3D models of the eye, simple electric circuits, cameras, kaleidoscopes, catapults, balloon cars, aircraft models and ecological pyramids to reinforce experiential learning.
• Activities like scientific journal writing and conducting simple experiments enhanced procedural understanding.
• Sessions on Design Thinking, marine robotics and artificial intelligence introduced modern technological applications in education.
• Practical exposure to microscopes and slide preparation further enriched the experience.
• The workshop successfully integrated theory with practice, equipping educators with innovative, low-cost and interactive strategies to make science teaching more engaging, meaningful and conceptually clear for students.

Following are the highlights of the webinar:

• Sustainability is not just a separate chapter but the core of our curriculum, as every human action leaves a carbon footprint that impacts the environment and all forms of life.
• Individuals are the main consumers and must take responsibility for their choices instead of blaming only the government. Responsible consumption is essential to reduce carbon footprints.
• Carbon footprint awareness is not adequately covered in the current curriculum. There is a need to make environmental education more practical and compulsory at the school level.
• Schools should follow green campus guidelines and educate students about sustainable practices from an early age so they grow into environmentally responsible citizens.

1.Dr. Indu Jain Associate Professor, Department of English, Janki Devi Memorial College, University of Delhi

2. Dr. Ruchi Kaushik Associate Professor, Shri Ram College of Commerce, University of Delhi

3. Ms.Sagari Chatterjee and Mr. Varun Shukla Team CANVA/p>

4. Dr. Renu Malviya Professor and Counselling Psychologist, Lady Irwin College, University of Delhi

5. Prof. Anjana Neira Dev Professor, Department of English, Gargi College, University of Delhi

6. Dr. Vikram Kapur Professor, Department of English, Shiv Nadar Institute of Eminence

7. Dr. Kirti Kapur, Former Professor, Department of Languages, NCERT

8.Mr. Madhusudhan Nautiyal Yoga Trainer - HRDC

1. Integrating Theatre in Education

• Introduced dramatic elements and classroom- friendly theatre techniques
•  Demonstrated practical activities integrating theatre.
• Highlighted engagement, confidence-building, and authentic language use.

2. Honing Listening and Speaking Skills

• Discussed fluency, accuracy, pronunciation and non-verbal cues.
• Introduced Communicative Language Teaching and integrated skills approach.

3. AI in Teaching English

• Introduced Canva Education as a digital teaching platform.
• Highlighted Canva courses available on DIKSHA for teacher capacity building.
• Demonstrated creation of educational websites through AI tools such as Magic Write and Canva Code.

4. Understanding Dyslexia Created awareness about Specific Learning Disabilities (SLD).

• Differentiated between learning difficulties and learning disabilities.
• Discussed adaptation, accommodation and modification strategies.
• Emphasised inclusive, empathetic and learner- responsive teaching.

5. Reading and Teaching Poetry

• Focused on poetic language, sound, rhythm and imagery.
• Engaged participants in analytical and creative poetry activities.

6. Creative Writing

• Emphasised the reading–writing connection.
• Addressed plagiarism and over-dependence on AI.
• Focussed on classroom- based writing and journaling.
• Discussed elements of storytelling such as character, plot and conflict.

7. Making Grammar Fun

• Demonstrated activity- based and contextual grammar teaching.
• Emphasised scaffolding and integration with LSRW skills.
• Shared engaging classroom activities.

NPSC

RESOURCE PERSONS:
1. Professor Shyam Menon, Vice Chancellor, BML Munjal University

2. Mr. Atul Bhatnagar, Advisor Board level, Registere d Mentor at SIIC

3. Ms. Smriti Sharma, Programm e Lead for Future Skills Initiative at Austrade

4. Dr. Murari Jha, Assistant Professor, SCERT

5. Rear Admiral KS Noor (Retd)

6. Dr Indu Prakash Singh,Poet, Author

7. Mr. Kuljeet Singh, Founder & Creative Director of Atelier Theatre Group

The following were the highlights of the workshop:

SESSION-1: PANEL DISCUSSION: FROM KNOWLEDGE TO KNOW- HOW: REPOSITING SCHOOLS AS SKILLS ECOSYSTEM

• Skill-based assessment and competency mapping
• Emphasis on industrial collaboration & management
• Stem skills in school, foundational intellectual skills
• Qualities which employees look for in an organisation
• Building linkages between learning and real-world application
• Smooth transition required from school to university
• Cultivate a culture of questioning
• Role of teachers in improving the mental well -being of the student

SESSION-2: PANEL DISCUSSION: MAKING LEARNING MATTER: INSIGHTS FROM INDIAN KNOWLEDGE SYSTEM

• Translating NEP’s 2020 vision into classroom reality
• Case studies of innovation labs, making space for interdisciplinary projects
• Emphasis on Kabir’s philosophies of life
• Learn, unlearn and relearn
• Emphasis on discipline and character building
• Drawing inspiration from the past (folklore)
• Connect children with life

SESSION-3: SHIKSHA SAMVAAD: BEST PEDAGOGICAL PRACTICES

• Effective, classroom-tested pedagogical practices were shared
• Reflection, Empathy, Sustainability
• ED clubs
• Multimodal Assessment

SESSION-4: KATHA MANCH: FROM PLAY TO PURPOSE-FOSTERING CREATIVITY AND SELF EXPRESSION

• Dastan-e-Kabir- storytelling performance about the life and teachings of saint-poet Kabir
• Through storytelling and theatre-based practices, the session demonstrated how plays can transform into purposeful learning, nurturing creativity, confidence and self - awareness among students.

A Capacity Building Programme on Kaushal Bodh was held at Mamta Modern School, engaging 73 educators to empower teachers to foster practical life skills and employability competencies aligned with the National Education Policy.

The workshop highlighted the following:

• The importance of experiential learning, the dignity of labour and holistic development, along with activity-based learning and real-life applications.
• Practical guidance on lesson planning, assessment, and curriculum integration.
• It encouraged teachers to foster creativity, collaboration, critical thinking, and problem-solving through hands-on activities.

• NPSC organized a master class in Accountancy to extend timely academic and motivational support.
• The sessions aimed to provide students with valuable insights, effective examination strategies, subject-specific tips, time-management techniques, and guidance on handling examination stress with confidence.
• The master class intended to complement school-based preparation and help students approach the Board Examinations with greater clarity, focus, and assurance.

The Centre of Excellence (COE), Delhi West, organised a two-day Capacity Building Programme (CBP) on Business Studies (Senior Secondary) to enhance teachers' skills and understanding of current educational practices.

The workshop focused on the following key areas:

• How to make case-study- based questions
• Clarification about the syllabus
• How to introduce a new topic in class
• Discussion about the latest CBSE sample paper

TEACHER

• Aditi Dubey
• Priyal Jain

STUDENTS

• Animesh Ranjan (9A)
• Samyak Jain (9A)
• Parth Bhardwaj (9B)
• Pavi Sinha (9B)
• Abhimanyu (9B)
• Chhavi Solanki (9D)
• Avani (9D)
• Mannan Garg (9E)
• Shreyansh Arora (9E)

• An informative astronomy session was conducted by Captain Shubhanshu Shukla, a distinguished astronaut and Indian Air Force test pilot who recently made a historic journey to the International Space Station as part of Axiom Mission 4.
• The session was interactive, inspiring, and highly educational.
• The process of space exploration was explained in a simple and engaging manner.
• His experience of viewing Earth from space was shared, and the challenges of living in microgravity were discussed.
• The session sparked curiosity among students and encouraged them to explore careers in science, technology, and astronomy.
• The session helped students connect textbook concepts with real-world space science.

• The sessions highlighted the following- Development of learners’ ability to understand spoken Spanish through structured and guided listening activities.
• To enhance student engagement through experiential and activity-based learning.
• Teachers gained practical insights and innovative teaching techniques that will help in making Spanish language teaching more effective and engaging in the classroom.

The following workshops were convened to share and implement the best teaching practices aligned with the guidelines of NEP 2020 in English language.
Day 1 (15 September 2025), SESSION 1: Formative Assessments in English

The workshop focussed on effective techniques of evaluating students’ progress through ongoing assessments, feedback, strategies and performance-based evaluation tools. The importance of continuous evaluation to monitor student progress was highlighted, equipping teachers with various strategies and tools to do so.

SESSION 2: Teaching Poetic Devices
The session equipped teachers with various creative classroom-strategies to teach figurative language, imagery, rhythm and sound patterns through examples from well-known poems. The teachers were guided to explore ways to connect poetic expression while connecting these with students’ experiences, thereby enriching the process of identification of poetic devices.

Day 2 (16 September 2025), SESSION 1: Creative Writing
The insightful workshop emphasized on nurturing originality and imagination among students through brainstorming techniques, guided prompts, and free writing exercises. Teachers were encouraged to create a conducive environment where learners could express ideas confidently and refine their writing process through peer review and teachers’ feedback.

