Enrichment Programs

Online Test

https://www.classmarker.com
(Online test for the Course 4 – Knowledge and Curriculum)


Workshops

2017-182016-172015-162014-152013-14

Dr. Sneha Raikar conducted a Workshop for student teachers on “Emotional Intelligence: Role of a Teacher”. The workshop helped student teachers to gain valuable emotional insights and awareness to inspire and maintain productive relationships, to identify the impact their emotional intelligence has on connecting with others and to practice listening skills that build and maintain empathy.

Objectives of the workshop were

  • To find out the level of Emotional Intelligence among the students.
  • To improve team effectiveness by raising awareness and managing team emotions.

Dr. Sunita Jain conducted a Workshop on Core Elements and Values on 24th June, 2017.

One of the recommendations by NPE 1986 was based on a national curricular framework which contains a common core along with other components that are flexible. The common core included the history of India’s freedom movement, the constitutional obligations and other content essential to nurture national identity. These elements cut across subject areas and are designed to promote values such as India’s common cultural heritage, egalitarianism, democracy and secularism, equality of the sexes, protection of the environment, removal of social barriers, observance of the small family norm and inculcation of the scientific temper.

Student teachers were trained using think-pair-share cooperative methodology to have a practical knowledge of how to incorporate core element and values in teaching learning process.

Ms. Vinita Desai conducted a Workshop for student teachers on “Effective Classroom Management”. Students were made to narrate their experiences during 4 weeks internship programme in schools.

Objectives of the workshop were to enable students to develop strategies for Effective Classroom Management.

Gallery Walk on 7th March, 2017

B.Ed. students were involved in Gallery walk as a part of learning in Course 9 Sec 1: Gender School and Society under the guidance of Dr. Sunita Jain and Prof. Jaya Cherian. The topic was Contemporary Women Role Models. This created an active learning strategy where students were encouraged to build on their knowledge about the topic to promote higher-order thinking, collaboration and cooperative learning. The students in groups prepared the posters after group deliberations. The ground work was done from home itself which involved lot of research work on various contemporary both rural and urban women achievers.

Students interacted and synthesized the concepts, making learning more effective than in a typical classroom environment. Higher order thinking skills were involved. Students were encouraged to move around without having to sit in one place for a long time, removing boredom which otherwise makes learning uninteresting. Students got to know about different women achievers, thus improving the learning opportunities and giving scope for both self learning as well as group learning.

SUPW (Socially Useful Productive Work) File Making

Education at all stages has been regarded as a powerful instrument for social transformation. At PCER we provide opportunities to learn at various levels. SUPW workshops are one mode of learning through creative art. The objective of the SUPW workshop was to bring to use the old articles in a modified and presentable manner. Hence it was decided to conduct a workshop on File Making. The workshop was conducted by Dr. Reni Francis, the students were informed to bring old files, piece of cloth (1 metre), fevicol, a pair of scissors, decorative items such as laces, buttons etc.

The students enjoyed the SUPW; it was a change for them from their routine lectures. They emerged with creative ideas and decorated the files to the best of their ability. Some students were quite excited about their file presentation and display. Overall a very positive and creative attempt by students. The students were excited in learning many more things through SUPW workshops.

The environmental education class wore a festive look as the S.Y.B.Ed. (2015 -17) flung into action to bring to life topics on environmental projects and movements using innovative practices. The students were assigned topics – Ganga Action Plan, Tiger project, Ralegan Sidhi and Tarun Bharat movement. The innovative practices adopted by the students were Process Drama and Gallery Walk. The students were instructed on the steps of the practice and time was allotted for preparation of the same. The subject teacher Dr. Mary Devakumar only facilitated the students with the essentials of the content and the procedure of the practice. What emerged on the D day was an amalgamation of student creativity and enriched knowledge which a lecture method would fail to yield. The students enjoyed the planning and the conduction of the activity and agreed to the fact that knowledge and understanding doubles through the use of such new practices.

21st Century Skills: Preparing Student teachers for 21st Century Learners

Workshop Conducted by
Ms. Jaya Cherian and Dr. Reni Francis

Date: 12th January, 2017

Education has focussed on teaching students the “3 R’s” which are reading, writing and arithmetic. In this traditional approach, a teacher taught the content by repetition, making students say or write the same thing over and over again which made the class dull and uninteresting. The 21st century education focuses on teaching, learning and leadership skills to acquire and apply core knowledge and critical-thinking skill sets that are essential in an information age.

