Building Bridges With Experential Learning
The program caters to teachers’ Continuous Professional Development enabling them with the theoretical knowledge of pedagogical taxonomies and hand on techniques to engage and motivate students to learn and grow in the classroom environment.
A series of Teaching and Learning techniques that will enable the teachers to develop an impact aura in the classroom and engage students in meaningful individual, pair and group work.
Techniques will encompass classroom dynamics of mixed abilities, creative pedagogical processes which will enhance student engagement and productivity.
English teachers usually struggle in diversifying reading strategies. This course will host a series of effective and structurally implemented strategies that will assist teachers of not just English but all subjects that are taught English to look at their texts with a new approach.
A carefully designed course catering towards enabling teachers to become excellent managers of their classrooms. This course entails balancing between praise and reprimanding, teacher persona, handling disruptive behaviour, the impact of classroom layout among other details.
The role Emotional Quotient plays in making a teacher more mindful, present and emotionally agile towards her students.
Ensures how to maximise student involvement during classroom discourse and to carefully assess their reception of the content taught. The focus is on how students learn as opposed to simply conveyance of the content.
A deep dive into the role formative and summative assessment play in teaching and learning, along with developing an understanding of Assessment of Learning and Assessment for Learning. The process of creating valid and reliable assessments for quality assurance of teaching and learning.
The significant role of the teachers is to not just assess but analyse her students well and have data-driven evidence to know how and when to differentiate learning and how and when to make it more inclusive, while revising Gardner’s Multiple Intelligences (1983).
To develop deeper know-how of educational taxonomies and theoretically proven paradigms which will enable teachers to understand why and how they need to tailor their pedagogy and praxis.