The Progressive Teacher Vol 06 Issue 02

Read inside
Making Indian school curriculum
and content globally acceptable P10
Learning through metacognition:
concept and strategies P28
A Paradigm shift in the
education system P38
Innovative ideas for contemporary
teaching in the 21 st century P54

from the PUBLISHER’s desk
may-jun, 2019 Vol. 06 Issue 02
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First and foremost, w e
would like to extend our
sincere apologies for the
delay in the publication of
The Progressive Teacher
magazine due to some restructuring
happening at our end. It is a pleasure
to inform you that the restructuring is
now complete and our new team has
come up with this May/June 2019 issue.
We assure you that you will receive all
the pending issues in due course and
we really thank you all for your patience
and support.
This issue of The Progressive Teacher
focuses on Contemporary Curriculum
& Content. Contemporary curriculum
should provide the bridge between
education and development which
make education inclusive and
equitable, quality learning, promote
lifelong learning, and ensure holistic
development. Hence the curriculum
should represent a conscious and
systematic selection of knowledge, skills
and values: a selection that shapes the
way teaching, learning and assessment
processes are organized by addressing questions such as what, why, when and
how students should learn.
This issue features articles from veterans in the industry who have shared their
views on what the contemporary curriculum and content should encompass and
what they expect from it. Teachers would get valuable inputs on how to teach
their students and how to make their classrooms more dynamic and interactive.
The next issues of The Progressive Teacher will focus on different topics
like Teacher Education – New Perspective; Teachers – Are They Ready for
AI; Integrating – Co curricular and Extra-Curricular Activities in Mainstream
Curriculum and Integrating Art Education in School.
We invite you all to share your articles, views, etc on the above topics. Interested
people can send in their inputs along with their hi-res image and brief profile
at info@progressiveteacher.in
Happy reading!
Sonal Khurana
Publisher
Subscription / Missed copies
helpline: 08920636286
Managed by
Owned by
The next issue of
The Progressive Teacher
will focus on
3 THE PROGRESSIVE TEACHER may/june 2019
Teacher Education –
New Perspective
www.progressiveteacher.in

t a b l e o f
may-jun 2019 Vol. 06 issue 02 DELBIL/2014/55800
06
Let our
education
connect
the students!
03 From the PUBLISHER’s desk
BRIDGING GAPS
06 Let our education
connect the students!
OPINION
10 Making Indian school
curriculum and content
globally acceptable
ASSESSMENT TOOLS
12 Let’s make our
curriculum
contemporary
12
Let’s make our
curriculum
contemporary
EMOTIONAL WELLBEING
14 Fostering emotional
intelligence
TECHNOLOGICAL CURRICULUM
16 Implementation of
contemporary
curriculum with ICT
OPINION
19 Be flexible while
designing curriculum
CURRICULUM DESIGN
20 Role of curriculum in
holistic development
STRATEGY
24 Issues of curriculum –
let’s fix
20
Role of
curriculum
in holistic
development
FUTURISTIC VISION
26 Curriculum: the runway
for teachers
LEARNING REDEFINED
28 Learning through
metacognition: concept and
strategies
4 THE PROGRESSIVE TEACHER may/june 2019
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c o n t e n t s
26
Curriculum:
the runway
for teachers
10 Things successful
32 teachers do!
viewpoint
34 Co-curricular activities: a value
add or just an ad?
ART FACTS
36 Importance of arts In the
contemporary curriculum
www.progressiveteacher.in
34
Co-curricular
activities: a
value add or
just an ad?
Environment and Culture
38 A paradigm shift in the
education system
opinion
42 Que sera sera?
SCHOOL CULTURE
44 Cultivating healthy
student-teacher
relationships
REFLECTION
46 Making curriculum
truly contemporary!
may/june 2019
49
What can
schools or
teachers
do to minimize
disconnect?
ASSESSMENT TOOLS
52 30/40 Note Book
Assessment
TEACHING
METHODOLOGIES
54 Innovative ideas for
contemporary teaching
in the 21st century
SKILL DEVELOPMENT
58 Learners – the heart of
contemporary curriculum
62 News & Events
THE PROGRESSIVE TEACHER
5

BRIDGING GAPS
Let our
education
connect the
students!
It seems that the modern education system is not
able to deliver what our young generation needs
either in spiritual on material terms. There is a need
to fill this gap between the educational content and
the needs of our students.
by Tina Olyai I Director, LAHS Gwalior
Tina Olyai is Director at LAHS Gwalior. She believes
that leadership is all about investing in people so that,
long after you are gone, the impact you have had on
people lives on... a good leader must have these three
qualities: the ability to inspire, the ability to lead by
example and the ability to let your employees feel that
the victory is theirs, not yours. She believes that he has
been successful in life because she runsher schools with
complete honesty and dedication.
Have we ever thought what the sole purpose of education is? Different
educationists answer this question in different ways. However, if
we see the way education is imparted these days in our schools
and universities, it seems that education is considered as a method
or means to transfer knowledge and information from one individual to the
other. There is a ‘teacher’ who transfers the knowledge and information and
there is a ‘taught’ (student) who receives them.
Yet, when we see the result of this kind of education, we are grossly
disappointed. Despite all these massive pieces of information and knowledge
received by our students, the human society has not become as good as it could
be. The world in which we live today is spiritually impoverished and morally
depreciated. Even if we look in the terms of material outcomes, the picture is
not wholesome. In over 50 countries of the world, the unemployment rate is
scaling somewhere between 10% to 46%, and 1.3 billion people worldwide
still live in multidimensional poverty while 83% of all multidimensionally poor
people in the world live in Sub-Saharan Africa and South Asia. So, it is easy
to understand that our modern education system is not able to deliver what
6 THE PROGRESSIVE TEACHER may/june 2019
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our young generation needs either in spiritual
terms or in material terms. Does it not indicate
that there is a serious disconnect between the
curriculum, content and needs of students?
versed in all the science and arts….” This same
holistic mission of education is highlighted in
all great religions. For example, in Hinduism,
it is said:
Lessons from the past…
How can we fill the gap between educational
content and needs of our students? This problem
can only be solved when we look at the root.
Man is essentially a spiritual creation. He is not
simply a biological product or a so-called ‘social
animal’ (as Aristotle said). He is not simply a
‘consumer’ or a ‘service-provider’ as such. In the
writings of the Baha’i Faith – the most recent of
the religions – it is said: “Take the utmost care
to give children high ideals and goals, so that
once they come of age, they will cast their beams
like brilliant candles on the world, and will not
be defiled by lusts and passions in the way of
animals …. but instead will set their hearts on
achieving everlasting honor and acquiring all
the excellences of humankind.” Baha’i writings
further emphasize: “Training in morals and
good conduct is far more important than book
learning. A child that is cleanly, agreeable, of
good character, well-behaved – even though he
be ignorant – is preferable to a child that is rude,
unwashed, ill-natured, and yet becoming deeply
v[akMeaMykdkjaO;kIra;supjkpje A
rRinanf’kZra;surLeSJhxqjosue%AA
(I bow before the teacher who shows me the
holy feet of the One who is the ‘Unbroken Orbit’
and Who pervades this entire universe).
Unleashing the latent spiritual
potentials…
In this light, education and, eventually, the
curriculum contents should be so designed that
they unleash the latent ‘spiritual potentials’
of the students. Since God has given different
abilities to different individuals, once their
‘spiritual potentials’ are tapped, they will bloom
like self-motivated individuals knowing their
special talents and putting these talents to the
useful service of the society. In this way, the
students will not only be able to express their
godly nature and contribute towards making a
morally-spiritually progressive society but the
problems like poverty and unemployment will
also be wiped out because the youth will be able
to engage themselves in their choicest profession.
The curriculum
and its contents
should be
so designed
that they help
youngsters
understand their
spiritual nature
and explore
their potential
to live a blissful
life through
meaningful
services to their
communities and
capacity-building
of their own.
www.progressiveteacher.in
may/june 2019
THE PROGRESSIVE TEACHER
7