Objectives of the workshop:

  • To review the components of 20th century learners
  • To provide an awareness of 21st century skills
  • To enable the student teachers to see the applicability in their classroom teaching

Procedure: The teacher educators asked the students about the changes that they witness today as compared to their school days. The responses were encouraged and directed to the topic that the time has changed and so has the learner and learner needs. They highlighted the fact that today the learners think and process information fundamentally different from their predecessors. The 20th century skills focussed on Core subjects and Assessments, while the 21st century skills focussed on Life skills, 21st century content, Core subjects, Context, Learning and Thinking skills, ICT skills and Assessments. The workshop emphasised on the comparison between 20th century and 21st century skills. The workshop focussed on issues related to student achievement – Curriculum, Quality of instruction, Effectiveness of school and Characteristics of students.

Conclusion: The workshop enabled the students to have a broader vision of the 21st century skills and encouraged them to do activities that could help in student achievement to make a difference among the students.

Faulty – Exchange Programme

PCER organized Faulty – Exchange Programme with CCYM’s Hashu Advani College of Special Education, Chembur on 4th and 5th January, 2017. Ms. Shahida Mogar, Dr. Gayatri Sirur, Ms. Nisha Kutty and Ms. Kasturi Kulkarni interacted with students conducted various sessions on ‘General Awareness on Disability and Liasing for reciprocal support of pre-school programme and prevocational programme’ and also conducted workshop on lesson planning for an inclusive classroom. Our students have greatly benefitted through these exchange program.

Workshop on Self-Introduction

By, Dr. Sneha Raikar, Asstt. Professor
Date: 21st September, 2016
Venue: Room 404, Pillais’ College of Education & Research, Chembur

As an endeavor to equip student teachers with soft skills and instill confidence in them, PCER offered an Add on Course to enrich the learning experience of the B.Ed. programme. As part of this Add on Course, a workshop was conducted by Dr. Sneha Raikar on the topic of Self Introduction.

The workshop was conducted in a very interactive and interesting manner. The workshop began with an apt question to the student teachers regarding the reasons for First impression being the Last impression in our interactions. Based on the responses given by the student teachers, the topic was stated.

The importance of Self Introduction in life in general and in job interviews in particular was discussed. As part of the activity, the student teachers were asked to write their detailed introduction in the class. Each student teacher was encouraged to write an introduction covering the education qualifications, brief family details, and strengths and also to specify the objectives or goals in life.

Once everyone had written their self-introduction, few student teachers were asked to introduce themselves before the class. After the introductions were done, valuable inputs were given regarding the way an introduction is to be done; right from body language, gestures, and specific terms to be used and the emphasis on the strengths of the person.

The Workshop gave the Student Teachers a wonderful opportunity to learn a useful skill and also to sensitize them to the importance of putting their best foot forward in every interaction be it professional or personal, in order to create the best impression.

Workshop on Modeling to be a Role Model Teacher

Conducted by
Dr. Reni Francis
Asst. Professor
Pillai College of Education and Research, Chembur

Date: 28th June, 2016

Event: Workshop on Common Errors by teachers.

Event Details: The workshop focussed on identifying the common errors done by teachers in their classroom interactions. The common errors were categorised as – Errors in Communication, Errors in Classroom management and discipline, Professionalism, curriculum transaction, general errors. The workshop gave a glimpse of different types of teachers and their personality which was an eye opener to the student teachers. It was through movie clippings, self-explanatory pictures and anecdotes that the topic was dealt in detail.
Objective:

  • Identify the core competency for teachers.
  • Identify the core professional competency for teachers.
  • Identify the common errors by teachers in classroom.

The student teachers were shown movie clipping and each error was discussed at length. Brainstorming was done of other errors usually witnessed in the class and solutions to them were elicited. The student teachers were given a survey sheet which displayed the common errors done in the class, the student teachers were asked to mark their view on the statements. Feedback on the same was also taken.