SESSION2: Developing Listening and Speaking Skills
The emboldening session motivated teachers to analyse the benefits of including ALS in CBSE. An extensive discussion was held on how to include sub skills of listening and speaking skills and ensure that each and every child is engaged.

Day 3 (17 September 2025) Understanding Dyslexia
The session not only aided in understanding the nature and characteristics of dyslexia, but also in recognizing how dyslexia affects English language learning. The resource person shared various practical strategies with these learners while discussing real-life cases and collaboratively developed solutions for them.

LIBRARIAN’S MEET ORGANISED BY THE COUNCIL OF SCHOOL LIBRARIANS
The highlights of the meet were :
• Session 1- Empowering Young Voices: Dr. Chhavi Jain discussed school libraries as gateways to writing, reading, and global collaboration. She highlighted various virtual platforms that facilitate both individual and collaborative literacy projects for students.
• Session 2- Historian and educator Vikramjit Singh Rooprai explored the narrative potential in our everyday surroundings. He emphasized the power of observation and the need to shed preconceived notions. A core takeaway was the "Three-Act Structure": Act 1: Setting the scene and premise. Act 2: Introducing conflict and tension. Act 3: Resolution and a call to action
•Session 3- Ms. Mansi Shetty provided insights into book selection, urging librarians to consider a child’s reading level, personal interests, and emotional readiness.
•The meet concluded with a strong emphasis on strategic library organization, noting that intuitive shelving and resource management are essential for helping students navigate collections independently.

• The speaker opened the session with the story of Arjuna from the Mahabharata, emphasizing the importance of focus.
• Students took part in various activities like clap on the count of five designed to improve concentration and mindfulness.
• The speaker shared fascinating insights, including how thoughts can be detected nearly six seconds before an action is performed.
•Memory-enhancing activities were conducted, such as remembering a list of 15 objects.
•Inspirational videos about soldiers, discipline and dedication were shown to instil determination and courage.
•Students were encouraged to share their opinions and personal experiences about concentration.

A three-day Lehrklausur workshop was conducted at Baghaan Orchard Retreat, Garh Mukteshwar, in collaboration with the Goethe Institut, New Delhi.

The workshop focused on the following:

The session highlighted the following:
• Professional development of German language teachers and strengthening pedagogical skills as well as examination preparedness during the Fit 1, Fit 2 and B1 (Jugendliche) examinations sessions
• Important information was shared regarding the evaluation pattern of answer sheets.
• Key principles of effective lesson planning were discussed to ensure the successful achievement of learning objectives.
•Special emphasis was laid on strategies to attain the general learning objective and specific learning objective of a particular German topic.
•The informal academic exchange sessions provided valuable insights into the criteria for teachers’ and students’ scholarships, exchange programmes, and academic support offered by the Goethe- Institut.
The workshop proved to be enriching and highly beneficial for enhancing teaching practices and assessment strategies.

The session highlighted the following:

• Importance of formative assessment using strategies such as think-pair-share, math talks and guided questions to help teachers assess students’ understanding without frequent tests.
• Simple ways to learn, like providing extra support through mini-lessons and allowing flexible time for task completion.
• The role of descriptive feedback was strongly emphasised, to help students develop their mindset and see assessments as a part of learning process.

Overall, the webinar provided useful ideas to improve assessment practices and support students’ mathematical understanding and confidence.

Dr. Aruna Broota, a renowned Clinical Psychologist and Senior Therapist with over 40 years of experience, emphasized the critical need for a dedicated team of counsellors in every school, to ensure the emotional and psychological well-being of students and teachers.

Ms. Zoya Ali Rizwi, Deputy Commissioner, NHM, MoHFW, Govt. of India, shared crucial insights on the national approach to adolescent mental health.

The following are the key highlights of the summit:

Why Focus on Adolescent Mental Health?
• Shapes overall well-being, learning, relationships, and future life outcomes.
• Mental health challenges can affect schooling and increase risky behaviours
•Early identification and support are crucial

Today’s Youth: Key Realities
•Highly connected digitally, yet often feel isolated
•Increasing levels of anxiety and stress
•Willing to help others but may struggle with empathy and expression
•Need space for identity exploration, respect, validation, and healthy risk- taking

Common Challenges
•Digital addiction often linked with other issues
•Co-morbid conditions: mood disorders, OCD-like behaviours, sleep disorders, impulse control issues
•Excessive digital use may be linked to ADHD-related hyper-focus
• Substance use (vaping, tobacco, alcohol, cannabis, stimulants)
• Irritability or anxiety when separated from devices
• Fatigue or sleeping in class as warning signs

Government Initiatives
•RKSK: Mental health services through Adolescent Friendly Health Centres (AFHCs)
•Ayushman Bharat – SHWP: Mental Health & Interpersonal Relationships module
•Tele-MANAS: Free national tele- counselling services

School Health & Wellness Curriculum Covers
•Emotional well-being & mental health
•Interpersonal relationships and values
•Gender equality
• Nutrition, health, and sanitation
•Healthy lifestyles
•Reproductive health & HIV prevention
•Safety, security, and safe use of internet and media

Way Forward
•Implement SHWP in all CBSE schools
•Train and refresh Health & Wellness Ambassadors (HWAs)
•Conduct regular mental health sessions and activities
• Ensure early identification and referral to AFHCs / Tele-MANAS Cyber Safety & Healthy Digital Living (Key Takeaways)
•Focus on control, not fear
•L.O.C.K. your digital life:
Limit sharing
Only connect with known people
Check privacy settings
Keep evidence of cyberbullying
•Stranger Danger: Never share photos, OTPs, or location with unknown contacts
• Think Before You Click: Beware of fake prizes, scams, AI-generated deepfakes and false links

The Capacity Building Programme focussed on the Mandatory Implementation of Skill Education for Classes VI- VIII using NCERT Kaushal Bodh activity books.

The session highlighted the following:
• NEP 2020 and NCF-SE 2023 mandate for introducing vocational exposure early through hands-on, project- based learning.
• Teachers were oriented on the three forms of work, project planning, and assessment formats, with emphasis on the dignity of labour, experiential learning, and interdisciplinary connections.
• Guidelines for classroom implementation, time- tabling, mapping curricular goals and conducting a Kaushal Mela were provided.

DPSS HRDC conducted a Programme in History for classes XI & XII.

Session I: The Concept of Kingship in Early India – Continuity and Change
• Emphasis on teaching history as a process, not mere chronology.
• Harappan civilisation, questioning the nature of political authority.
•Evolution of kingship through Vedic and post-Vedic periods.
•Political developments from the 6th century BCE.
•Focus on NCERT-based, source- based interpretation and historiography.

Session II: Feudalism in Europe: Fundamentals and Triggers of Change
•Explained origins, structure, and decline of feudalism.
•Linked feudalism with renaissance thought and questioning of hierarchies.
•Influences of Greek classics, Byzantine traditions, Islam, and Christianity.
•Encouraged comparative and analytical teaching approaches.

Session III: Colonialism and the Countryside
•Clarified colonialism as a plural and evolving process.
•Discussed various forms of colonialism and their impact.
•Focus on land revenue systems and agrarian changes in British India.
• Emphasised India’s non- industrial status during colonial rule.

Sharing of Best Teaching Practices
Interdisciplinary projects and flipped classrooms.
•Student categorisation and mentoring (Green–Yellow–Red).
•Tiered assignments and diagram-based learning.
•Encouraging students to frame questions and make presentations.
• Use of model answers, continuous feedback and positive reinforcement.

The session enhanced conceptual clarity, pedagogical effectiveness, and assessment strategies. It empowered teachers with innovative approaches to improve Class XII Board examination outcomes.

HRDC, DPSS

Dr. Neeraj Sehrawat, Assistant Professor, Shaheed Sukhdev College of Business Studies, Delhi University

Mr. Amit Kumar, Assistant Professor, Shaheed Sukhdev College of Business Studies, Delhi University

Dr Aruna Jha, Professor, Shriram College of Commerce, Delhi University

Prof. H.K. Dangi, Department of Commerce, Delhi School of Economics, Delhi University

HRDC, DPSS

Dr. C.A. Jayesh Manjrekar Prof. Narsee Monjee Institute of Management Sciences

Dr. Neeraj Sehrawat Assistant Professor, Shaheed Sukhdev College of Business Studies, University of Delhi

Mr. Amit Kumar Assistant Professor, Shaheed Sukhdev College of Business Studies, University of Delhi

Following are the highlights of the webinar:

• * Teaching-Learning Resources (TLRs) play a crucial role in shifting the teacher’s role from an instructor to a facilitator and help bring peripheral learners to the center of the learning process.
• * Both teachers and students can act as co- creators of TLRs, making the process collaborative, reflective, and inclusive.
• * AI should be viewed as a collaborator in education while ensuring that human judgment and critical thinking remain central, and issues like bias are consciously addressed.
• * Tools such as NotebookLM, H5P etc. were demonstrated as effective ways to make teaching more interactive and assessments more engaging. The use of Open Educational Resources was also encouraged for wider accessibility and collaboration.

