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Announcement

CBSE Capacity Building Programme on Adolescent Education, (18.09.2025-19.09.2025)

A two-day CBSE Capacity Building Programme on Adolescent Education was hosted by Banyan Tree School, New Delhi, between 18.09.2024 and 19.09.2024. Educators were equipped with essential instructional tools to facilitate the holistic development of adolescents. The session, led by CBSE Resource Persons Ms. Padma Srinivasan, Ms. Sangeeta Malik, and Ms. Sushma Sardana, focused on fostering a supportive and inclusive learning environment.The program addressed a wide range of critical issues, including:

Hygiene and Health: Emphasizing the importance of personal hygiene during adolescence.

Bullying: Providing strategies to address both direct physical and indirect passive bullying.

Responsible Cyber Presence: Promoting safe online practices and digital citizenship.

Physical Attraction and Relationships: Guiding educators on how to help students navigate emotions and relationships.

Rebellious Behavior: Offering methods to channel student energy positively.

Key highlights of the training included discussions on drug abuse and addiction, managing parental conflict, and stress management techniques. The program also focused on emotional well-being, teaching participants to recognize early warning signs of distress and provide timely support.A significant part of the program was dedicated to creating an inclusive environment. This involved understanding biological differences, promoting respect for gender and sex diversity, and fostering sensitization to ensure all students feel supported, regardless of their background or identity. Through a dynamic mix of real-life scenarios, interactive activities, and expert insights, participants were equipped with practical strategies to:

Identify signs of struggle in students.

Offer confidential and timely guidance.

Cultivate a nurturing and supportive environment.

This impactful program enhanced educators’ understanding of adolescent issues and empowered them to serve as mentors and facilitators in their students’ lives. By fostering a culture of empathy, confidence, and positivity, the training has set the stage for educators to effectively guide adolescents through their unique challenges.

Faculty Development Workshop on Prompt Learning and Designing in AI, (15.09.2025)

A Faculty Development Program on Prompt Learning and Designing in Artificial Intelligence was organized with the aim of equipping teachers with essential skills for effectively using AI in education. The session introduced participants to the systematic approach of designing prompts using the PEQT formula. Here, P stands for Persona, E for Environment, Q for the Need or Purpose of designing the prompt, and T for the Task to be performed. This framework provided teachers with a structured method to create clear, purposeful, and effective prompts for various learning and teaching scenarios.

The workshop was highly interactive, with teachers actively participating in hands-on activities. Each participant designed their own prompts based on the PEQT model and experimented with them in real time. Teachers also explored multiple AI-powered applications such as Elicit and Curipod, which helped them experience how AI can be integrated into classroom practices to enhance student engagement and research efficiency. The practical exposure to these tools widened the understanding of how prompt engineering can transform teaching and learning outcomes.

Overall, the workshop proved to be an enriching and insightful experience. It not only enhanced the technical knowledge of faculty members but also encouraged them to adopt innovative strategies in their pedagogy. By bridging the gap between technology and education, the session inspired teachers to become more confident and creative in leveraging AI for academic purposes.

Assess to Excel: A Competency-Based Assessment Workshop

The Assess to Excel: A Competency-Based Assessment Workshop was held at IILM Lodhi Road in collaboration with the Australian Council for Education and Research (ACER). This two-day workshop aimed to empower educators in effectively implementing the National Education Policy (NEP) guidelines in classrooms.The event began with a ceremonial lamp lighting and a soulful rendition of Saraswati Vandana, setting a dignified tone. Dr. Sujata Shahi, Group Vice Chancellor of Gurugram University, welcomed the guests, including Chief Guest Mr. Vinesh Menon (Director General & CEO, FICCI ARISE) and keynote speaker Prof. Jyoti Rana (Registrar, Shri Vishwakarma Skill University). She emphasized the crucial role of teachers as nation-builders, shaping future generations.

Mr. Vinesh Menon delivered the inaugural address, tracing the evolution of India’s education system and urging teachers to embrace change, adapt to challenges, and understand students’ evolving perspectives. He stressed the significance of digital literacy and soft skills, emphasizing the role of educators as guides rather than authoritative figures.

Resource persons Mr. Ashtamurthy Killimangalam and Ms. Dimple Sood led an interactive, hands-on workshop for educators to develop and implement competency-based assessments for core subjects like English, Mathematics, and Science. The workshop aimed to enhance skills in identifying domain-specific competencies, creating high-quality assessments, and providing authentic feedback. Participants gained valuable insights from ACER’s expertise. Key topics included understanding competency-based assessments, exploring digital learning aspects, comprehending PISA competencies for Reading, Mathematics, and Science, and aligning NCFSE competencies with PISA goals. The workshop focused on designing domain-specific, competency-based assessments for effective learning outcomes.

Experiential Learning, Ms. Brinda Ghosh

This workshop on experiential learning provided educators with a deep dive into the foundational theories of John Dewey and David Kolb. Dewey emphasized the importance of experience in the learning process, arguing that education should be rooted in real-life activities that foster critical thinking and problem-solving. Kolb’s experiential learning cycle further elaborates on this by outlining four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation, highlighting how learners engage with content through active involvement. Educators engaged in interactive discussions and case studies that illustrated these theories in practice. The workshop culminated in a collaborative activity where teachers developed subject-specific experiential learning activities tailored to their classrooms. This hands-on exercise encouraged educators to think creatively about how to integrate meaningful experiences into their curricula, fostering deeper understanding and engagement among students. By the end of the workshop, teachers had not only explored the theoretical underpinnings of experiential learning but also left with practical strategies to enhance their teaching practices, aiming to create dynamic learning environments where students can thrive through active participation and reflection.

Faculty Development Workshop: Understanding Learners- Pedagogical Imperatives for Effective Learning

The faculty development workshop focused on understanding the diverse needs of learners to enhance teaching practices. Educators explored key pedagogical imperatives, such as differentiated instruction and culturally responsive teaching, while recognizing the importance of emotional and social learning. Through interactive sessions and case studies, participants shared experiences and best practices, fostering collaboration and reflection. Hands-on activities allowed educators to develop skills in assessing learner needs and adapting their instructional strategies accordingly. By the end of the workshop, faculty left with practical tools and insights to create more inclusive and supportive learning environments. This collective effort aimed to build a community of practice focused on understanding learners and implementing effective pedagogical approaches.