Awareness Programme on Corporal Punishment

Programme Conducted by
Ms. Vinita Desai

Date: 16th June, 2016

It is now globally recognized that punishment in any form or kind in school comes in the way of the development of the full potential of children. When adults use corporal punishment it teaches their children that hitting is an acceptable means of dealing with conflict. The more children are hit, the more is the anger they report as adults and consequently the more they hit their own children when they are parents, and the more likely they are to approve of hitting.

corporal-punishment

Objectives

  • To create awareness about corporal punishment and its ill effects on children
  • To sensitize students on the different forms of corporal punishment adopted in schools across different parts of the country.
  • To share experiences and practices from diverse backgrounds on corporal punishment
  • To suggest ways and means to handle discipline in class
  • To suggest effective strategies on Classroom Management
  • To suggest alternative approaches and improvement strategies to be adopted in schools

An awareness programme on Corporal Punishment across different parts of the country was organized by Asst. Prof. Ms. Vinita Desai on 16th June, 2016.

The session began with bringing the students to a meditative state where in a simple technique of recalling one’s experience in the past (as a school student) on various occasions and forms of punishment was followed. Students were asked to share their experiences in schools and understand different perspectives of punishment and reinforcement today as an adult. The workshop took off with a discussion on the challenges faced by a teacher in the class and the various strategies on classroom dynamics and ways to ensure effective class room management.

Students were then provided with case studies from diverse situations across different parts of India. They were asked to analyze the case, present the case in front of the class, discuss the issues and scenario and provide alternative suggestions to the problems.

Each group as then asked to present their ideas and perspectives and discuss strategies for the same.

Teacher discussed few legal aspects related to Corporal Punishment and highlighted on Right to Education Act (RTE) and on Human Rights for children.

Interactive Session on 15th June, 2016

Date: 15th June, 2016
Event: Interactive Session with Actor, Director, Producer Mr. Vivek Vaswani
Venue: Room No. 401, PCER – Chembur

Event Details: The Second year B.Ed. 2015 – 2017 began in full swing with an interactive session by Actor, Producer, Director Mr. Vivek Vaswani. He addressed the student teachers by asking them “why did they choose teaching as a profession?”.

He related the need of being a SMART teacher today, who needs to focus on three things – being compassionate, understanding and being accountable to your actions. We live in a DigiAge, wherein our students our Google smart, they have an answer for all the questions and they march ahead at high-tech speed, as teachers we need to be proactive, add sense of humour in teaching so that we are compatible to our student needs. He also shared his experience as a teacher, theatre artist, actor, film maker which was a cherishing take away for the faculty and students at PCER, Chembur.
He gave valuable insights of his upcoming film “RoughBook” which depicts the challenges the schools and teachers face in today’s current educational scenario.

Economics Method students & Concept Mapping

Economics method students were introduced to concept mapping by Dr. Sneha Raikar and then students did a concept map on the various topics from 9th standard Economics text book. The benefits of doing this were clearly outlined to the students so as to motivate them to do the concept maps. The concept maps were highly reflective of the Economics method students’ understanding of the economic concepts. The concept maps were very helpful in providing an insight into students’ level of understanding; and also to the students, as it helped them to integrate what they have discussed into their approach to writing their report.

The students reacted positively to the workshop in creating concept maps that helped them to organize lots of information into a format that is easily understood since they could visualize connections within the information read from the subject matter.

Women Development Cell organised Street Plays on the occasion of Women’s’ Day on various social issues like Child Marriage, Infant Foeticide, Dowry Harassment etc at different places in Chembur, Mumbai.

Workshop on Six Thinking Hats by Edward De Bono

Conducted by
Dr. Reni Francis and Ms. Jaya Cherian
Asst. Professor, PCER

Date: 18th December, 2015

Event Details:
The Six Thinking Hats is a method devised by Edward De Bono and meant to improve the results of thinking and discussion. It may be used either by oneself or in a group. De Bono claims that by separating six different types of thinking we can make our thinking clearer and more thorough. We should “wear” each hat in turn, and analyze the issue at hand from six different aspects separately. In a group setting, the entire group is encouraged to use just one hat at a time, thus contributing to an organized and comprehensive discussion, rather than a confused and mixed-up argument. Each hat is marked with a different color and represents the following type of thinking.

Objective:

  • Define parallel thinking
  • Encourage critical thinking
  • Explore ideas from a variety of viewpoints

The Workshop highlighted on the features of the Six Thinking hats and how each Hat helps in decision making.

The White Hat represents facts, information, and statistical data, as well as identifying missing information and from which sources it may be collected.

The Red Hat symbolizes emotions and feelings. While wearing this hat, people are “allowed” to express their feelings about the subject or to share their general mood, which might be affecting their participation or lack of it. This hat does not require logical reasoning or justification, as feelings are almost always subjective rather then rational.