• * The two-day webinar on “Competency-Based Assessments in Social Sciences” focused on designing assessments aligned with the goals of the National Education Policy (NEP) 2020. The session aimed to help educators shift from traditional content-based evaluation to a more competency-driven and skill-oriented assessment approach.
• * The core principles of competency-based assessment and its relevance in promoting conceptual understanding, analytical thinking, and problem-solving abilities among students were explained along with detailed guidance on framing Multiple Choice-Based Competency questions.
• * Participants were engaged in interactive discussions, reviewed sample questions, and reflected on methods to align classroom assessments with learning outcomes.
• * The webinar was insightful and enriching, providing teachers with practical tools to enhance the quality of assessments in Social Sciences.

• An online training session was conducted on "Mind Matters - Prioritising Teachers Well-being".
• * The session aimed to enhance teachers’ understanding of mental health and promote emotional stability and awareness in both personal and professional life.
• * The facilitator highlighted that mental health plays a vital role in maintaining overall well-being and productivity.
• * Teachers were encouraged to recognize their own emotional needs, manage stress effectively, and support students with empathy and patience.
• * The importance of creating a positive classroom environment where every child feels understood and valued was emphasised.
• * Through interactive discussions, teachers reflected on how faith, mindfulness, and positive thinking can help in overcoming daily challenges.
• * Teachers were reminded about the need for self-care, balanced routines, and maintaining a healthy work-life balance.

The following were the highlights of the workshop:

DAY 1:

• Concept-Based Inquiry in Social Sciences emphasised deep understanding rather than rote learning. Teachers explored how to frame key concepts and guiding questions to promote curiosity and critical thinking.
• New NCERT Textbooks for Classes VI–VIII in Social Sciences as per NCF 2023 to promote experiential and competency- based learning. These include simpler language, relatable content, engaging visuals, and more opportunities for discussion.

DAY 2:

• Ashoka, the Emperor Who Gave Up War – his transformation from a conquering ruler to a champion of peace and Dharma. His policies of non-violence, welfare measures and promotion of moral values, using his life story to teach ethics and empathy, were explored.
• Incorporating Research-Based Practices in the Classroom focussed on proven teaching methods to help students learn better, inquiry-based activities and cooperative learning to encourage teamwork and understanding.
• Visit to Pt. Deendayal Upadhyaya Institute of Archaeology expanded the educational perspective by emphasising interdisciplinary approaches.

DAY 3:

• Domain Knowledge in Civics: Rural & Urban Administration, Unpacking Gender & Understanding Marginalisation highlighted key gender issues and challenges faced by marginalised groups.
• Drama as an Educational Technique highlighted how drama can be used effectively to teach Social Sciences, engage students, and make learning more interactive and memorable.

• The Karadi Path training session focused on experiential and child-centered approaches to English learning.
• Emphasis: making language acquisition natural, joyful, and stress-free.
• Key Learnings from the Session:
  • Language is acquired through experience, not teaching. Learners absorb English naturally through stories, actions, music, and expression.
  • The Karadi Path philosophy motivates teachers to spark English and speak English the Karadi way by adopting immersive, intuitive, and culturally rooted strategies.
  • Immersive Language Learning encourages exposure, discovery, prediction, and application—helping children communicate in English with confidence.
  • Teachers act as facilitators rather than instructors, using expressive gestures, theatre techniques, and voice modulation to make learning engaging and interactive.
• Tips for Teachers: Co-Teaching the Karadi Way
  • Divide roles beforehand: Co-teachers should plan in advance who will lead and who will support.
  • Use complementary strengths: One teacher may dramatize and role-play while the other reinforces through expressive voice modulation.
  • Support small groups: Co-teaching allows focused interaction and clarity in smaller learner groups.
  • Reflect after class: Teachers should spend 3–4 minutes discussing challenges and improvements.
  • Stay in sync with program flow: Both teachers must follow the same lesson plan and objectives for consistent delivery.
• The training highlighted the art of classroom communication and the importance of immersive, child-centered teaching.
• Teachers left the session enriched with practical strategies to spark curiosity, confidence, and fluency in English—the Karadi way.

• A workshop on ‘Early Childhood Care and Education’ for classes Nur–II was organized by the DPSS HRD Centre.
• Focus: foundational literacy and numeracy, understanding how children learn in their early years.
• Workshop Highlights:
  • Ms. Shivani Kapoor, Joint Director, HRDC:
    • • Shaping the sense of self
    • • Building a deep sense of commitment
    • • Embracing change as a constant
  • Ms. Sandhya Avasthi, Executive Director, HRDC:
    • • Importance of emotional bond between teachers and students
• Day 1 – Session 1:
  • • Shift in pedagogy: ‘learning to learn’ – ability to learn, unlearn, and relearn
  • • Teaching is more than content delivery; it involves:
    • • Building connections
    • • Nurturing creativity
    • • Shaping lives
  • • Recognizing each child’s uniqueness and responding to individual needs
• Day 1 – Session 2:
  • Jodo Gyan team conducted hands-on activities linking learning to real-life experiences
  • Key takeaways:
    • • Children learn best when connected to real-life experiences
    • • Mathematical understanding deepens through hands-on experiences
    • • Every child is a natural problem solver building their own understanding
• Days 2 & 3:
  • • Focus on essentials of Synthetic Phonics and foundational reading code
  • • Covered developmental pathway of:
    • • Phonemic awareness
    • • Blending
    • • Decoding
  • • Emphasis on multisensory, systematic, and progressive approach to empower children to decode language effectively
• Day 4 – Session 1:
  • • Innovative use of music and rhythm in classrooms
  • • Music boosts brain development and neural connectivity
  • • Movement is a child’s natural right, supporting:
    • • Cognitive development
    • • Kinesthetic development
    • • Holistic development
• Day 4 – Session 2:
  • • Focus on empathy, flexibility, and differentiated approaches
  • • Reinforcement that every child can learn, though pace and methods vary
  • • Each day concluded with a rejuvenating yoga session for mindfulness and well-being

• • The workshop commenced with the poem ‘Yeh Baat Samajh Me Ayi Nahin,’ which laid the foundation for the session’s theme.
• • It emphasized sparking curiosity in students through experiential learning rather than limiting teaching to theoretical explanations.
• • The resource person introduced a variety of interactive, hands-on activities and encouraged open discussions.
• • The activities were designed to help participants think independently, experiment, learn from mistakes and discover concepts through exploration.
• • The session emphasised that true understanding develops through active engagement.
• • The session encouraged teachers to reflect on existing teaching practices and explore innovative, student- centered approaches that foster creativity and deeper understanding.

• • Dr. Charu Sharma
• •Mrs. Anita Sharma
• • Dr. Ajit Kumar

• • Fun with simulations
• • Prime Numbers: Atom of emerging knowledge domains
• • Using LMS to foster efficient study habits among students

Ms. Gunjan Grover

HRDC DPSS RESIDENTIAL WORKSHOP

RESOURCE PERSONS:

• Professor Parikshit Ghosh, Delhi School of Economics

• Dr. S. Madheswaran, Professor, Institute for Social and Economic Change

• Ms. Navina Sarin, Consultant and Mentor for Economics

• Dr. Jaya Singh, Professor, NCERT

• Professor Deepashree, SRCC

The HRDC of DPSS organised a two-day Residential Workshop on Economics, aiming to equip teachers with innovative strategies to make the teaching of Economics more relevant and connected to real-world events.

The following were the highlights of the workshop:

• Day 1: - Current Challenges facing the Indian Economy: The emphasis was on linking classroom discussions with contemporary issues
- Statistical Tools and Interpretation: It highlighted methods to simplify concepts like variables and data handling.

• Day 2: - Designing competency-based questions: To prepare students effectively for the CBSE board exam
- Balance of Payments and Foreign Exchange rate focussed on the use of graphs, charts and tables to strengthen conceptual clarity.
- Consumer’s equilibrium and Demand offered approaches to explain these concepts in a student-friendly and applied manner.

Ms. Mamta Nangia

Ms. Suman Dheer

M.s Nisha Yadav

Ms. Ambika Kaul (CAP)

Ms. Anam Hamid (Ireland)

Ms. Ayushi Nagpal and Ms. Shagun (Campus France)

Mr. Apurv Mahendru (DAAD) And Arka from Uni- Italia

• The workshop was designed to empower educators with actionable insights into undergraduate pathways across France, Italy, Germany, and Ireland.

• The session equipped educators with tools to navigate Europe’s unique academic landscape.

• Each country’s representative updated the educators on admission pathways, part-time work, visas, scholarships, costs involved, life in the respective country, and the work permit requirements.

• There was a focus on Art, Design and STEM by Uni-Italia.

• Universities and Classes International were the primary focus for Campus France discussion. It also offered a deep dive into the Courses available for French and English-speaking students.

