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.