“Take the
utmost care to
give children
high ideals
and goals, so
that once they
come of age,
they will cast
their beams
like brilliant
candles on the
world, and will
not be defiled
by lusts and
passions in
the way of
animals …. but
instead will set
their hearts
on achieving
everlasting
honor and
acquiring
all the
excellences of
humankind.”
The Kothari Commission…
This is what the Kothari Commission, set
up by the Govt. of India in 1964 to suggest
reforms in education, actually recommended.
One of the most important recommendations of
the Commission was that, “the school and the
community should be brought closer through
suitable programs of mutual service and support.
Work-experience and national service, including
participation in meaningful and challenging
programs of community service and national
reconstruction, should accordingly become an
integral part of education….”
The commission also proposed the ‘threelanguage
formula’ advising that basic education
must be imparted in the mother tongue while an
international language must also be taught. It is
therefore clear that the Commission understood
the importance of linking the ‘school’ and the
‘community’ and underlined the terms like
‘service’ and support.’
On the other hand, what is actually happening
is that we expect our students to read and learn
content which is often irrelevant to the needs
of the community. What is good for Peter is
not essentially good for Paul. However, our
curriculum contents are identically designed
both for Peter and Paul.
At the same time, we have introduced
the element of ‘being competitive’ more
prominently than ‘acting in a spirit of
service’ and ‘supporting’. This has begotten
a rat race and has imposed massive pressure
on our young minds. They do not tend to ‘learn’
but to ‘cram’ the knowledge and information
their curriculum is bombarded with. Passing
the examination and facing the job market
imposes such an inexorable pressure on their
tender young minds that they become victims
of depression and many of them even commit
suicide. This scene is horrible.
The spiritual connect…
“I am the Alpha and the Omega”, said
Jesus Christ. “There is no Truth superior to
Me,” proclaims Lord Krishna, and Baha’u’llah
declares, “The beginning of all things is the
knowledge of God.” Despite such clear precepts
from the Supreme Teachers of the mankind, we
have unfortunately focused on enriching our
contents with a mere materialistic approach
which does not – and cannot – address the needs
of individual students.
Each child is potentially the light of the world
and, therefore, the schools and the teachers
should help the students explore their individual
potentials and imprint on their minds that
knowledge is a means to service of mankind
and this is the most holistic goal of individuals.
The curriculum and its contents should be
so designed that they help the youngsters
understand their spiritual nature and explore
their potentials to live a blissful life through
meaningful services to their communities and
capacity-building of their own.
8 THE PROGRESSIVE TEACHER may/june 2019
www.progressiveteacher.in

OPINION
Making Indian school
curriculum and content
globally acceptable
The higher education system in India needs to be revived to bridge the employability
gap currently plaguing several industries. School leaders need to focus on creating
employable youth for the nation.
by Sanjay Kumar Mallick I Principal, St. Stanislaus High School, Mumbai
An accomplished educationist with a career spanning
thirty years, Sanjay Kumar Mallick, Principal – Sant
Nandlal Smriti Vidya Mandir Ghatsila, Jharkhand,
brims with creative exuberance and a industrious zeal.
A Research Scholar, Master in Computer Applications,
PGDM (HR), Bed,Mallick envisions education as
the right blend of academic acumen and creative
effervescence. He is a Psychologist, Motivator, CBSE
Resource Person, Author, Certified Career Counselor
and a Special Need Educator.
He is recipient of numerous awards like Guru
Shiksha Samman-2018, Avantika Acharya Shiromani
Samman-2017, Guru Samman-2017, Rashtriya
Shikshak Samman–2016 by Avantika, and the Best
District Principal Award by SOF (3 times).
There are 12,85,576 schools imparting education across 633 districts
of the country, in 2008-09. At present, there are around 1.5 million
schools in India and out of these approx 22,000 are affiliated to
CBSE. Unfortunately, many of these schools don’t possess adequate
infrastructure to impart quality education, which is necessary for today’s
competitive world.
The employability gap…
At Mission Admission 2019,the underlying message of different speakers
was that, “With the traditional higher education system increasingly turning
out to be obsolete in an era marked by rapid technological strides, it is high
time students choose courses wisely and keep adding newer skills.”
Bangalore North University vice-chancellor TD Kemparaju said, “Nearly
75% graduates are not fit for jobs in the IT industry today.” He said that
the higher education system in India needs to be revived to bridge the
employability gap currently plaguing several industries. School leaders need
to focus on the above-mentioned issues and devise solutions else they will
keep creating unemployable youth for the nation.
Meeting future needs…
In the present context, there are developments and concerns which the
curriculum needs to address. Central Board of Secondary Education, New
Delhi has recently introduced Artificial Intelligence (AI) in Class IX as the 6th
subject, a compulsory elective in class XI and “Inspire Module” in class VIII. In
recent years, careers in artificial intelligence (AI) have grown exponentially to
meet the demands of digitally transformed industries. While there are plenty of
jobs in artificial intelligence, there is a significant shortage of top talent with
the necessary skills. There are numerous career options in the field of AI –
Machine Learning Engineer, Data Scientist, Business Intelligence Developer,
Research Scientist, Big Data Engineer/Architect, Computer vision engineer,
Data Mining Analyst, Machine Learning Researcher, Working in the Military,
Robotics Programmer, Video Game Programmer, and many more. It is the
10 THE PROGRESSIVE TEACHER may/june 2019
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school’s duty to prepare students for meeting
the unpredictable needs of the future workforce.
PISA test for Indian students…
It was announced at the beginning of
2019, that Indian students will appear for the
Programme for International Assessment
(PISA) test in 2021. It will reveal where they
stand globally as far as learning outcomes
are concerned. India had taken part in PISA
in 2009, and bagged the 72nd rank among
74 participating countries. PISA is a triennial
international survey in which students are
assessed in reading, mathematics, science and
collaborative problem-solving.
It’s not that the contents of PISA are entirely
different from the curriculum and content
in India. The way of teaching or imparting
knowledge and the understanding of students
of the subject matter are the areas where India
is lacking.
Take cues internationally…
China, Singapore and Finland have the most
successful education system in the world. They
are at the top of international league tables for
literacy and numeracy.
Finland is about to
embark on one of the
most radical education
reform programs
ever undertaken
by a nation-state –
scrapping traditional
“teaching by subject”
in favour of “teaching
by topic.” The Indian
education system should take inspiration from
the successful initiatives of these countries to
compete at the international level.
Suggestions for improvement…
Here are a few suggestions to meet challenges
which are obstacles to quality education and
joyful learning:
• Make an inter-disciplinary group to create
customised content for students. Hubs of
learning, a CBSE Initiative, can facilitate
in this regard where different schools can
participate together.
• Set the learning outcome for each standard.
• Higher class students’ should be guided as
per their ambition, career and professional
choice.
• Interest area and competency of students
should be identified by class IX.
• Change the classroom settings; take
students on field trips, factory visits
and close to nature for demonstrations,
observations, and experiences.
• Give students practical exposure and an
understanding of the contents.
Indian students
will appear for
the Programme
for International
Assessment
(PISA) test in
2021. It will
reveal where
they stand
globally as far
as learning
outcomes are
concerned.
www.progressiveteacher.in
may/june 2019
THE PROGRESSIVE TEACHER
11