The Yellow Hat signifies positive rationality, and is used to look at the positive aspects of a situation or idea, on the potential benefits of the suggested course of action, and on the parties who are expected to profit from it. It is emphasized that support for the idea should be logically justified and not simply stated without explanation.

The Black Hat is in a way the opposite of the Yellow Hat. It is used for discussing the negative repercussions of the plan, the potential dangers, and any criticism on the logic of arguments made in its support. As in the case of the positive hat, logical justification is expected when presenting the reservations rather than opposition for the mere sake of opposition.

The Green Hat stands for creativity and unconventional thinking. When wearing this hat, people are encouraged to think creatively (although in this case De Bono does not specify how). Brainstorming, creative thinking tools, lateral thinking and other such methods are to be used in order to search for unexpected developments of the idea or the discussion.

The Blue Hat – this hat is used for directing the discussion, for switching hats when necessary, for summarizing the major points of the discussion, as well as for making decisions.

The student teachers were asked to form through an interactive ice breaker, followed by creating an Advertisement of a product given to each group. The student teachers very creatively enacted the advertisement. Then the groups were introduced to Six Thinking Hats by Edward De Bono and the characteristics of each hat was explained well. The student teachers were asked to prepare hats and direct their thoughts on the object given to them, these helped them have a deeper understanding of the six thinking process. The student teachers thoroughly enjoyed the session as it made them think differently using their 6 Thinking Hats.

Life Skill Education: Empowering the 21st Century Learner

Workshop conducted by
Ms. Jaya Cherian and Dr. Reni Francis

Date: 29th September, 2015

Life Skills are the abilities that helps promote mental well being and competence in young people as they face the realities of life.

Objectives of the workshop:

  • empower our students towards Life Skill Education
  • be able to explore alternatives
  • weigh pros and cons
  • make rational decisions
  • communicate effectively
  • be assertive

Activities

  1. Decision Making: This was done through an activity of “Survival Shopping”
  2. Creative Thinking: This was done through an activity that could encourage lateral thinking, planning and creativity. A situation was given and students were asked to come with a solution for the same.
  3. Critical Thinking: A Brain teaser activity was given, responses for the same was discussed in the class.
  4. Effective Communication: Dumb Charade – Old Movie names were given and student teachers were asked to enact the same.
  5. Problem Solving: A case study was given and real life challenges were elicited and the best possible solution was encouraged.
  6. Interpersonal Relationship: Discussion based on the Decision Making
  7. Self Awareness: Self Awareness Questionnaire was given to the students and was asked to rate them on a 4 point scale and in the end the personality traits were discussed.
  8. Empathy: A video clipping on Jessica Cox was shown to develop an attitude of Empathy among them.
  9. Coping with Stress: To learn the level of stress (distress) in their life, the student teachers were asked to relate the Personal Life Events Analysis that has occurred within the past 12 months and calculate the value to know the stressors.
  10. Coping with Emotions: A questionnaire consisting of Yes and No questions were asked and the student teachers were asked to rate the maximum Yes or No responses which lead them to know their emotional self.

Conclusion: This helped to remain abreast with the latest technology used in for effective life skill education. It was a great opportunity for our student teachers in getting acquainted with the use of innovative, creative methods of teaching in class. The different strategies helped them to be aware of themselves. It highlighted the importance of group work and group decision making. The positive feedback boosted the morale of our student teachers towards this approach.

Workshop on Effective Communication

Conducted by Sunita Jain
Asst. Professor, PCER

Date: 15th August, 2015

Event Details:
Communication is an integral part of personality development. As student teachers it is essential that they communicate effectively. A workshop was conducted on 7C’s of communication. The objectives of the workshop were as follows:

1) To develop foundation of motivation among students
2) To develop decision making process among students
3) To facilitate socializing skills among students
4) To raise the morale of our students

The following elements were discussed.

elements

Each element was discussed in length with relevant examples.

1. Completeness – The communication must be complete. It should convey the actual message with all figures and facts required by the receiver. The sender of the message must consider the receiver’s mind set and accordingly convey the message. Following are the features of complete communication :

  • Complete communication serves the purpose of the message.
  • It develops the personality of the sender.
  • They are cost saving as no extra costs is incurred in conveying extra message since crucial message is sent in one go.
  • Overall it is complete.