• Coding, Pharma, and Startups in Silicon Valley of Europe, specifically Ireland, were also discussed.

• The German advantage was also discussed in terms of Public Funded Universities & free education.

CBSE

Dr. Vaghmita Tyagi & Ms. Deepa Arora

• Discussion on teaching the four language skills – Listening, Speaking, Reading and Writing with focus on integration for holistic development

• Need for designing question papers in alignment with Bloom’s Taxonomy to assess depth of understanding and promote higher order thinking

• Class 12 Literature discussed with emphasis on testing interpretation critical appreciation and ability to connect texts with wider contexts

• Lesson plans to include clear Learning Objectives with one LO from LOTS (Lower- Order Thinking Skills) and one LO from HOTS (Higher-Order Thinking Skills) for balanced skill development

Goethe Institut, New Delhi in collaboration with InDaf

The German Teachers’ Conference North India and Nepal provided an invaluable platform for German educators to reflect on and reconnect with the foundational principles of teaching. Following are the highlights of the workshop:

• Explore methods and skills most essential for effective and successful teaching of German language.

• Enhance the knowledge of teachers, refresh the essential components of pedagogy, and address existing gaps.

• Encourage participants to explore innovative approaches from both theoretical and practical perspectives.

• Enable teachers to return to their classrooms revitalized, inspired, and better equipped to foster meaningful learning experiences for students.

The conference featured a series of engaging presentations and interactive workshops, categorized into three key segments:

•Basic Workshops – covering fundamental topics relevant to German language teaching.

•Focus Workshops – offering an in-depth exploration of selected subjects and teaching strategies.

•Intensive Workshops – designed for small groups to engage deeply with specialized areas of the language and pedagogy.

Additionally, the conference provided opportunities for teachers to share best practices, meaningful exchanges of ideas through World Café discussions, which encouraged collaboration, dialogue, and reflection among participants.

Human Resource Development Centre; Delhi Public School Society.

Ms. Simrit Kahlon

Following are the highlights of the webinar:

• Maps can be used not just for locating places but also for developing analytical and spatial thinking skills in students.

• Practical techniques of using maps in classrooms and connected them to the broader understanding of geography and history of cartography.

• Discussions on Mercator’s projection and its limitations, the origins of maps as cultural and scientific artifacts, and the concept of space and place in Social Science.

• Interactive activities such as identifying distortions on different projections and linking maps with real-life scenarios made the session thought-provoking and engaging.

RESOURCE PERSON

Mr. Abhinav Singhal

Education Catalyst and Innovator

PBL Expert

As part of NPSC's commitment to promoting innovative and experiential education, a session on Project-Based Learning (PBL) titled “Learning Through Cricket” was conducted. This initiative reflects a progressive shift in pedagogy, aligning with the principles of holistic development, real-world relevance, and student engagement.

•The primary goal of the session was to demonstrate how cricket, a sport deeply rooted in student interest, can be used as a central theme to integrate academic content across multiple subjects.

•Encourage experiential learning that goes beyond traditional textbook- based instruction.

•Foster critical thinking, creativity, collaboration and problem-solving in real-life contexts.

Thematic Integration:

•Cricket can serve as a platform to teach core academic concepts like Mathematics: Calculating averages, run rates, probability, scoring patterns, graphs.

•Science: Newton’s laws in bowling and batting, friction, projectile motion, muscle use in sports.

•English: Match reports, biographies of cricketers, commentary writing, debates.

•Social Studies: History of cricket, geography of playing nations, socio- political impact of sports.

•Art and Design: Designing team jerseys, stadium models, posters, logos.

•The program fosters:21st-century skills: communication, collaboration, and critical thinking. Enhanced problem- solving through interdisciplinary tasks. Application of classroom knowledge to real-world contexts.

Benefits for Students, Teachers & Schools

•Real‑World Transfer: Classroom to everyday life

•Conceptual Mastery: Integrative learning deepens understanding

•Curriculum Enrichment: Aligning with content standards via PBL best practices

•Faculty Development: Teachers gain training in facilitation and PBL design

•Innovation & Collaboration: New vision for school culture and community links

Following are the highlights of the online webinar conducted by HRDC DPS Society:

•The webinar reinforced textbook concepts with visual presentations, diagrams and practical examples making learning experience more effective.

•Concepts were made simpler and interesting.

•Difficult topics were dealt in detail to make teaching easier in classroom.

Following are the highlights of the online webinar conducted by HRDC DPS Society:

•The session provided a comprehensive understanding of buffer solutions and solubility product constant (Ksp).

•A number of numericals were taken up by the resource person to provide a better clarity of the topic.

Following are the highlights of the online webinar conducted by HRDC DPS Society:

•The session covered fundamental concepts like atomic models, electronic configuration, and quantum numbers providing a clear understanding of atomic structure and its significance.

•Interactive examples and visual aids were used that helped clarify complex concepts.

•The resource person’s explanations were concise and easy to follow.

Following are the highlights of the online webinar conducted by HRDC DPS Society:

•The session explored innovative ways to integrate technology into Chemistry education.

•Various options of AI-powered tools and virtual labs available were discussed.

•Valuable insights into using technology to enhance student learning and engagement were provided.

Following are the highlights of the online webinar conducted by HRDC DPS Society:

•The primary focus of the webinar was to orient teachers towards the shift from rote learning to competency-based learning and the development of assessment tools that test students' conceptual understanding, application, and analytical skills.

•HOTS, MCQs, case-based and assertion-reason questions were focused upon.

RESOURCE PERSONS:

•Professor Archana Upadhyay, Centre of International Studies, JNU

•Ms. Purnima Datt, Principal Director, INTACH

•Ms. Arundhati Mitter, Flow India

•Dr. Elizabeth Kuruvilla, Assistant Professor, IGNOU

•Mr. Ashwin Shanbhag, InterMind Global LLP

•Ms. Ronita Sharma, Azim Premji Foundation

HRDC of DPSS organised a three-day Residential Workshop on Social Science. It brought together Social Science educators from 93 DPS schools across the country. To enrich teaching practices, encourage collaboration and align pedagogical strategies with the goals of NEP 2020.

The following were the highlights of the workshop:

DAY 1:

•History: Russian Revolution- Its legacies in perspectives, types of social revolution, its impact on the Indian national movement, and its international ramifications.

•Cultural and Heritage Integration and its Importance & Methodology

DAY 2:

•Meaning Making & Expressions in Social Science Classrooms was a practical session that included an image-based enquiry exercise, using stimuli as engagement hooks, scaffolding for learning, and a jigsaw activity. These activities can be directly applied in the classroom to enhance student learning. Differentiated Instructions and Assessments: thinking maps, Frayer model, Concept quadrant, riddle concept and graphic organiser.

•The workshop also included an interactive session titled 'Visit to Humayun's Tomb: Unlocking the Curriculum'. This session demonstrated how to engage students with curriculum-driven trips, making learning more interactive and engaging.

DAY 3:

•From Classroom to Committee-Using MUN to enrich Social Science Learning

•Competency-Based Assessment in Political Science & History.

•The Infant School Wing at Delhi Public School, Rohini organised a refreshing and rejuvenating series of yoga sessions for the teaching staff, conducted by Ms. Shilpi S. Khattar. Held from 21st to 30th May 2025, the sessions aimed to promote both physical and mental well-being.

•Each day brought moments of mindfulness, stretching, and deep relaxation — offering teachers a chance to reconnect with themselves amidst the rigours of daily life. Beyond personal wellness, the sessions also proved to be a wonderful team-building experience, strengthening bonds among colleagues

•The final session introduced the Lesson Observation Tool (LOT) to help evaluate teaching effectiveness using structured indicators and descriptors. Participants identified the observation styles and engaged in scenario-based scoring. Emphasis was placed on objective feedback to improve teaching quality and support professional growth.

• • The session explained the steps required to register the school as a member of the Innovation Council and guide participants on uploading reports for the activity titled “Developing Entrepreneurial Skills among Teachers and Students” on the official Innovation Portal.

• • Educators were familiarized with the council’s objectives, streamline the registration process, and ensure accurate documentation and submission of activity reports.

•Educators learned the elements of lesson planning and how to integrate the three learning domains—cognitive, affective, psychomotor—for holistic development. SMART objectives and Bloom’s revised taxonomy were applied to structure learning outcomes. The session included tools such as a 5E lesson plan format to support differentiation and inclusive practices.

Key Highlights: Session 1

The session conducted by Ms. Mrudula Kaushik for German educators aimed to provide participants with practical strategies, theoretical insights, and reflective tools to strengthen their pedagogical approaches.

• • Exploration of how learning objectives are defined, communicated and achieved in the German language classroom. Key areas discussed included the frequency of homework assigned, the clarity of learning goals and the types of resources used to create tasks and worksheets for learners.

• • A live survey conducted via Mentimeter encouraged participants to reflect on their classroom practices to raise awareness among teachers about the alignment between intended learning outcomes and actual student progress.