ASSESSMENT TOOLS
Let’s make our
curriculum
contemporary
Research and surveys show that students
believe that the present curriculum does not
provide them with life skills to meet future
challenges. We need to develop a curriculum
based on authentic learning tasks and
activities. This will include 21st century skills –
creativity, critical thinking, collaboration and
communication of students.
by Saleena Pannikote
Saleena Pannikote is in the education field
for the past 17 years. She has held leadership
positions for the past 5 years and at present is
continuing her learning at Murdoch University,
Dubai. She is based in Dubai for the past 11
years.
According to Jan Herrington (2010), today’s education does not keep
up with the current global, social and technological changes that
are taking place in the way we live and work. One of the solutions
is to provide authentic-learning situations to students, where they
can apply their knowledge of concepts, principles and facts to a variety of
contexts in the real world.
The figures and facts obtained from research and surveys show that
students believe that the present curriculum does not provide them with
life skills to meet future challenges. Students’ interests also portrayed
their preferences and their global mindedness where mostly students were
interested in working out a problem in the society or school. This must
inspire us to develop a curriculum based on authentic learning tasks and
activities. This is for the purpose of enhancing 21 st century skills –creativity,
critical thinking, collaboration and communication of students, and giving
them opportunities to apply conceptual knowledge to solve real world
problems, which will help them succeed in work and life.
Moreover, the Two Mindsets model by Dweck, C. (2009) features two
types of mindsets — the fixed and the growth mindset. The concept of
growth mindset promotes the idea that intelligence can be developed
when a greater sense of free will, sense of learning through criticism
and persistence in the face of setbacks is accentuated, where learners
experience real life situations while embracing a challenge. Such features
make the learning experience more authentic and real world and appears
as one of the essential features in formulating a curriculum to fulfil future
needs. Features of growth mindset must be evident in every curriculum
design. These aspects of growth mindset must be well embedded and
linked to the planned activities well in line with the curriculum intent.
Important components of a curriculum
Therefore, a contemporary curriculum must include the following
components:
1. The content overview
2. The Specific Objectives
3. Resources used
4. Learning activities-Real life learning and cross curricular links
12 THE PROGRESSIVE TEACHER may/june 2019
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5. Assessment of outcomes
6. Adaptations
Meeting the objectives…
The content overview must detail not only
the knowledge, but also the skills that the
students will learn by the end of the lesson.
The subject specific skills and general learning
skills can be enhanced through learning
experiences planned for the students.
The specific objectives of the lesson
must encourage higher levels of thinking
while referring to the bloom’s taxonomy.
Students must be encouraged to apply their
new learning to solve real world problems,
conduct investigations. This will reinforce their
learning, encouraging retention and extended
learning.
Resources can include websites, apps,
books, magazines, models or manipulatives
(blocks, beads etc.).
Technology today provides opportunities
to help students in the learning process,
create innovative products and opportunities
for extended learning. It is up to the school
administrators to provide opportunities and
motivate teachers to venture into the wide
expanse of prospects that technology provides
for teaching and learning.
Learning is most effective, enjoyable and
profound, if it is related to experiences of the
www.progressiveteacher.in
student. Hence learning experiences and
tasks must be related as much as possible
to real life. Linking learning tasks to other
disciplines like English, science, math, social
science, art, etc. encourages students to
appreciate the importance of all disciplines
in learning.
Diagnostic assessments provide vital
information to teachers about the readiness
of individual students in their classrooms.
Formative assessments during the course of
the lesson informs teachers about the progress
of learners and encourages them to modify
their teaching strategies and pace to meet
the needs of all students in the classroom.
Summative assessments offers insights
into the attainment of individual students,
affording opportunities for remediation and
feedback. Our classrooms are filled with
learners of different abilities, readiness,
needs and learning profiles. An effective
teacher will make sure she modifies or adapts
content, learning process and product of
learning based on the needs of learners in
the classroom.
If the above components are detailed
while outlining a curriculum, it becomes an
effective contemporary curriculum. This will
provide a framework for teachers to work on,
promoting universal teaching and learning
experiences across the country.
may/june 2019
Our classrooms
are filled with
learners of
different abilities,
readiness, needs
and learning
profiles. An
effective teacher
will make sure
she modifies or
adapts content,
learning process
and product of
learning based
on the needs of
learners in the
classroom.
THE PROGRESSIVE TEACHER
13

EMOTIONAL WELLBEING
Fostering emotional
intelligence
Our education system needs a change.
It trains students to earn marks
and degrees but fails to prepare them
for life and the real world. These
words are echoing all over in
schools as well as colleges.
by Meenu Bhargava
Meenu Bhargava is a Post Graduate in
Psychology & is presently working as freelance
trainer. She did her PG Diploma in Educational
and Vocational Guidance & Counseling from
NCERT Delhi in 1985 with distinction. She
has total 35 years of work experience. She is
a Life-skills trainer and Coach to teachers,
parents andstudents. Meenu has trained
20,000+teachers andstudents in last 8 years
in more than 400 schools and colleges all over
India. The best quality for which she has
always been appreciated is her desire to keep
upgrading herself and herpassion, dedication
and creativity.
Should we take our students beyond textbooks and teach them values,
positive attitude and life-skills? Yes.
In school, we are taught a lesson and then given a test but life
gives us a test which teaches us a lesson. Is life our best teacher? Yes.
Our uniqueness, our life experiences shape us as the persons we are today.
Most of us are raised with the fear of failure. We are scared to try something new
due to the fear to fail. We lack self-belief, confidence, determination and faith.
Failure is part of everyone’s life. Sometimes we fail to learn a game, learn a
language, few fail to write a story, some fail to maintain good health in spite of
their best efforts. In life, we fail to make right decisions, choose suitable jobs,
fail to adjust to our life-partner, earn good money but more than the failure,
our attitude towards it matters. Not being emotionally strong, many people
succumb to this pressure of failure and lose hope and take drastic steps or
become depressed.
Helen Keller rightly says, “Character cannot be developed in ease
and quiet. Only through experience of trial and suffering can the soul be
strengthened, ambition inspired, and success achieved.”
Sometimes life gives us very bitter experiences where we feel all doors
closed and that is the phase of life which we fail to handle. Our earning of
high degrees or high positions also hold no value in that tough phase of
life. Being frustrated, we lose our calm and peace. We become irrational
and act irresponsibly and our soul, body and mind’s harmony is lost. These
are the phases of life where we require a lot of patience. We cannot change
unfavourable circumstances but can control our negative ways to respond. It is
14 THE PROGRESSIVE TEACHER may/june 2019
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of course not easy as said but tough time teaches
us many lessons and connects us to our real self.
One has to experience some sadness to
know the value of happiness. A problem free
life never makes a skilful person. Every problem
carries wonderful opportunities. It is this positive
attitude that helps a person to pass that tough
phase of life. Focusing on our blessings and
thinking of those people who are not as lucky as
we; teaches us peace and contentment.
It is very rightly said:
Smooth roads never make a skilful driver
Smooth sea never makes a skilful sailor
Clear sky never makes a skilful pilot
Arthur Robert Ashe’s story
Arthur Robert Ashe, Jr., the legendary
Wimbledon player was a prominent African
American tennis player who was born and raised
in USA. He was dying of Aids. From world over,
he received letters from his fans, one of which
conveyed: “Why did God to select you for such
a bad disease?”
To this Arthur Robert Ashe, Jr. Replied:
The world over
5 crore children start playing tennis,
50 lakh learn to play tennis,
5 lakh learn professional tennis,
50,000 come to the circuit,
5000 reach the grand slam titles,
50 reach Wimbledon,
4 to Semifinal,
2 to the finals.
When I was holding a cup I never asked god
“why me?”
And today in pain I should not be asking god
“why me?”
Be thankful to god for 99.99% of good things
in life.
Arthur Ashe said, “When life gives you a
hundred reasons to cry, show life that you have
a thousand reasons to smile.”
Life is not the same every day. Ups and
downs in life are inevitable. The road is not
even. Setbacks are like speed breakers which
we can neither avoid nor ignore but only take
caution.
Fear of people is another illness that
grips our mind and does not allow us to think
rationally or act responsibly. Our happiness is
conditioned to praises from people or wealth
or beauty or status which is very wrong. Being
dependent on one or more of these and then
losing them sometime fills us with extreme
sadness or guilt, aggression or regret or other
immature reactions.
Our education system, our teachers, our
parents and our society all pressurize us to earn
good marks and attain good jobs but we also
need to inculcate in us the inner strengths,
the courage and skills which are required to
face the day to day challenges of our lives.
The competition is increasing day by day, the
expectations of parents are very high with
their children and themselves, the threat to
our lives are many but what we need are the
skills to cope up with these stressful situations
and problems.
We need to bring back the strong network
of relationships, the practice of yoga and
meditation, our engagement in physical
activities and creativity, belief in God, self-control
and wisdom to face these modern age dilemma
and our stand in this materialistic world.
We need to
bring back the
strong network
of relationships,
the practice
of yoga and
meditation, our
engagement in
physical activities
and creativity,
belief in God,
self-control and
wisdom to face
these modern
age dilemmas
and our stand in
this materialistic
world.
www.progressiveteacher.in
may/june 2019
THE PROGRESSIVE TEACHER
15