2. Conciseness – Conciseness means communicating what you want to convey in least possible words. But doing so one should not forgo the other C’s of communication. Conciseness is essential for effective communication. The features of Concise communication are as follows:

  • Concise message is both cost-saving as well as time-saving.
  • It is comprehensible and more appealing to the audience.
  • It is non-repetitive in nature.
  • It underlines and highlights the main message as it avoids using excessive and needless words. It avoids verbosity and verbatim.
  • It provides essential message in limited words to the sender.

3. Consideration – Consideration means “stepping into the shoes of others”. Effective communication must take the receiver into consideration, i.e., the receiver’s view points, education level, background, mind-set, etc. Always predict your receiver, emotions as well as problems and their requirements. Ensure that the dignity of the receiver is maintained and their emotions are not hurt at any point of time. Modify, reconstruct your words in message to suit the receiver’s needs while making your message complete. Features of considerate communication are as follows:

  • Emphasize on “you” approach.
  • Show optimism towards your receiver. Emphasize on “what is possible” rather than “what is impossible”. Lay stress on positive words such as thanks, warm, may I, jovial, committed, healthy, etc.
  • Empathize with the audience and exhibit interest in the audience will definitely stimulate a positive reaction from the receiver.

4. Clarity – Clarity implies emphasizing on a specific message or goal at a time, rather than trying to achieve too much at once. The following features need to be highlighted:

  • It makes understanding of the concept easy.
  • It makes use of exact, concrete and appropriate words.
  • The meaning of message is enhanced as there is complete clarity of thoughts and ideas.

5. Concreteness – Concrete communication should not be fuzzy and general but implies being clear and particular. It strengthens the confidence. Concrete message has following features:

  • It makes use of words that are clear.
  • Concrete messages are not misunderstood and misinterpreted.
  • It is supported with clear and specific facts and figures.

6. Courtesy – Courtesy in message implies the message should respect the receiver as well as show the sender’s expression. The sender of the message should be sincerely polite, enthusiastic, judicious and reflective. Courteous message has the following features:

  • Courtesy implies taking into consideration both viewpoints as well as feelings of the receiver of the message.
  • It is not at all partial.
  • Courteous message is positive and audience is the focus
  • It makes use of words framed in such a manner that it shows respect for the receiver of message.

7. Correctness – Correctness in communication implies that there are no grammatical and semantic errors in communication. Correct communication has following features:

  • The message is correct, exact and well-timed.
  • It checks for the exactness and precision of figures and facts used in the message.
  • It makes use of appropriate and correct language in the message.
  • If the communication is correct, it boosts up the confidence level.
  • Correct message has better impact on the audience/ readers.

Awareness of these 7 C’s of communication makes you an effective communicator.

Geography Method students & Concept Mapping

Geography method students were introduced to concept mapping and did a concept map on the topic ‘Nature and Scope of Geography’. The benefits of doing this were clearly outlined to the students so as to motivate them to do the concept maps. The concept maps were highly reflective of the geography method students’ understanding of the ‘Nature and Scope of Geography’. The concept maps were very helpful in providing an insight into students’ level of understanding; and also to the students, as it helped them to integrate what they have discussed into their approach to writing their report.

The students reacted positively to the workshop in creating concept maps that helped them to organize lots of information into a format that is easily understood since they could visualize connections within the information read from the subject matter.

Workshop on ‘Stress Management’

Workshop Conducted by
Ms. Vinita Desai

A workshop was conducted on the topic ‘Stress Management’ for students. The workshop was called ‘Pastiche’, which means eclecticism in arts. The workshop was based on principles of constructivism influenced by naturalistic school of thought and furnishes a platform for Multiple Intelligence.

Objectives of the workshop:

  • To provide a platform to students to display their ideas and emotions
  • To enable students to identify agents that cause stress in them
  • To provide experiential learning to students through movie making based on stress
  • To equip students to handle stress effectively

Students made posters based on the theme ‘Stress management’. Stress experienced in different stages of life was portrayed through posters. Students also made a video enacting the various problems faced by individuals at different stages giving it a humorous touch. Games were also organized to de-stress the students.

An informative booklet was prepared by the students that contained essentials about various causative agents, signs, symptoms, effects, measures, techniques and so on regarding stress and its management.