• • Analysis of various classroom activities to distinguish between exercises and tasks to provide an insight into the differences in structure, intent, and learning outcomes and encouraged teachers to reflect on their own material design and lesson planning.

• • Two foundational teaching approaches: Focus on Form - supports accuracy and Focus on Content - promotes fluency were discussed to encourage teachers to adopt a more reflective and balanced approach to lesson planning.

Session 2

• • The session conducted by Ms. Aditi Balwani provided participants with both theoretical insights and practical tools to enhance the development of reading and speaking skills in the German classroom. Reading enhances vocabulary acquisition and grammatical awareness and strengthens comprehension skills and the ability to interpret the language in context.

• • Phases of learning process—pre-, during-, and post-lesson stages. To facilitate a deeper understanding, different types of reading texts and their suitability for various phases of instruction were analysed.

• • In breakout rooms, participants worked collaboratively on the theme “TV Programme,” identifying and designing appropriate tasks for each phase.

• • The use of Padlet allowed exchange of ideas and best practices and also emphasized the importance of lesson staging, task sequencing, and learner engagement across all stages of a reading-based lesson.

• • A detailed overview of the Goethe- Institut’s examination formats, particularly the FIT exams (A1–A2) and the B1 level, was provided with particular attention to reading and speaking components.

• • A range of exam preparation materials was introduced, including Goethe-Institut practice sets and direct downloadable sample exam PDFs for levels A1 to B2.

• • Several authentic learning platforms like Vitamin.de, Deutsch Perfekt, and Deutsche Welle were also recommended as valuable tools to improve students’ German skills.

• • The session was insightful and practice-oriented, offering valuable guidance on key components of effective language teaching. The comprehensive overview of Goethe- Institut examination formats, coupled with practical tips and strategies to enhance speaking skills, provided meaningful support for exam preparation.

• Dr. Ashish from Wipro Earthian

• Dr. Sabata (Former Senior Scientific Officer, Dept. of Environment)

• Mrs. Shalini Arora (Principal, Veda Vyasa D.A.V. Public School, Vikaspuri)

• The workshop began with a warm opening address by the Principal of Veda Vyasa D.A.V. Public School, Vikaspuri, who highlighted the school’s ongoing efforts in promoting environmental sustainability and building responsible citizens.

• Dr. Sabata took the stage next and delivered a thought-provoking talk on the urgent need for environmental responsibility in today’s world. He emphasized the importance of involving students in sustainable thinking from an early age.

• Dr. Ashish from Wipro introduced the gathering to the ‘Wipro Earthian – Sustainability Education Program for Schools’, outlining its purpose, timeline and structure in an engaging and clear manner.

• He shared that the Earthian program was launched in 2011, driven by Wipro’s belief that creating awareness is the first step toward sustainability.

• The core objectives of the Earthian program were clearly explained:

• To integrate sustainability into regular school learning.

• To promote critical thinking on environmental issues through multiple perspectives.

• To encourage sustainability-linked student action and reflection.

• To empower teachers and learners as change-makers in their surroundings.

• The workshop detailed the structure of participation, where student groups guided by a teacher submit innovative projects on one of the three themes:

• Water

• Biodiversity

• Waste

• All relevant aspects such as eligibility, project submission guidelines, evaluation process, and rewards were discussed, making it easy for attendees to understand how they can actively contribute.

•This session emphasized a shift toward heutagogy and learner agency through inquiry-based, project-based, and design thinking models. High-Impact Teaching Strategies (HITs) and various assessment forms (diagnostic, formative, summative, ipsative, authentic) were highlighted and explained. Participants explored the value of constructive feedback as a driver of motivation, self-regulation, and learning improvement.

•Transactional Strategies in Teaching Maths – Emphasised on moving from concrete to abstract thinking using gestures and simppfying problems.

•Self-Contradiction as a Tool – Highpghted how identifying contradictions supports self-correction and deeper understanding in students.

•Circles – Discussed squaring a circle, properties of circles to build conceptual clarity.

•Transforming Maths Education through AI – Explored different Olympiads, use of AI tools and prompt design.

•Competency-Based Questions – Defined and explored competency by giving examples.

•Best Practices for Enhancing Board Results – Strategies were shared by various DPS school teachers to improve academic outcomes.

•Quadrilaterals – Focussed on definitions, misconceptions, proofs and relevance of topics deleted from the syllabus.

•Surface Area & Volume – Discussed the need for conceptual understanding and derivation of formulas.

•The session focused on inclusive planning through understanding learner diversity in areas such as readiness, language, socio-emotional needs, and cognitive styles. Differentiation was highlighted as a proactive strategy aligned with inclusion. Participants explored Tomlinson’s CPP model and designed action plans using learner data to support high attainers, gifted, and SEND students.

• Interactive introduction on the importance of Circle Time as a foundational practice in early childhood education, focusing on building classroom community and enhancing social-emotional learning.

• Emphasis on beginning the day with Circle Time to promote predictabipty, trust, and togetherness among learners.

• Strategies shared on creating consistent routines and meaningful engagement to develop pstening skills, empathy, cooperation, and confidence in young children.

• Use of welcoming rituals pke greetings and songs to help children feel valued and included.

• Integration of storytelpng, puppetry, and open-ended questions to stimulate imagination, critical thinking, and language development.

• Opportunities created for each child to share, psten, and connect with peers, supporting inclusive classroom participation.

• Use of visual cues, props, and expressive tools to keep learners actively involved and engaged.

• Apgnment of Circle Time with the vision of NEP 2020, promoting child-centered, inclusive, and hopstic education practices.

• Reinforcement of Circle Time as a powerful teaching strategy to nurture essential pfe skills and strengthen student-teacher bonds.

• Reflective sharing session at the end, where teachers exchanged ideas, experiences, and felt energized to implement new practices in their classrooms.

• Role of pollinators in regularizing ecosystem services

• History of bee keeping and domestication

• Impact of insecticides, pesticides, habitat loss, climate changes, diseases/parasites and monoculture on honeybees and other pollinators, their population and pollination

• Other factors – uprooting of medicinal plants which are hosts to pollinators, overgrazing of plants by cattle

• Risk to global food security and biodiversity

• Increased need of pheromones to attract pollinators

• Case studies of artificial pollination and its impact: production of apples in HP, importance of stingless bees in pollination of mangoes in Maharashtra

• Increase in demand for provision of bee hives for farmers

• Importance of bumble bees for pollination

• Introducing Bee Hotels

• Review of basic chromosome structure and function. Terms like genes, alleles, loci, homologous chromosomes, and chromosomal behaviour during meiosis were clearly explained with supportive visuals.

• The speaker revisited the Law of Segregation, Law of Independent Assortment, and Law of Dominance with clarity and real-life examples.

• Visual aids and animated diagrams helped reinforce complex genetic concepts in a simple and understandable manner.

• An informative and highly engaging session that kept participants actively involved.

The session highlighted the following:

• How artificial intelligence (AI) can enhance the way we teach, engage students, and create content, effectively bridging the gap between traditional pedagogy and modern technology, highly relevant for educators.

• Introduction to AI and its growing role in personalized learning, automation of assessments, and content creation.

• Importance of adapting teaching strategies to integrate technology for enhanced student engagement.

• Use of AI-powered tools for generating high-quality diagrams, simulations, quizzes, presentations and accessing interactive biology models and virtual labs that replicate real-life biological processes.

• Practical guidance on how to use AI tools, not to replace the teacher, but to empower educators and enhance student-centered learning.

• Ice breaker session – Who am I? Satellite (Socially relevant) circle and its correlation with cells of the tissue

• Amalgamation of learning outcomes, learning activities and assessment

• Writing learning outcomes which are clear, specific and measurable to ensure assessment of outcomes & ensure learning

• Bloom’s Taxonomy level against learning outcomes

• Resolution of misconceptions in Biology by reflecting on self-knowledge, content and diagrams shown in class, concept checks, finding good resources, stating the context

• Pursuit of open-ended nature of science as a subject

• Integration of content, process, pedagogy and technology

• Active, collaborative and inquiry-based learning for Biology

• Distinction between evaluation (result) and assessment (process)

• Concept mapping in groups, simulations/models/inquiry-based activities may be done individually or in groups: Intentional designing, co–labouring and meaningful learning

• Jigsaw method of teaching Biology followed by Concept mapping, peer assessment ensuring tangible outcome

• Model making with supplementary activities

• Relevant resources – Phet, NetLogo, labxchange, innerbody.com, Biology: A Global Approach 12^th edition, Campbell et al. by Pearson Publication

Following are the highlights of the session:

• Interactive introduction integrating inputs about challenges faced in assessments from teachers of all branches of DPS.

• Measuring achievements of learning outcomes and competencies, as per NEP 2020, and hierarchical nature of competencies.

• Significance of holistic development focusing on assessment with balanced focus on other co-curricular areas.

• Assessment for learning aiming at revising the teaching-learning processes to optimize learning.