TECHNOLOGICAL CURRICULUM
Implementation of
contemporary
curriculum with ICT
Educational organizations like schools are changing to meet the demand of new
modified curriculum for supporting life-long learning. The traditional curriculum should
be developed as well-planned modified content and should be interconnected with
networked society for achieving the increasing demands of our new generation.
by Sangita Karar I
Librarian, Delhi Public School Newtown, Kolkata
Sangita Karar is Librarian at Delhi Public
School Newtown, Kolkata. She is a versatile
and dynamic person with excellent analytical,
communication and inter-personal skills
having rich and diverse experience in different
organizations.
Her interests include Library Management
System, Digital Library, Preservation And
Conservation of Documents and Improvement
of Higher Education System Through Life Long
Learning.
Her qualifications include MLIS and Advanced
BLIS from Calcutta University.
A
curriculum is the pillar of an educational system. It helps to set the
direction of change in an educational organization, not only at a
macro level but also at micro level. Curriculum is involved with the
continuous chain of activities needed to fulfil the educational goals
into concrete activities and observable change in behaviour.
Teacher: an important stakeholder
Curriculum plays an important role for overall development of students,
and a teacher/educator is a mediator between curriculum and students.
Recent technological era has changed the work of educators, so they are not
only educators, they are facilitators, they know various needs of students and
help them to prepare for social and professional life. In this information era, the
knowledge sharing economy is driven by the power of connectivity, changing
the very nature of learning as education and technology go hand in hand and
create new opportunities for students to collaborate, network and spread ideas
through a platform provided by a concrete curriculum.
Types of curriculum
The traditional curriculum was subject-centered while the modern
curriculum is child and life centered.
• Explicit curriculum: Subjects taught to meet the identified “mission” of
the school and the philosophy and skills that the school expects successful
students to acquire.
• Implicit curriculum: Lessons that arise from the culture of the school and
the behaviours, attitude and expectations that characterize that culture.
• Extra curriculum: School-promoted programs that are intended to
supplement the academic content of the school experience.
• Null curriculum: Perspectives that are specially excluded from the
curriculum.
Updated curriculum can boost self esteem
With the collaboration of Information and Communication Technology
(ICT), the new updated curriculum and academic content increased
accessibility of opportunities for students to make the path of connection with
the outside world. It opens a world of possibilities for educators to demonstrate
the value of positive values, growth of humanity, and responsibilities towards
the nation in a wider life context by connecting students interests to real
world experience and creating active learners who see the society as a place
they want it to be. As facilitators, teachers have to learn a variety of new
resources and apply support mechanisms for making a curriculum, which
focus on various learning styles, knowledge, skills, that are evaluative for
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The curriculum
ensures that
each school
is teaching
relevant
material and
monitoring
the progress of
students from
all types of
backgrounds.
Technically
updated
curriculum
also shares
the workload,
giving everyone
more time to
do what they
do best.
children and young adults as they grow and
enter the workplace.
Impact on teachers of
technological curriculum
Technology is the biggest
assistant of collaborative content
planning. Before teachers would
have to physically sit with other
teachers to coordinate academic
plans. The stressful work of editing
finished content plans was sufficient
to discourage them from sharing ideas.
But when using digital tools to create
modern curriculum for schools, teachers
can easily look forward to innovative ideas and
share with each other and collaborate on final
curriculum plans.
Some most common digital academic
content planning tools are: Plan book, Common
Curriculum, Plan board and Google Docs.
These resources construct it smoother for
educators to collaborate at the time of academic
content plans split-up and help to think about
physical activity and fitness of students, which
can basically make an effective modernized
curriculum for student achievement.
A good modern curriculum should be the
combination of academic courses, various
topics, and physical fitness and sports activities
of students to achieve its goal to a great extent.
Impact on administrator of
technological curriculum
Technology has opened the path for
administrator to follow a technical curriculum to
help students achieve state and national levels of
academic performance. The curriculum ensures
that each school is teaching relevant material
and monitoring the progress of students from
all types of background. Technically updated
curriculum also share the workload, enabling
everyone more time to do what they do best.
Contemporary curriculum and
technology collaboration to promote
individual needs and different
learning style
Teachers/educators are responsible for
governing information and skills of where
students are and where they require to go, having
insights into students’ special necessity and
growth of curricular activities.
• Social media based curriculum: The use
of digital technology via Facebook, Twitter,
Google drive, Skype and other cloud-based
platforms enhanced team-based learning
outside the classroom. Now any time
(24*7 hours) students and teachers can
communicate and share their work with
each other from their home also, and prepare
projects together.
• Students-Teachers: online discussion
forum: Online discussion forum (ODF) is
an implementation of web-based system
that guides people together with shared
interest and mind-set. The use of online
discussion forum (ODF) has come-up as
a familiar tool and an effective way of
engaging students outside the classroom.
It is an e-learning platform where more
students are able to participate in online
forums than in large group classroom
discussions. Online discussion forums
integrate with the educational outlook that
makes communication an essential tool
and fundamental mechanism for effective
learning.
• A new world for ADHD students through
curriculum: Teachers/facilitators need to
pay special attention to children with the
following kinds of mental challenges: Anxiety
disorders, Attention-deficit-hyperactivity
disorder (ADHD), Autism spectrum disorder
(ASD), Mood disorders, Schizophrenia and
Reading Disorders or Dyslexia.
Teaching strategies for readers with
disorders
Specialists on ADHD offer a number of
proposals to help children with reading and
writing. They have suggested activities that
don’t distract students from the task at hand
but actually help them focus on the same. The
teachers/facilitators should take the following
initiatives for improving reading comprehension
in children with several personality disorders.
1. Listening to music while reading a
textbook: This helps a child with learning
disability and attention deficit to concentrate
better.
2. Listening to an audio book: Audio books
develop listening skills and concentration.
Students with attention disorders may find
that listening is more distraction-free than
reading.
3. Develop imaginative skill: Encourage
the child to visualize the events in the
story read by him creating a picture in his
mind. Imagination appears in the process
of reading to connect the passage or book
with their real lives, experience, knowledge
and memories. Thus it plays a pivotal role to
develop cognitive skills.
4. Help comprehend figures of speech:
This is especially helpful for children with
language disorder. The child needs to be
explained that if a phrase seems out of
context it may be a figure of speech.
Contemporary modernized curriculum is
not going to replace the traditional curriculum
completely but no doubt to meet the present
demand, to satisfy the modern networked society,
curriculum, content and technology collaboration
must be introduced so that at least teaching
becomes of hybrid nature.
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OPINION
Be flexible while
designing curriculum
The classical definition of curriculum has undergone a tremendous change as it is now
fuller and more effective in addressing future realities. It is now tailored to meet the
present and the future demands of time.
by Sanjeeva Kumar Sinha I
Principal, The Indian Public School, Dehradun
The curriculum related to primary, secondary and senior secondary
levels of education primarily linked to the set of courses of study
has undergone a change in terms of both its content and quality. Its
content in parts is a summative content of the past, the immediate
past and the 21st century. It is now no more limited to the syllabus or the
subjects taught, but is also interfaced with skill generative activities – cocurricular
and extra-curricular. Therefore, the classical definition of curriculum
has also undergone a change as it is now fuller and more effective in addressing
future realities. It is tailored in such a way so as to meet the present and the
future demands of time. The 21st century is a century dominated by high
technology thrust and progressive economic mindset. We have entered a
threshold that is seemingly much faster paced than before.
Classification…
The present day curriculum is contemporaneous to us and the students
enrolled at primary, secondary and senior secondary levels are no doubt
a summative landscape of past needs, aspirations, functional systems,
syllabus and also the vast seemingly unending gamut of co-curricular and
extracurricular activities. It occupies a wide spectrum of simplified content that
has been customized and operationalized to meet present needs and visualized
needs of the future. It is true that conjectural requirement of education at
primary, secondary and senior secondary levels have to be visualized now so
that required adjustments and changes can be timed and done as per plan.
Structural changes…
Pertaining to niceties of detail of the present content and conjectured
futuristic content, certain structural changes are in the offing. Extensive
studies and reviews vis-à-vis the viability of futuristic content of curriculum
has necessitated setting up of a centralized committee of experts from fields
of education, economy and ever changing technology. It has been envisaged
that the course profile has to be restructured in such a way that factual and
conceptual ideas help in sharpening the cognitive and analytical skills of
students so that they are armed with adequate knowledge and are in a position
to enhance their practical skills and use them effectively in problem solving.
It has been established beyond any doubt, a focused and analytical mind is
ideally suited for solving difficult problems.
Let it be flexible…
In light of the observations made, it deems necessary to link educational
technology to aid teaching and bring about changes so that imparting
of education and content delivery becomes interesting and greatly helps
understanding. It is clear that we cannot talk about fixed curriculum content,
but remain open to timely changes as per need. This has been the narrative
from the time imparting of education became formalized. That is why it is
said that only impermanence is a permanent feature of nature and that is
why certain new processes get evolved to better the quality of education and
of life on the face of Earth.
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may/june 2019
Sanjeeva Kumar Sinha is the Principal of The
Indian Public School, Dehradun, a purely
residential school affiliated with CBSE and
Cambridge Board for the past five years. He has
authored Mathematics textbooks for different
classes and also taught for 22 years. He was
invited to Raise Conference, Shanghai, China as
a keynote speaker on Educational technology
in 2019. He has a long standing teaching and
administrative experience of 23 years.
THE PROGRESSIVE TEACHER
19

