School curriculum often organizes its content into different subjects. Yet this division is artificial and arbitrary. Real-world is complex and does not follow the silos of disciplines that we have created. Interdisciplinary learning is the need of the hour. It is a process in which a complex question is analyzed using the knowledge and skills from multiple disciplines. This allows students to explore concepts in an integrated manner and enhances their critical thinking.
In this session(recorded), you will go through a few such experiences which will enable you to think from multiple perspectives. We will also discuss some ideas which will help you design your future sessions in an interdisciplinary approach.
This webinar (recoding) will help you deep dive into experiences, lessons and resources that help bring alive interdisciplinary learning in primary/elementary classrooms. The webinar was led by Chandni Chopra, Director, Research and Design at Simple Education Foundation
Action research can help you understand what is happening in your classroom and identify changes that improve teaching and learning. With the participatory nature of action research you can delve into the effectiveness of instructional strategies, performance of students and other aspects related to the classroom. The session on ‘better teaching and learning with action research’ will introduce you to the tools and techniques that will enable you to improve your classroom practice and tell your story based on evidence.
About the speakers:
Anvesha Khandelwal Punjani is Head of Research, Monitoring and Evaluation with British Council. She has around 15 years of experience in this field and has worked on several projects on different developmental issues. She has masters in Economics from Jawaharlal Nehru University and Economics Honours from Delhi University. She has experience of working in both rural and urban contexts. She likes numbers but enjoys doing qualitative research more. Anvesha is an active volunteers with NGOs working on children issues specially around education.
Kamini Taneja is an academic manager based in West India and has worked for the British Council for more than 15 years. Kamini has extensive teaching and training experience and has worked in India and overseas. She has the experience of working on a number of large-scale government projects in schools, higher-education and conflict-affected areas to build resilience (Jordan) and in the B2B sector. Kamini has gained a number of qualifications, including the Cambridge Diploma in Teaching English to Speakers of Other Languages (DELTA), Masters in Leadership and Management from Open University, UK and Cambridge Certificate in Teaching English to Speakers of Other Languages (CELTA). She has also done the e-moderating certificate course from the British Council and is a CELTA tutor. Kamini has presented at many conferences including TECH 17 (Vishakhapatnam), TEC 15 (Hyderabad), NILE TESOL, 2014 (Egypt) , ATEL, 2013 (Lebanon), IATEFL 2012 (Glasgow) and delivered a number of webinars to internal and external audiences.
Training and Impact Team, Teach For India
Hafsa was a 2016 Teach For India Fellow. She worked with the Hyderabad Program Team in the past and currently leads Learning Loops at Teach For India with the Training & Impact Team.
Directly from Hafsa, "I am passionate about identifying, studying and amplifying bright-spots in a system. The TIJ Learning Loop has pushed my belief of what's possible with Student Leadership. I believe it's important to pause and let yourself be inspired, which I know we'll be doing on this call".
For many of us, the creative process plays an important role in bringing joy to education. Now more than ever, we are seeing an increase in alternative teaching and learning methods.
Through this 90-minute session, we will get a chance to reflect on how we are using creativity as a tool to inspire transformation and learning. Nimo Patel takes us through his journey in the arts, from his younger days to the present and shares stories displaying the power of arts in learning and personal development.
It doesn’t matter what subject you teach, differences in students’ performance are affected by how much they engage in the practice. To many, the term “practice” brings about childhood memories of completing pages of repeated random questions, or drills sheets where the same algorithm is used over and over again. “Practice” is often thought of as rote tasks that are devoid of thinking, choices or sense-making.
But practice is not the same as rote repetition. Rote repetition — simply repeating a task — will not by itself improve performance. Practice involves attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills.
In this webinar, we will explore:
-What does practice in Mathematics classroom look like.
-What is the difference between Rote practice and Dynamic Practice?
-What are the pitfalls of using rote practice?