Workshop on ‘Resume Writing and Facing an Interview’ on 18th December, 2014

Conducted by
Ms. Jaya Cherian
Asst. Professor

A workshop on resume writing and facing an interview was conducted by Asst. Prof. Jaya Cherian with the objective of preparing the student teachers for career placements. A well written resume is an important tool when applying for a job.
The workshop oriented the student teachers with respect to:

  • What a professional CV looks like
  • What aspects have to be included or excluded.
  • The steps that one must go through to prepare one
  • How one applies to the institute where one wishes to work

The interview is the platform to present yourself as the most apt person for the job and persuade the employer that you have the skills, background and ability to do the job and that you can comfortably fit into the organisation and its culture. Being well prepared goes a long way towards a successful interview.
The workshop included mock – interview sessions and also covered various aspects such as:

  • Pre-interview stage
  • Interview stage
  • Post-interview stage

The workshop concluded with an interactive question answer session.

Workshop on Student Engagement through Music

Workshop was conducted on Student Engagement through Music on the 13th February, 2015 conducted by Suthirth Mukherjee and Mr. Krish Menon.

Best Practice in teaching, learning and evaluation

Practice implemented by
Ms. Jaya Cherian and Dr. Reni Francis

Course VIII – Sociological Foundations of Education.

1. Title of the practice: SWA-DESH: Bridging Education and Society.
Swa : Your role towards.
D : Democracy
E : Effective Citizenship
S : Secularism.
H : Human Rights

2. The context that required the initiation of the practice: The B.Ed course grooms the student teacher to be effective citizens of their country. Every citizen has rights and duties, hence it becomes important for teachers to take responsibility in acquainting our young children on Democracy, Effective Citizenship, Human Rights and Secularism. Bridging Education and Society assists in enabling people to make their own decisions and to take responsibility for their own lives and their communities.

3. Objectives of the practice:
The objectives of this practice was to train our student teachers to be:

  • aware of their rights and responsibilities as citizens;
  • informed about the social and political world;
  • concerned about the welfare of others;
  • articulate in their opinions and arguments;
  • capable of having an influence on the world;
  • active in their communities;
  • responsible in how they act as citizens
  • respectful towards all religions

The practice:
Swa: Every individual has certain rights and duties. Swa here indicates: Your role towards effective citizenship, democracy, secularism, human rights.
D: Democracy is the government by people. Democracy need citizens to be active, informed and responsible citizens who are willing to take responsibility for themselves and their community. This was done through Group Discussion
E: Citizenship education is as important today as at any other time in our history. Citizens in the twenty-first century must be prepared to deal with rapid change, complex, local, national and global issues, cultural and religious conflicts and the increasing interdependence of nations in a global economy. This was done by a Survey, the statements of the Survey was elicited by the student teachers and later the survey on the same was taken from a different group of students.
S: Secularism based on principles of material and cultural improvement of human beings, respect and research of all truth whatever be the source, independent rational morality which does not base itself on any religion. This was done through Dramatization highlighting the key issues of Secularism that has engulfed our society today.
H: Human rights refer to basic rights and freedom to which all humans are entitled. Human rights and progress of society go hand in hand. Human rights are soul of democracy. This was done by showing a movie “SHAHID” and discussion on the same was encouraged.

4. Obstacles faced if any and strategies adopted to overcome them:
The obstacle faced during the practice teaching programme was time. To arrange the venue and plan for all the student teachers to participate together at a fixed time was difficult, however efforts were taken to undertake these activities during internship and Block Schedule timetable was planned.

5. Impact of the study:
This helped to remain abreast with the latest technology in teaching learning strategies. It was a great opportunity for our student teachers in getting acquainted with the use of innovative, creative methods of teaching in class. The positive feedback boosted the morale of our student teachers towards SWA-DESH.

6. Resources required:
Teacher educators effective planning as a resource. Movie CD, Survey sheets, props for dramatization.

7. Feedback mechanism and future plans:
A comprehensive feedback was taken by the teacher educators, with respect to the movie chosen for the topic on Human Rights, Survey method, Dramatization and overall feedback.