CURRICULUM DESIGN
Role of curriculum in
holistic development
Contemporary curriculum and content should provide the bridge between
education and development. It must be supported by good infrastructure for its
true implementation; and maximum utilisation of resources must be ensured.
by Poonam Kumar Mendiratta I The Manthan School, Greater Noida
Poonam Kumar Mendiratta is a seasoned
educator with over 20 years of experience in the
field of education. She started her career as PGT
Chemistry in DAV Public School, Gurgaon and
served for over 8 years. Subsequently, she was
the Academic Head and HOD, Science at Lotus
Valley International School, Noida for 8 years.
From January 2017 till date, she is the Principal
and Head of School at The Manthan School,
Noida & Greater Noida West.
With a plethora of vast and varied experience in
Administrative and Academic Growth path, she
has been a National level Member of Committee
(appointed by CBSE). She is an eloquent speaker
and trainer.
She has also authored books for CBSE– i and has
published many papers in international journals.
She has been external examiner for CBSEinternational
schools in Qatar and Dubai while
she was National level member of Committee as
appointed by CBSE-i.
She is the recipient of GTF Award 2018 for
top promising school in Noida, ABP National
Education Award 2018 for outstanding school
and Best Emerging School of the Year by
Education Today in year 2018.
Education is not merely literacy and numeracy skills; it also makes
an individual equipped with creativity, critical thinking and
collaborative skills. The sole aim of education is to nurture diversified
minds with one thought process.
Sustainable Development Goal (SDG) 4 aims at ensuring inclusive and
equitable quality education and promoting lifelong learning opportunities
for all. To enable this, the role of curriculum becomes very essential which is
relevant for the holistic development of the child.
Therefore, contemporary curriculum and content should provide the
bridge between education and development which are based on the four
key aspects of SDG 4: That education should be (1) inclusive and equitable,
(2) characterized by quality learning, (3) promoting lifelong learning, and (4)
relevant to holistic development. Hence the curriculum represents a conscious
and systematic selection of knowledge, skills and values: a selection that
shapes the way teaching, learning and assessment processes are organized by
addressing questions such as what, why, when and how students should learn.
Beyond textbooks…
In today’s dynamic
education system, I believe
that curriculum should not
only be limited to the five or
six academic subjects, rather,
it should go beyond textbooks
and provide directions to
teachers and paths to students.
Contemporary curriculum
should help teachers to:
• Design various co-curricular
activities
• Utilize available resources
wisely
• Update evaluation systems
• Manage time effectively
Making curriculum child-centred…
For successful achievement of educational standards, curriculum should
be made “child-centered” where emphasis should be on the child’s interests,
age and needs. It should help in development of the child’s:
• Moral values and standards
• Behaviour and attitude
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• Spiritual, emotional and aesthetic sense
• Critical thinking and problem solving
approach
Despite much of awareness, ironically,
today’s curriculum is still examination dominated
and does not prepare students for life. It is
far away from real life and seems limited to
prescribed books.
What makes an effective
curriculum?
An effective curriculum should be one
that creates an atmosphere in schools which
ensures learning of teachers and students as
well as promotes positive attitudes amongst
all. I would like to mention a few key points
on curriculum effectiveness:
1. It should enable students to develop
wisdom for decision making and foresee
the outcomes of the same.
2. It should allow students to think critically
and creatively. Students should be
challenged to think ‘out of the box.’
3. Contemporary curriculum, apart from
academic learning, should equip students
for effective communication to build and
develop strong inter personal relationships
in life.
4. In today’s stressful life, students should
also be taught and trained to cope up
with distress and negative emotions. They
should be able to handle situations with
poise and confidence.
Contemporary curriculum…
The contemporary curriculum is
interdisciplinary, project-based and research
driven. Project-based learning helps students
in collaborating and connecting with the
community, be at the local, state, national or
global level. Classrooms have gone beyond the
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four walls where curriculum is not textbook
driven or fragmented but is thematic, projectbased
and integrated. This helps the students
to be self-directed where they can work
independently and interdependently. The
curriculum should challenge all students
and provide for differentiation. The skills
and contents are not taught as an end in
themselves, but the students learn through
their research and application in their projects.
A good quality curriculum describes and
promotes new roles for the teacher. The
teacher’s approach shifts from ‘I am here to
teach’ to ‘I am here to lead and enable effective
learning’. The teacher becomes a facilitator in
imparting learner-centred education where the
teacher understands the needs and potential
of each learner. They also provide specifically
targeted feedback to each student. The
teacher’s role becomes manifold to create
critical thinkers.
It is very important for a school to keep track
of the changing scenarios in the education
world across the globe and keep improvising on
the curriculum which helps to develop young
people with competencies, values, citizenship
responsibilities and as lifelong learners.
Academic content should be upgraded
year on year and term on term which should
let children explore new avenues for their
future. In this case, school curriculum should
be designed and developed in a way that
it should generate awareness for realistic
approaches and guidance in youth, which
in turn enable them to make suitable and
confident career choices. It should also
promote the development of skills that are
aligned with their interests and abilities.
The learning environment should be open
and free without any boundaries defined.
Children should be given opportunities to set
may/june 2019
A good quality
curriculum
describes and
promotes
new roles for
the teacher.
The teacher’s
approach shifts
from ‘I am here
to teach’ to ‘I am
here to lead and
enable effective
learning’.
THE PROGRESSIVE TEACHER
21