• Assessment of critical thinking and higher-order thinking skills.

• Identifying and clearing learning gaps and misconceptions.

• CG – Curricular Goals as per NEP 2020, integration of CGs of Biology with other subjects and fields like arts, literature, music, dance, sports.

• Aims of education and features of competencies.

• Questions based on published newspaper articles – designing questions based on achieving aims of education.

• Assessment of student values and dispositions.

• Elaboration on aims of science education.

• Discussion based on the song ‘What Did You Learn in School Today’ by Pete Seeger – theory of constructive alignment of pedagogies, assessments, and learning.

• The session was conducted to observe demonstration lessons by teachers across various subjects. Each teacher presented their topic using a variety of pedagogical strategies.

• The aim was to evaluate classroom readiness, subject understanding, and engagement techniques. Teachers demonstrated their ability to adapt lessons to varied student learning needs.

• Lessons were well-structured with clear objectives and smooth transitions. Teachers showed confidence and enthusiasm in delivering content.

• Visual aids and real-life examples were used effectively to support concept clarity. These help students relate the lesson to their everyday experiences.

• A variety of teaching strategies and resources were successfully integrated into the sessions. Teachers used creative approaches to make learning more interactive and meaningful.

• Lessons began with smooth introductions that linked prior knowledge to the new topic. This approach helped students connect with and engage in the learning process.

• Teachers created inclusive classroom environments that encouraged every child to participate. A sense of belonging and mutual respect was evident throughout the sessions.

• Each teacher brought a unique style that enriched the overall learning experience. Their individual approaches reflected creativity and professional maturity.

• Integration of topics with other subjects was observed in several presentations. This interdisciplinary approach enhanced depth and relevance of the lessons.

• Peer observation created opportunities for professional reflection and growth. Teachers shared constructive feedback and appreciated each other’s techniques.

• Teachers confidently discussed their lesson goals and instructional choices. They reflected on areas of strength and suggested ways to further improve.

• The session encouraged collaboration, idea sharing, and mutual learning among peers. It provided a platform for teachers to exchange best practices and innovative ideas.

• A workshop on ‘Early Childhood Care and Education’ for primary classes was organized by the DPSS HRD Centre, focusing on the Early Years Foundation Stage curriculum, where learning is structured around seven areas divided into Prime and Specific areas.

• A daily lesson plan, called the Flow of the Day, is followed, where children are grouped into five learning areas.

• The plan includes: greetings as per the child’s choice, self-registration and attendance, assembly, mindfulness activity, circle time, and an estimation activity.

• The classroom operates under the guidance of a main teacher, an assistant teacher, and a maid/helper.

• The Focus Table is designed to build the main concept of the topic, while the other tables support Literacy, Numeracy, Understanding the World, and Art.

• A special mention was made of a story reading demonstration—Meena and the Mango Tree—which showcased various ways to develop language and conceptual understanding.

• Emphasis was placed on one-to-one interactions, after which teachers maintain a rubric for each child using colour codes.

• Documentation is maintained in the form of photographs, anecdotal notes, and regular updates.

• In-house workbooks are also maintained for each student.

• The workshop introduced new concepts, methodologies, and pedagogies to meet the needs of modern, changing times.

• The Delhi Public School Society conducted a two-day ECCE workshop on 23rd and 24th May 2025 at the HRD Centre, Greater Noida.

• The workshop focused on practical strategies to create inclusive, emotionally supportive, and developmentally effective learning environments.

• Teachers were introduced to the induction process, emphasizing a shared school vision and the importance of advance planning for classroom readiness. This ensures smooth transitions for children entering early education.

• Health, hygiene, and safety were highlighted as foundational elements of early learning spaces. Protocols to ensure physical well-being and a secure environment were shared in detail.

• Inclusion practices focused on the early identification of children with special needs or learning barriers. Strategies were discussed to provide timely support and ensure equal learning opportunities for all.

• Parent involvement was promoted through regular orientation programs. These programs aim to build strong home-school partnerships that support children’s holistic development.

• The curriculum was structured around seven key learning areas divided into Prime and Specific areas. Prime areas include PSED, Communication & Language, and Physical Development, while Specific areas cover Literacy, Numeracy, EVS, and Expressive Arts STEM.

• Pedagogical practices included well-structured daily routines such as greetings, mindfulness, circle time, story sessions, and assembly. These routines help create predictability and emotional safety for young learners.

• Teaching methods emphasized interaction through role plays, object talks, pair-sharing, and visual aids. Instant assessment tools like thumbs up/down were suggested to gauge understanding in real time.

• Teachers were guided on setting up focused learning zones and exploration centers in the classroom. These zones promote independent discovery and reinforce concepts taught during lessons.

• Strong emphasis was placed on documentation, using photographs, anecdotal records, child work samples, and digital platforms. This helps track student progress and communicate it effectively to parents and school leaders.

• The workshop concluded by reinforcing the importance of a child-centric, observation-led approach in early education. It inspired teachers to build safe, engaging, and nurturing classrooms that support every child’s growth and potential.

24 MAY 2025

GeoGebra for Dynamic Mathematics Teaching

Vasant Valley School Ms Sangeeta Gulati

The session focused on the use of GeoGebra, a powerful dynamic mathematics software. The following themes were covered during the session: • Integration of Geometry, Algebra, Spreadsheets, Graphing, Statistics and Calculus within a single platform. • A user-friendly interface equipped with robust and versatile features. • Tools to create interactive learning resources, including web-based content.

• The three-day Karadi Path workshop, conducted by Ms. Aqsa Praveen, focused on natural and intuitive methods of teaching English. It emphasized using culturally relevant stories and experiences to help young learners connect with the language.

• Children were encouraged to learn through immersion—using stories, music, movement, and exploration. This approach avoids formal instruction and instead promotes discovery-based learning.

• Teachers were trained to act as facilitators rather than instructors. Their role is to support children as they explore language at their own pace.

• The workshop emphasized building language skills over simply completing a syllabus. It encouraged a hands-on, interdisciplinary approach to learning.

• Modules such as Action, Story, Reading, Music, and Focus were introduced to make learning dynamic and engaging. These modules help children connect emotionally and physically with the language.

• Ms. Aqsa highlighted the importance of using gestures, repetition, and movement to teach vocabulary and grammar—techniques proven especially effective for early learners.

• Teachers were also encouraged to use expression, body language, and voice modulation to make lessons more interactive and memorable.

• The Karadi Path methodology aligns with the National Education Policy NEP and complements existing Power English programmes in schools.

• Overall, the workshop was inspiring and practical. It provided teachers with effective tools and techniques to make English learning more joyful, meaningful, and child-centered.

• A two-day workshop at the Infant School, led by special educator Ms. Reena Panwar, focused on understanding and managing Children with Special Needs (CWSN).

• It aimed to equip teachers to handle challenges such as Autism Spectrum Disorder, Intellectual and Multiple Disabilities, Epilepsy, Locomotor Disability, Low Vision and hyperactivity.

• Teachers were advised to use structured routines, short instructions, activity-based learning, and personalized worksheets.

• Strategies included placing students in low-distraction areas, using positive reinforcement, and incorporating sensory tools, building blocks, puzzles, and music to enhance motor, memory, and language skills.

• The session also covered seizure management, emergency protocols, and emphasized patience, individual attention, and consistency.

• The workshop highlighted the importance of empathy, adaptability, and creativity in fostering inclusive, safe, and supportive classrooms for all learners.

21 May 2025

Don’t drink the water or breathe the air: pollution and solutions

Faculty of Science at the University of Melbourne • Associate Professor Suzie Reichman • Dr Victor Kabay

• The public lecture began with a thought-provoking discussion on the concept of doomsday, highlighting the alarming rise in pollution levels and its irreversible consequences if not addressed timely. • Experts pointed out that we are currently part of an unprecedented global experiment, where both humans and nature are involuntarily exposed to a cocktail of pollutants daily. • It was emphasised that many recently discovered contaminants in soil, water and air lack sufficient data on their environmental behaviour and toxicology, despite posing significant risks to human and ecological health. • The lecture introduced a panel of experts who are engaged in cutting-edge research focused on understanding the chemistry and bioactivity of various pollutants and developing safe and effective solutions to mitigate their impacts. • This insightful session was a part of ‘The Science at Melbourne Lecture Series’, a prestigious platform from the Faculty of Science aimed at engaging the public in current scientific research and encouraging critical inquiry and action. • The session concluded with an interactive Q&A round, where attendees had the opportunity to engage with the experts, seek clarifications and discuss practical solutions to combat pollution effectively

20 May 2025

2-Using the New Hindi Textbooks Classes 6- 8in the context of NEP and NCF

HRDC, DPSS Online Session Dr. Neelkanth Kumar Assistant Professor Department of Languages,NCER T

Key points discussed included: •The philosophy and structure of the new textbooks •Demonstrated a live lesson from the Class 7 Hindi book for a clear and practical understanding of how to bring the new approach into the classroom. •The shift from rote learning to experiential and activity-based learning. •Integration of local culture, stories, and student-centered content. •Language as a tool for thinking, expression, and creativity. •Encouraging critical thinking and meaningful discussion through texts. •Inclusion of multidisciplinary and value- based learning. •The most appreciated parts of the session was the live teaching demonstration. The resource person taught a lesson from the Class 7 textbook, using interactive methods that brought out the spirit of NEP 2020—emphasizing participation, reflection and connection with students’ real-life experiences. Teachers participated actively and learned how such approaches could be adapted to their own classrooms.