Report on Symposium – Paradigm Shift Curriculum – (Course I – Philosophical Foundation in Education)

Report by
Dr. Reni Francis

Date: 11th October, 2014
Time: 2.30pm – 4.30pm
Event: Symposium on “Paradigm shift in Curriculum”
Venue: MES’s Chembur Campus – Ground Floor

Event Details:
Curriculum is the core of an educational system. The interior decoration and the artefacts that constitute it reflect the philosophy of life and the personality of the designer to a great extent. Similarly the subjects included in the curriculum in general and the units of the syllabi reflect the characteristics traits not only oft eh designer of the curriculum but gives a global picture of a notion

Objective of the symposium:
Traditionally the curriculum refers to some amount of knowledge and some skills taught to the child. The modern concept is more child centered and activity oriented.

The objective of this symposium is to focus on

  • what each curriculum offers
  • methodology of the different curriculum,
  • assessment methods

The speakers for the Symposium were:

SSC: Ms. Vijayalakshmi Sharma
Senior Teacher, Saraswati Vidhyalaya, Chembur

CBSE: Mr. Xavier Varghese
Principal, Mahatma International School, Chembur

ICSE: Dr. Reni Francis, Ms.Swasti Dhar, Ms. Vinita Desai
Principal, Shishuvan School

IB: Ms. Manisha Upadhyay
Senior Teacher, Dr. Pillai Global Academy

Report on Gallery Walk – Educational Thinkers (Course I – Philosophical Foundation in Education)

Report by
Dr. Reni Francis

Date: 29th and 30th September, 2014
Time: 4pm – 5.30pm
Event: Gallery Walk on Educational Thinkers
Venue: MES’s Chembur Campus – Ground Floor

Event Details:
The Gallery Walk was a major highlight for Course I – on the topic Educational Thinkers. The topic were assigned to the student group which dealt with Indian and Western philosophers. The topics were sub divided into – Philosophy of Life, Aims of Education, Curriculum, Methods of teaching, Textbook, Role of teacher, contributions, achievements. The student teachers group presented skits on the life of each philosopher, their contributions and events that highlighted their philosophy of life, their unique charismatic school of thought. Charts were made on each philosopher highlighting on the sub topics. Creative ideas of exhibiting the charts and write up was witnessed. Each student of the group were assigned tasks and they took individual responsibility and assumed the role of social cohesiveness by the group activity. The student teachers prepared power point presentation on the topic assigned to them and also provided the class with study material of the concerned topic. An assessment consisting of MCQ was done at the end to review the understanding gained by the student teachers on the different thinkers.

Report on Workshop on “Thinking Your Way”

Report by
Dr. Reni Francis

Date: 25th September, 2014
Time: 11.15am – 1.15pm
Event: Workshop on “Thinking Your Way”
Venue: Room No: 401

Event Details:
This simple and fun method allowed participants to look at problems from non-traditional perspectives. This technique added depth by ensuring that all possibilities are explored and is a also a good critical-thinking tool. The Workshop was based on Edward De Bono – Six Thinking Hats.

Objective:

  • Define parallel thinking.
  • Encourage critical thinking.
  • Explore ideas from a variety of viewpoints.

The Workshop highlighted on the features of the Six Thinking hats and how each Hat helps in decision making.

The Blue Hat:

  • The control hat, organising thinking itself.
  • Sets the focus, calls for the use of other hats.
  • Monitors and reflects on the thinking processes used.
  • Blue is for planning

The Red Hat:

  • Emotions & feelings
  • Hunches, intuitions, impressions
  • Doesn’t have to be logical or consistent
  • No justifications, reasons or basis
  • All decisions are emotional in the end

The Green Hat:

  • New ideas, concepts, perceptions
  • Deliberate creation of new ideas
  • Alternatives and more alternatives
  • New approaches to problems
  • Creative & lateral thinking

The Yellow Hat:

  • Positive & speculative
  • Positive thinking, optimism, opportunity
  • Benefits
  • Best-case scenarios
  • Exploration

The Black Hat:

  • Cautious and careful
  • Logical negative – why it won’t work
  • Critical judgement, pessimistic view
  • Separates logical negative from emotional
  • Focus on errors, evidence, conclusions
  • Logical & truthful, but not necessarily fair

An overview of the different Thinking Hats were given. The student teachers were asked to write their thoughts on the different scenarios presented to them on 6 coloured chart paper cut-outs and stick it on the hat that was prepared by them with the help of the newspaper. The scenarios were:

Scenario 1

  • All students should be given Rs 250/- every week to attend school.
  • Apply different hat thinking to this suggestion.
  • Don’t worry if you agree or disagree with the statement.