A student
must be happy
when he opens
a book; his
excitement
should reflect
his happiness
and then we
can say that the
contents of the
subjects have
served their
purpose.
their own objectives. This allows them to selfevaluate
and set achievable goals.
The statistics…
As per the survey held the 8th All India School
Educations Survey, there has been a tremendous
growth in enrolment of students from 0.9 to 62.4%
due to enriched curriculum structure.
Source: 8th All India School Educations Survey
One country, one education
I wonder, if in India, education is considered
as a fundamental right then why not each child
irrespective of their state, culture or economic
status get the same education? People who can
afford to go to great schools get better exposure
to the contents of a subject, whereas the rest,
based on their financial situations must settle for
something low. How can one access the bright
possibilities of subjects and make them stand
on the same platform? The curriculum must be
accessible to every student. Almost every year,
after a lot of research, we bring changes in the
contents of subjects but how many times can we
convince our students that whatever subjects
they are learning has value in the real world? A
curriculum must give all students a chance to
develop in whatever good way they can, instead
of making everyone seem like replicas of each
other. Every subject has its own dimension but
when we make contents out of it one should be
sure of its usage. In many subjects, there are
topics which are either exaggerated or away
from truth, their practical implications are next
to no use.
On a concluding note…
The contemporary curriculum is designed
to promote oneness and equality in terms
of education which has come a long way.
But with effective planning and sticking to
the aim of education, we can provide our
upcoming generations a better education system
which explores and enhances their subjective
knowledge along with their qualitative skills,
and give them great opportunities in future.
A student must be happy
when he opens a book, his
excitement should reflect
his happiness and then we
can say that the contents
of the subjects have served
their purpose. Moreover, it is
the need of the hour that our
contemporary curriculum
must be supported by
good infrastructure for its
true implementation, and
maximum utilisation of
resources must be ensured.
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STRATEGY
Issues of
curriculum –
let’s fix
Children are unique individuals with diverse interests
and aptitudes being unfolded in a complex psychosocial
ecosystem. A uniform curriculum with water tight schedule
and strategies will stifle budding talents and potentials.
by S.L. Jain I
Director, Mahavir Senior Model School
S.L. Jain , MCom B.Ed. is Director, Mahavir Senior
Model School.He is Founder Principal of Mahavir Senior
Model School, Sangam Park Ext, Delhi and Former
Chairman, National Progressive Schools’ Conference.
He also worked at Delhi Public School. Mathura Road,
New Delhi for 13 years in various capacities including
Head of Commerce Department; Member Managing
Committee; Convener, Fete Committee and In-charge,
Co-curricular, extra curricular activities. He has
received coveted CBSE Teachers Award 2003, Delhi
State Award 2004 and National Award 2008.
It is now established and realised that all children are different individuals
and have different interests, tastes, aptitudes and habits as well as
backgrounds. Students cannot be dealt with and given the same kind of
treatment in a uniform way as the saying goes ‘one size doesn’t fit all.’
Unfortunately in the present system of education, the curriculum is
imposed on the schools and teachers by the higher authorities. It curbs
innate need for learning, curiosity, and leads to irreversible damage to psyche
of students. It is right to say that there cannot be 40 or 50 kinds of syllabus
content customised for each type of student but the students can surely be
identified and grouped into 4 to 5 groups. The curriculum, syllabus, content,
chapters etc. can be designed and customised and rationalised to meet the
requirements of such groups of students.
Some of the students might be very bright, talented and outstanding. They
learn whatever is taught to them very easily without efforts and really become
rock stars of the school. On the other spectrum, there are students who find
it difficult to comprehend the simple as well as not so complex contents of
various subjects. Thus, while no one benefits, when a uniform curriculum
is taught, students are at the receiving end of the ire and displeasure of the
teachers, parents, and the complete education system and ultimately develop
inferiority complex and grow with the belief that they are good for nothing
and cannot achieve anything in life. All through their lives they suffer a very
low self esteem.
Every class has students across a wide variety of spectrum providing a
normal distribution (bell shaped) curve. Teachers take up strategies and pace
applicable to middle most – children with average potentialities. While doing
so, children on the positive and negative side are ignored. Both are equally
robbed of an opportunity to unfold the latent potentialities. The irony is that
teaching does not even benefit the learner with average potentialities. Their
promising talent is also lost in an attempt to acquiescence to the teacher, who
was attempting acquiescence to the devised curriculum.
As a matter of fact, the whole curriculum and school system should be
so devised and designed that it can take care of the physical, emotional and
cognitive needs of the child who needs maximum care and attention while
being attended to in the school as well as at home. Any child must not be
scolded or made to feel bad. On the contrary, children are continuously tortured
and harassed by being compared with the children in the same class or in the
family, especially by the parents.
Our education system must have an inbuilt sympathy towards such
students. The content , syllabus, curriculum and books and the system of
handling now children inside and out of the classroom must be customised
with adequate rationalisation.
For instance, in class 1 and class 2, students are taught the concept of
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spellings and numerals written in words. While
it is difficult to learn spellings, the young mind is
unable to comprehend the relevance of learning
these spellings. In what way learning spellings of
90 or 99 will enhance proficiency in arithmetic?
Similarly, backward counting and other such
topics are also difficult to comprehend by large
number of students.
In other subjects such as, languages, science,
and social science, there are a number of
chapters which are difficult to comprehend by
students particularly when the teachers are not
fully trained and equipped to deal with such
topics according to the requirements of the
students.
In most schools, teaching aids are scantily
available to support teachers. Most of the
instructions and classroom transactions take
place on the basis of chalk and talk method.
Empathy and understating, I believe is
a part of the teaching fraternity’s ethics and
ethos and it should be considered as the
integral part of the curriculum. In fact the
teacher has to act as a counselor who has to
counsel and students who need extra attention
or have to be dealt with in a more delicate way
than the intelligent ones who always draw
and earn win goodwill and patronage of the
teacher.
The whole school program needs to be
modified to be compatible with varying interests
and potentialities of children. It should be aimed
towards enhancing curiosity and exploration.
Increased emphasis should be placed on art,
music, dance, drama, storytelling and crafts.
When the world is moving towards global
economy, education should also move towards
collaboration rather than competition. Increased
emphasis should be placed on art, music, dance,
drama, storytelling and crafts. Due emphasis
should be given to health, physical education,
yoga, meditation and some kind of prayers which
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are not related to any specific ritual or religious
practice.
When the students are not properly dealt
with, they develop in themselves a sense of
insecurity and also a sense of rage expressed
at times as revolt against the system. They also
develop traits of indiscipline and delinquent
behaviour.
Love, understanding ,empathy , consideration
must be an integral part of any curriculum and
content in the school education system and it
should go right across from the beginning classes
to the senior secondary level.
The pressure on the students must be
eased, competition among the students must be
redirected to a healthy, mutual evolution level.
The New Education Policy 2019 has taken
some steps in this direction whereby students
will have a lot of flexibility of moving from one
subject to another.They will have more choices
and options along with the semester system for
their periodic assessment for promotions to the
next higher class .
But the question is whether the infrastructure
and the mind makeup of the teachers and the
authorities is positive in this direction. What steps
will be taken to bring about the required changes
also remains a question mark.
Further, importance of local conditions
cannot be overemphasized. Each school and
its management and academicians must
understand that the material and resources
which are available locally should be utilised
and the students should be trained in the local
skills and crafts.
Critically, schools and their managements,
should be both trained and encouraged to show
initiative, innovativeness in designing individual
curricula as per prescribed syllabus. Cognitive
skills along with love of the environment should
be supported. This will necessarily lead to the
whole of education system having more of
missionaries and not mercenaries!
may/june 2019
The whole school
program needs
to be modified
to be compatible
with varying
interests and
potentialities of
children. It should
aim towards
enhancing curiosity
and exploration.
Increased
emphasis should
be placed on art,
music, dance,
drama, storytelling
and crafts.
THE PROGRESSIVE TEACHER
25