20 May 2025

1-Integrating AI in Education

HRDC, DPSS Online Session Ms. Honey Yadav

The session was started with the note AI can support teachers, but never replace them. Following are the highlights of the session: •To help educators explore AI tools with confidence and creativity. •Introduce AI tools that can assist teachers in planning, content creation, classroom engagement and administrative tasks—while keeping the human touch at the centre of teaching. •Caption AI InVideo AI AutoDraw AI Magic School AI Ideogram AI Were explored •Live demonstrations of each tool •Guided practice with opportunities to try the tools firsthand •Open discussions about classroom applications •Teachers shared their own creative ideas and experiences

19 MAY 2025

Session 1: Developing Effective Reading Skills Session 2: Using New Hindi Textbooks In The Context Of NEP & NCF

DPSS, HRDC Online Webinar Session 1 Resource Person: Prof. Usha Sharma Dept. of Elementary Education, NCERT Session 2 Resource Person: Dr.Neelkanth Kumar Assistant Professor Dept. of Languages, NCERT Convener and Coordinator of Hindi Textbooks

The Hindi workshop on developing effective reading skills and using the new Hindi textbooks in the context of the NEP and NCF was held online on 19 May 2025. The workshop aimed to focus on developing strong reading abilities and the effective use of the textbook as an instructional tool. The sessions focussed on: • Effective Hindi reading strategies, including techniques for improving comprehension and vocabulary, were highlighted. • Hands-on activities such as reading and analysing Hindi texts and creating teaching plans based on the new Hindi textbooks. • Introduction to the new NCERT books for Classes III to IV, highlighting the changes and updates made to the curriculum in line with the NEP and NCF. • Discussion on various aspects of Hindi poetry, prose and drama. • Gaining a deeper understanding of the new NCERT books and their significance in the Hindi curriculum. • Acquiring effective strategies for improving Hindi reading skills, including techniques for comprehension and vocabulary building. The workshop provided an opportunity to network with other subject experts and share best practices.

14 MAY 2025

IMPLEMENTATION OF VOCATIONAL EDUCATION, ART EDUCATION AND PHYSICAL EDUCATION AS PER NCF-SE

CBSE- Sector 23, Dwarka, Delhi Dr. Sharbari Banerjee-Art Educationist Musicologist in Department of Education in Arts and Aesthetics. Dr. Vinay Swarup Mehrotra -Professor at PSS Central Institute of Vocational Education, NCERT Mr. Atul Dubey Asst. Professor of Physical Education

The workshop aimed at emphasizing the following: • Integration of Art Education—including visual arts, music, dance, and theatre—as a mandatory and integral part of the curriculum for Classes III to VIII. • Encourage appreciation, implementation and hands-on practice of various art forms. • Dedicated textbooks have been introduced to promote project-based learning • Introduction to ‘Kaushal Bodh’, a composite skill lab now mandated by CBSE, designed to enhance students' vocational and practical skills through hands-on learning • The final session focused on Physical Education and Well-being, reinforcing the importance of health, fitness and holistic development in school education.

5th May 2025

Special Olympics Bharat

Apeejay School,Pitampura

•The primary focus of the training program was to reinforce the belief that individuals with intellectual disabilities are capable of learning, enjoying, and benefiting from structured physical activities and guided training. •Key Highlights: Unified Sports Concept: Resource person Ms. Kalash emphasized that Unified Sports aim to integrate athletes with and without intellectual disabilities by allowing them to train and compete together on the same team. This promotes inclusion, mutual respect, and understanding •Mainstream and Special School Collaboration: The inclusion of mainstream schools with special schools through the involvement of special educators and sports coaches can lead to significant developmental outcomes. • Unified Sports Models Introduced: Participants were familiarized with three models of the Unified Sports structure: •Competitive Model •Player Development Model • Recreational Model> •Unified Fitness Club Initiative: Attendees were instructed and encouraged to establish Unified Fitness Clubs with the following goals: •Promote a healthy, inclusive lifestyle through non-competitive fitness routines. •Support students with intellectual disabilities in learning essential health and wellness principles. •Provide a safe and inclusive space for all students to engage in physical activities •Foster self-confidence, social interaction, and teamwork. •Track individual progress and recognize achievements. •Collaborate closely with SOB to ensure tailored support for students with special needs. Future Initiatives: Delhi Public School has formally requested the Special Olympics Bharat team to conduct an awareness session for senior students in either July or August 2025 to further promote inclusion and awareness of Unified Sports.

3 May 2025

Workshop for Parents 8:30 AM – 10:30 AM Resource Person -Ms. Bhavna Jain, Early Interventionist and Counsellor She sensitively addressed the concerns of parents and provided valuable information on how to better support their children. The respective teachers of The respective teachers of all children with Autism of classes Nursery to V, IX and X also attended the workshop. Ms. Jain shared practical teaching strategies, distributed sample worksheets, and demonstrated how to create visual timetables—especially useful for non-verbal children The session was interactive and parents asked their questions, and receive personalized guidance. The feedback from parents was positive, with many expressing a desire for more such sessions in the future. Workshop for Teachers 12:30 PM – 1:45 PM A session was conducted for teachers of classes Nursery to V, IX and X as well as members of the Art, Music, IT, and Sports departments. Ms. Aastha Bhatia, a DIRDevelopmental, Individual Differences, Relationship-based Floor time Therapist and Rehabilitation Practitioner, led the session. She provided an insightful overview of Autism Spectrum Disorder, discussing its characteristics, possible causes, and areas of intervention. Ms. Bhatia emphasized the role of regular classroom teachers in supporting students with autism and shared specific strategies that can be implemented in day-to-day teaching.

3 May 2025

Workshop for Parents was conducted by Ms. Bhavna Jain, an Early Interventionist and Counsellor. •She addressed the concerns of parents sensitively and provided valuable information on how to support their children. •Practical teaching strategies along with sample worksheets were shared •Demonstration of creating visual timetables—especially useful for non-verbal children. •The session was interactive and parents asked questions, and received personalized guidance. •The parents would like more such sessions in future. Workshop for Teachers was conducted by Ms. Aastha Bhatia, a DIR Developmental, Individual Differences, Relationship-based Floortime Therapist and Rehabilitation Practitioner. •She provided an insightful overview of Autism Spectrum Disorder, its characteristics, possible causes and areas of intervention. •The role of regular classroom teachers in supporting students and specific strategies that can be implemented in day-to-day teaching.

April 30 – May 3, 2025

It was a four day Residential Workshop at HRDC and teachers from 92 DPS attended this programme. The topics taken up during the various sessions were: • Differentiation and Application of Derivatives •Permutations and Combinations •Crafting Thought-Provoking MCQs •Probability and Statistics •Understanding Dyscalculia and Dysgraphia •Straight Lines and Conic sections •Trigonometry and Inverse Trigonometric Functions •AI in Teaching Mathematics •Integration and Its Applications •Limits and Derivatives •Large Scale Assessment The workshop provided a comprehensive understanding of various topics. The workshop was highly beneficial.

April 30 – May 3, 2025

It was a four day Residential Workshop at HRDC and teachers from 92 DPS attended this programme. The topics taken up during the various sessions were: • Differentiation and Application of Derivatives •Permutations and Combinations •Crafting Thought-Provoking MCQs •Probability and Statistics •Understanding Dyscalculia and Dysgraphia •Straight Lines and Conic sections •Trigonometry and Inverse Trigonometric Functions •AI in Teaching Mathematics •Integration and Its Applications •Limits and Derivatives •Large Scale Assessment The workshop provided a comprehensive understanding of various topics. The workshop was highly beneficial.

29 April 2025

The conference focussed on the following: •Mental health challenges faced by senior school students and the crucial role teachers play in supporting them •Senior school teachers interact with students daily and play a crucial role in identifying students who need or require support. •The focus should be primarily on students showing extreme symptoms such as panic attacks or suicidal tendencies and neglect of students who may be struggling internally due to issues related to academics, appearance, or low self-esteem. These students are equally vulnerable and need attention. •Primary mental health disorders commonly observed in adolescents, including anxiety, depression, eating disorders, and Oppositional Defiant Disorder ODD, were discussed.