Scenario 2

  • You are assigned a career as soon as you are born.
  • Apply different hat thinking to this suggestion.
  • Don’t worry if you agree or disagree with the statement.

Scenario 3

  • Teachers using new methodologies should have a 30% pay raise.
  • Apply different hat thinking to this suggestion.
  • Don’t worry if you agree or disagree with the statement.

Scenario 4

  • Computers are essential for good education.
  • Apply different hat thinking to this suggestion.
  • Don’t worry if you agree or disagree with the statement.

The student teachers thoroughly enjoyed the session as it made them think differently using their 6 Thinking Hats.

Report on Blended Learning – Professional Ethics (Course I – Philosophical Foundation in Education)

Report by
Dr. Reni Francis

Date: 17th and 18th September, 2014
Time: 11.15am – 1.15pm
Event: Blended Learning on Professional Ethics
Venue: Room No: 401

Event Details:
Blended Learning was a right blend of Online and Offline mode of learning. In the unit II – Professional Ethics of Course I – Philosophical Foundations of Education Blended Learning was very meaningful. The students were shown YouTube clippings, movie clipping and short stories of different teachers and how they impact in a student life. the positive and detrimental effects of student- teacher relationship was highlighted. this made them think positively and effectively on code of conduct and professionalism in teaching was emphasised. The students came their thoughts and experiences of different teachers in the life.

Report on Concept Mapping – Role of Education towards Individual Development (Course I – Philosophical Foundation in Education)

Report by
Dr. Reni Francis

Date: 23rd August, 2014
Time: 3pm – 5.00pm
Event: Concept Mapping on Role of Education towards Individual Development
Venue: MES’s Chembur Campus – Ground Floor

Event Details:
Mind mapping is a beneficial learning tool to help students brainstorm any topic and think creatively. Mind mapping is a visual form of note taking that offers an overview of a topic and its complex information, allowing students to comprehend, create new ideas and build connections. This methodology was used to teach the topic ‘Role of Education towards Individual Development’ in Course I – Philosophical Foundations of Education. The various aspects of Individual development and how education caters to Individual development was mind mapped for easy reference. The students were arranged as per their Tutorial groups. they were asked to imagine themselves as an identity or any personality and that individual is groomed through Education. Students were aptly prepared the charts of the same.

Workshop on Know your Learning Style – 6th March, 2014

Conducted by
Ms. Swasti Dhar

One’s Learning Style refers to the way that one learns and the workshop on ‘Know your Learning Style’ introduced the students of PCER to the concept of the various styles that students adopt while they learn. Conducted by Ms. Swasti Dhar, Asst. Professor – PCER, Chembur, the workshop focussed on the VARK (Visual/ Aural/ Read-write/ Kinesthetic) styles of learning as given by Dr, Neil Flemming. An understanding of a student’s preferred style of learning, and how information can be best provided to him in order to enhance this learning, is very crucial knowledge for a teacher. This will ensure that a teacher thinks beyond the traditional ways of teaching and engages all types of learners. The theory behind VARK was followed by students’ filling the VARK questionnaire and scoring their own learning style.

Workshop on Resume Writing and How to face an Interview – 13th January, 2014

Conducted by
Ms. Swasti Dhar

The purpose for writing a resume is to manage to get that elusive interview call. Out of the hundreds of applications that a school or college gets, what is that one quality that makes one application stand out and not another? The answer is a crisp, well prepared and a professional looking resume. The workshop on How to write a Resume by Ms. Swasti Dhar -Asst Professor, PCER Chembur highlighted

  • What a professional CV looks like
  • What it should include
  • What it must never include (grammatical errors/ spelling mistakes/ typos etc)
  • The steps that one must go through to prepare one
  • How one applies to the institute where one wishes to work

Managing to get the interview call is only the first stage. Once the interview call comes through, how should a teacher prepare to face it? This aspect was taken up by Ms. Jaya Cherian, Asst. Professor, PCER Chembur in `How to face an Interview’ What one should do and how one can prepare oneself is an ongoing process and the resource person spoke of the various conditions one faces in the:

  • Pre-interview stage
  • Interview stage and the
  • Post-interview stage

Giving Demonstration (Demo) lessons is also a major aspect which teachers have to be prepared for and the intricacies of giving a Demo lesson were also taken up. The workshop ended with an interactive question answer session with the students where they were free to ask questions in order to clear their doubts, if any.

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