FUTURISTIC VISION
Curriculum:
the runway
for teachers
“Curriculum is a tool in the hands of the artist (teacher)
to mould his material (pupils) according to his ideal
(objectives) in his studio (school).”- Cunningham
by Prasanti Shadangi
Prasanti Shadangi, M.Sc. (Life science), B.Ed.
has14 years of experience in teaching domain.
She is presently working as a Science Teacher
at Jindal Vidya Mandir, JSW Township, Ballari
District.
Every teacher has a 3-fold assignment i.e. what to teach, how to teach
and how to execute or assess what has been taught. Education
has certain aims and objectives. We have to provide children with
useful and worthwhile experiences which would help fulfilling these
objectives. What type of learning experiences are to be selected and how such
experiences can be provided, are to be carefully planned. These “planned
experiences” are known as curriculum.
Thus, curriculum refers to the well planned and organised learning
experiences provided by an educational institution to bring about desired
changes in the learner. It can also be defined as a runway to reach a certain
goal.
Previously, the major aim of education was “acquisition of knowledge or
a fund of information” and as such curriculum was regarded as synonymous
with subjects of instruction. But now the aims and objectives of education
have undergone certain changes.
Education in the modern world
Education today aims at an integrated development of the child. Apart
from acquiring some knowledge or skill, the child has to develop certain
interest, sense of appreciation, attitude and personality trait. The development
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have no relation to the objectives. But a mere
list of topics does not constitute a curriculum;
it should combine other details also. The same
topic may be taught in various classes and as
such the scope for each class must be specified.
Moreover, we expect the teacher to make
the teaching lively, interesting and effective,
but much is left to the teacher to devise and
improvise. So the curriculum should furnish a
comprehensive picture of its contents.
It should also provide the guidelines
and limits to help the teacher to do his task
effectively.
So, curriculum is the heart of the process of
education. Clear understanding helps learners
to apply the learned facts in their practical life
situations. One must “Pull the husk to draw
the seed.”
Factors to consider while
designing a curriculum…
The world is fast changing. With the growth
of science, technology and with the tremendous
explosion of knowledge, the needs of the child and
of the country are continually changing. Hence
education must meet the new needs and new
challenges. Thus, aims and objectives undergo
changes from time to time. Consequently,
curriculum needs continuous revision to suit to
the needs of the changing society.
For preparing a suitable curriculum for our
schools, we must follow certain principles
such as:
• Principle of being child-centred
• Being community-centred
• Activity based (Learning by doing)
• Life centred
• Correlation of subjects
• Effective use of leisure and recreation
of abilities in all the three domains — Cognitive,
Psychomotor and Affective — are to be brought
about.
As such the curriculum cannot be thought as
merely the courses of study; but it is the sum-total
of all the experiences that a pupil gets through
the manifold activities those go on in the school,
classroom, laboratory, workshop, projects, life
situations and other items that provide effective
teaching, should be listed in the curriculum.
What makes a good curriculum?
A syllabus shows the different specific areas
which have been specified to be taught in a
particular class. To fulfil certain objectives, some
subjects and topics are selected. Therefore, the
branches or topics are so selected that it can
constitute the syllabus for that class. Without
a syllabus, the teacher will teach topics from
anywhere and may also teach topics which
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Other considerations are:
• The curriculum should lay emphasise on
“learning to live rather than living to learn.”
• The curriculum should aim at moral and
spiritual development of the child.
• The curriculum must be based on 21st
century skills like collaboration, creativity,
critical thinking, communication, problem
solving etc.
• The contents must be chosen with specific
life skills like self-awareness, decision
making, coping with stress, managing
emotions etc.
• The content must have global awareness and
be technology driven.
• The curriculum should be utility based,
functional and practicable.
It is better to learn less, with thoroughness,
if that is balanced and progressive, but it is not
worthy to learn more that turns the individual into
an educated but uncivilized person.
may/june 2019
So, curriculum
is the heart of
the process of
education. Clear
understanding
helps the learners
to apply the
learned facts in
their practical life
situations. One
must “Pull the
husk to draw the
seed.”
THE PROGRESSIVE TEACHER
27

LEARNING REDEFINED
Learning through
metacognition: concept
and strategies
“Education is the methodical creation of the habit of thinking”— “The Art of Thinking”
by Ernest Dimnet,1928. A guided process to Understand, Plan, Start, Review (UPS and
R); can gradually lead the learner to independent learning wherein s(he) is ready to
take control and ownership of his/her learning.
by Abhilasha Pandey I Educationist
The teaching process is stormed by a multitude of ideas and scientific
developments during past few decades. Ideas such as studentcentered
learning to parent involvement, deep learning to skill
education, spiral teaching to peer learning have added unique shades
to the arena. Another dimension is to encourage Higher Order Thinking Skills
(HOTs) or Critical and Analytical skills as per Bloom’s Taxonomy. A teacher is
expected to ensure all of the above; or at least as much as humanely possible
and then some more.
The problem…
While neuroscientific research insists on student centered learning; the
onus of learning has still not shifted from teacher to student. This creates a
lacuna that neither of the teaching learning techniques, despite experimental
evidences of its effectiveness; or highest standards of implementation; can
fill. Learners, no matter how advanced; remain miserably unsuccessful at
independent learning; perplexed when presented with problems involving
critical or analytical skills, unless practiced before. And by corollary teachers
continue to be blamed and hence stressed. What are we missing?
Nothing mars performance as guilt – FOMO (fear of missing out) – in this
new context, is missing one odd child, his/her area of weakness; not being
able to take appropriate action, and witnessing the child consistently falling
on the wrong side of learning curves. The thought of that one learner haunts
the teacher, even though we know that it is humanely impossible for one
teacher to cater to areas of weakness, conceptual gaps, and learning goals of
each one of the 40 students in our class.
And yet, damage control is possible.
Abhilasha Pandey is a keen learner and an
educationist. She is a teacher for past 14
years. She has been working with Kendriya
Vidyalaya Sangathan (KVS) since 2014. She is
currently posted at KV, INS Shivaji, Lonavala.
An avid reader, she is interested in Educational
Psychology, Pedagogy, and Neuroscientific
research pertaining to teaching-learning.
28 THE PROGRESSIVE TEACHER may/june 2019
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The solution…
A popular adage in Hindi translates as “you
can push the horse to the pond; but you can’t
make it drink.” A horse would drink only when it
thinks that it needs to drink. Not to equate human
mind with horse, but the point to take home is,
we are ruled by our thought process. Every action
is preceded by a brain activity that understands
the need for that activity, plans the activity and
then starts. The UPS, “UNDERSTAND, PLAN,
START” sequence is responsible for processing
information, which consequentially determines
whether an activity is worth undertaking. A cost
benefit analysis is done at mental level in every
brain. And here in comes the key skill that is
the single most determining factor ensuring the
transformation of a classroom learning paradigm.
A learner truly, eagerly learns, when he/she sees
the need to learn. The true shift from teacher
centered learning to learner centered learning
occurs when the learner is able to ponder over
the following three questions:
1. What am I learning today?
2. Why am I learning this topic/concept?
3. How is it going to benefit me?
Or in other words, the learner begins to think
about his thinking/learning process; i.e. rises
above the levels of cognition and begins his
journey in to the realm of Metacognition. The
teacher like a shepherd needs to guide the learner
to metacognition, let the need be felt, and then
the learning will happen; smoothly.
On metacognition…
What is metacognition? How do we guide
students to practice it? Before taking the plunge
www.progressiveteacher.in
in to mesmerizing depths of metacognition,
let’s take a moment to understand the
multidimensional ramifications of this remarkable
skill. Metacognition has been defined as ‘the
knowledge about and regulation of one’s
cognitive activities in learning process’ (Flavell,
1979). It involves skills that enable learners to
understand and monitor their learning process.
There are three aspects of the metacognitive
process: declarative, procedural and conditional
(Schraw and Moshman, 1995). Declarative
knowledge refers to knowledge about one’s
learning process, and recognizing factors that
determine one’s performance. Procedural
knowledge is about strategizing one’s learning
process, using strategies sequentially and
effectively to maximize learning. Conditional
knowledge refers to when and why of learning
process. It enables learners to analyze cost
benefit ratio, ponder over resource allocation and
choose the strategies suitable for various tasks.
Metacognition therefore helps a student
control their learning by choosing what to learn,
when to learn, how to learn and to self-regulate
one’s cognitive process, thereby determining the
trajectory of learning curve.
The science behind it…
Prefrontal cortex is the area of brain
responsible for systematic planning, decision
making and also metacognition. It conveys
signals to nucleus acumbens in basal forebrain.
Nucleus acumbens forms the reward circuit
of brain; which releases the neurotransmitter
Dopamine. Dopamine is also involved in
motivation, attention and memory; which
may/june 2019
Metacognition
helps a student
control their
learning by
choosing what
to learn, when
to learn, how
to learn and to
self-regulate
one’s cognitive
process, thereby
determining
the trajectory of
learning curve.
THE PROGRESSIVE TEACHER
29