24 APRIL 2025

HRDC- DPS SOCIETY Resource Persons for the Session: •Dr. Sujata Srivastava – Professor, Faculty of Education and Psychology, The M S University of Baroda, Gujarat •Ms. Chandrika Deb – Faculty Member, DPS Bangalore • Ms. Vaishnavi Dwivedi – Faculty Member, DPS Gomti Nagar Extension •>Ms. Preeti Siwach – Faculty Member, DPS Rajnagar

The following aspects were covered in the webinar: Types of Curriculum: •Core Curriculum: the essential prerequisites and foundational knowledge to be imparted. •Null Curriculum: content not formally included but considered vital for holistic development •Hidden Curriculum:values and learning outcomes acquired indirectly through teacher-student interactions. • Curriculum Design and Planning: structured planning, aligning with learning outcomes and educational goals. •Content Development: selecting content based on learner needs, age appropriateness, feasibility and practical relevance. •Implementation Phase: adapting curriculum changes, effective communication and strong administrative support. • Curriculum Evaluation:Assessing the effectiveness of the curriculum, identifying strengths and areas of improvement. •Presentations on Best Teaching Practices

23 APRIL 2025

WEBINAR - Best Practices in Effective Teaching Strategies for Mathematics VI–X

Ms. Renu Kaushik

HRDC, Delhi Public School Society

The session aimed to equip teachers with innovative and practical tools to engage students in mathematics. The following are the highlights of the session: •Application of Trigonometry: Designing of clinometer and its real-life application to measure the height of school building, etc. •Encouraging experiential learning •Incorporation of hands –on activities • Curriculum Design and Planning: structured planning, aligning with learning outcomes and educational goals. •Zeroes of a polynomial: Graphs of linear and quadratic polynomials explained with the help of Geogebra App

15 April 2025

Professor H.C. Verma

•The session aimed to make the concepts of physics more accessible and engaging through practical demonstrations. •A key demonstration illustrated how force is exerted on objects placed in air and water. This helped in understanding the principles of buoyancy and fluid resistance visually and practically. •The audience witnessed how the sound waves could be observed on screen indirectly through changes in laser light patterns.

11 April 2025

Ministry of Electronics and Information Technology MEIT, Government of India Shri. Nishant Kumar - Director National Forensics Lab Ecosystem, Ministry of Home Affairs

•The webinar focussed on raising awareness about the importance of cybersecurity in daily digital usage •Key cyber threats such as phishing, ransomware, and identity theft were explained with real-life examples •Participants were guided on best practices like using strong passwords, enabling two-factor authentication and being alert to suspicious links •The importance of regular software updates and digital hygiene for individuals and organizations •Government initiatives and resources available to the public for cybersecurity training and awareness were shared •There was an interactive Q&A session for participants to discuss concerns and clarify doubts •The event was live-streamed on YouTube and is available for later viewing.

9 April 2025

HRDC, DPSS Online Session Resource Person: Dr. Satinder Walia, Founder Kidspiration Child/Rehabilitatio n/ School Psychologist Gurgaon, Haryana

•The session aimed at empowering educators to identify, understand and support learners facing challenges in mathematics •The resource person introduced Specific Learning Disability SLD with a focus on Dyscalculia, helping teachers understand its nature and its specific impact on mathematical learning •Real-life classroom examples were shared, where children often struggle with number sense, basic calculations, sequencing, and applying mathematical concepts in daily life •A powerful video illustrated how students with Dyscalculia perceive numbers and operations, helping teachers to understand the challenges faced by such learners •While these students may struggle with numbers, they often show strength in creativity, reasoning and problem-solving when taught with the right approach •Teachers were guided to use appropriate terminologies, avoid labels, and build an inclusive classroom environment •Some important facts and myths about Dyscalculia were discussed, to spread awareness and break common misconceptions •Teachers learned the importance of patience and structured teaching methods through meaningful activities •The resource person led the session with clarity and insight, emphasising the importance of early identification and targeted intervention to ensure these students are not left behind academically or emotionally.

Key signs and indicators were discussed for early identification, along with checklists and observation tools, like:

8 April2025

HRDC, DPSS Online Session Resource Person: Dr. Renu Malaviya Professor, Department of Education, Lady Irwin College, University of Delhi

•The webinar began with an inspiring reference to a philosopher and a mosaic metaphor, highlighting the diversity and uniqueness present in every individual in society. •The resource person introduced Specific Learning Disability SLD with a focus on Dyslexia, helping teachers understand its nature and impact on learners. •Real-life classroom examples were shared, where children often struggle with spelling, confuse mathematical operations or face difficulty using appropriate vocabulary. •Teachers were guided on the importance of using correct terminologies when referring to learning difficulties and understanding common misconceptions. •Another short video demonstrated the concept of a "word reader vs picture reader", helping teachers visually grasp how dyslexic learners process •Key signs of dyslexia were explained to help teachers identify and support affected students early in their academic journey. •Practical classroom strategies were suggested, encouraging inclusive teaching methods tailored to diverse learning needs. •The session concluded with an interactive Q/A round, where the resource person clarified doubts.

20 MARCH 2025

Be a Climate Action Hero, Code for Change

Ms. Ritu Bhambri Ms. Namrata Ms. Gunjan Grover Ms. Divya Rana

ICO International Computing Olympiad Mr. Ram from Qubit • Mr. Abhiraman Viswambharan

• An insightful webinar was conducted by International Computing Olympiad ICO on the topic- Be a Climate Action Hero, Code for Change. • It focused on highlighting the importance of coding and innovation in solving real world challenges. • This year’s ICO theme: Awareness, Analysis and Action- will encourage participants to explore current climate issues and create impactful solutions. • A detailed step-by-step walkthrough of the registration process was provided.

30 JANUARY 2025,

16th ITIHAAS Annual Summit ‘Learning Spaces’

SHIKSHA SEHGAL

ITIHAAS • Shri Asim Arun Minister of State IC Social welfare, Scheduled Caste and Tribal Welfare • Ms. Minoti Bahri Founder and Managing Trustee, Shikshantar School • Mr. Sonam Wangchuk Founder Director – Himalayan Institute of Alternatives, Ladakh

Following are the highlights of the session: • ITIHAAS collaborates with schools to offer heritage and experiential learning experiences, connecting students with history in an interactive way. • Schools can earn the Blue School Certificate by raising awareness about water wastage, conducting water audits, and empowering teachers to promote sustainable practices. • ITIHAAS Learning Module ILM enhances students' understanding of excavation, ancient water preservation, local vocabulary, and the heritage of electoral politics so that they can explore their city's history. • Students from different schools shared their experiences with ITIHAAS modules. • Discussed how heritage can be linked to geography, using Kos Minar as an example of how small historical elements reveal valuable insights into our past. • Shikshantar School creates nature-based learning spaces, encouraging students to engage with the environment through activities like rangoli from waste materials and outdoor exploration.s • Curiosity & Experiential Learning: schools can create independent learning spaces where students can pursue curiosity. Educators were encouraged to focus on fostering experiential wisdom instead of adhering to rigid traditional lessons. • ITIHAAS encouraged the audience to join their ITIHAAS Learning Modules ILM as a powerful medium to engage and teach school children about their heritage, extending the learning experience beyond monuments to encompass our communities' rich cultural and historical fabric.

25 JANUARY 2025

Empowered Session for DPS School Leaders 2025 at Google

Mrs. Kanika S Govi, Ms. Kirti Bhatia

The Human Resource Development Centre HRDC, DPSS and Delhi Public School R.K. Puram Google - Ms.Ritu Gulati - Mr.Hemant Bhalla - Mr. Karanth R K - Mr. Ankur Sharma - Dr. Raju Varanasi - Mr.Paul Hutchings - Ms.Sonia Mehra

a. Highlight the capabilities of Google Workspace for Education. b. Demonstrate the use of Chromebooks for seamless management in K-12 education. c. Showcase the role of AI in enhancing teaching strategies and learning outcomes. d. Facilitate discussions on digital transformation journey and encourage collaboration with the Google Education Community. Various AI tools were also demonstrated: Demonstrations of Google Classroom and AI tools such as Practice sets, Youtube assessment, Gemini Education, Notebook LM, and Google Vids

11 JANUARY 2025

CBSE- Capacity Building Workshop On Active Learning

Members of the Teaching Staff

CBSE- Capacity Building Programme Ms. Seema Bajaj, Principal Remal Public School, Rohini Ms. Gunjan Attri, Principal, The Divine Mother International School, Neemka.

• An introductory overview of Active Learning focussing on its approach & significance. • A discussion on the following aspects of Active Learning: a. Active learning as a pedagogical concept b. Overcoming Challenges c. Teaching Learning Activities & Strategies d. Dynamic AL strategies for Deep Dive Concepts e. 21st Century skills - Products & By -Products

• Workshop was concluded with the ALAP MODEL ACTIVE LEARNING ACTIVITY PLAN FOR DEMONSTRATION

• The session was enriching & helped teachers to understand the importance of ACTIVE LEARNING thus engaging students in meaningful activities, fostering critical thinking & promoting collaboration.