Facilitate
metacognitive
thinking
through real
life or fictional
situations;
family or
national issues;
self or vicarious
incidence,
where a
metacognitive
thinking
process would
have provided
better results.
are three critical components of the learning
process; besides metacognition. Metacognition
therefore ensures that this circuit of nucleus
acumbens is activated thereby bringing the
remaining components in to play. Critical factor
however is the development of metacognitive
skills. Tough task. However, the exponential
levels of achievements obtained through the
implementation of metacognition, justify the
input costs of development of these skills as
part of classroom teaching strategy. An initial
resource input can go a long way in helping
students become independent learners.
Here are a few strategies to inculcate
metacognition in young learners:
1. Introduce the idea of metacognition to
students. The idea can be introduced
to middle and high school learners by
directly defining followed by examples; or
to young learners through a story or activity.
Presenting brain as the school bus/their
favourite car, and themselves as the driver;
can metaphorically present the idea that they
need to take control of the driving.
2. For every lesson, the first class should be
about setting goals, either in form of queries
raised by the learners; followed by teacher’s
statement “lets see if we can find out,” or
problems put forth by the teacher, that a
learner should be able to solve at the end of
lesson.
3. Repeat the idea of metacognition as often
as possible to drive home the significance of
taking control and responsibility of their own
learning.
4. With every step of the learning process,
guide learners to assess how close they are
to clarifying their initial queries; or solving
the problems given to them.
5. At the end of discussion, give learners time
to analyse the information, develop their
theories and use them to solve problems.
6. As students present their version of the
solution, encourage them to focus on
procedure; the thought process that led to
the solution including and stressing the
mistakes made on the way. Every mistake is
a milestone and a significant step of learning
process.
7. Let them review their process if they fail to
come at expected solution. Using indirect
prompts to steer them towards erroneous
steps rather than providing the answers
directly. Besides ability and desire to learn;
a belief in one’s ability is the next important
factor that ensures successful learning.
8. Catch and appreciate students being
metacognitive. Exemplifying and celebrating
builds an aura of encouragement.
9. Encourage students to share their stories of
metacognition.
10. Facilitate metacognitive thinking through
real life or fictional situations; family or
national issues; self or vicarious incidence,
where a metacognitive thinking process
would have provided better results.
A guided process involving Understand, Plan,
Start, Review (UPS and R); can gradually lead the
learner to an independent learning wherein s(he)
is ready to take control and ownership of his/her
learning. It must however be remembered that
research on metacognition, though nascent, has
provided multiple strategies. The list above is
indicative and not exhaustive.
30 THE PROGRESSIVE TEACHER may/june 2019
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10 Things successful
teachers do!
What makes a successful teacher? What are the things they do differently? Here are a
few tips to be a successful teacher; who is responsible, inspiring and realistic.
by Varsha Verma
“Teaching is a very noble profession that shapes the character, caliber, and future of
an individual. If the people remember me as a good teacher, that will be the biggest
honour for me.” - A. P. J. Abdul Kalam
Define clear objectives
In the world of education, your objective is a
roadmap to success. Have clear objectives. Use your
creativity within the framework of your curriculum
to reach your destination. Make a realistic plan and
work on it.
Have a sense of purpose
Every job has its pros and cons. Not all days are creative,
there are a lot of mundane and tedious tasks as well.
Teachers with a sense of purpose sail through everything
as they know they have a bigger purpose in life.
Know when to listen to
students and when to ignore
Students feedback is important but a successful teacher
knows when to listen to the students and when to ignore
them.
A positive attitude is a must
We all like to be surrounded by positive people. A
successful teacher has a positive attitude — who inspires
and uplifts the spirits of his/her students. Also, positivity
aids creativity and better outcomes.
32 THE PROGRESSIVE TEACHER may/june 2019
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Believe in your students
A successful teacher believes in his/her students and knows
that his students will succeed. If students fail, do not make it an
issue. Encourage them to do better and motivate them to keep
trying until they succeed.
Keep your classroom
environment light
A happy classroom is a must for learning. Use humour
and wit to keep children at ease.
Praise your students judiciously
While it is good to praise students from time to time — do
not overdo it. Let it look authentic. Praise them when they do
something really good. Only then students will value it and
work towards it.
Do not shy away
from taking risks
Try new things in the classroom to make it more
interactive and meaningful. You may be successful at
some things while other may not work out. Take risks.
Be consistent
Consistency does not means being stuck with something. It
means you behave in the same manner, irrespective of your mood
and your rules do not change for anybody. Be consistent is your
thoughts, your rules and your behaviour so that students can trust
you and communicate with you without any fear.
Communicate with parents
It is important to collaborate with parents to ensure a
student’s success. Be open to feedback and listen to
their concerns. At the same time, share your concerns
as well and chalk out a successful plan.
Happy teaching!
www.progressiveteacher.in
may/june 2019
THE PROGRESSIVE TEACHER
33

viewpoint
Co-curricular
activities: a value
add or just an ad?
How important are co-curricular and extra curricular activities in
student development? Are they an extra burden for teachers and
students? Are schools which for various reasons, find themselves
unable to offer co-curricular activities as part of the learning
experiences, considered to be inferior schools?
by Anna Correa I Principal, St. Stanislaus High School, Mumbai
Many schools in their brochures, boast of the co-curricular activities
offered, with attractive coloured pictures of students engaged
in a plethora of activities. Surveys sponsored by educational
magazines, newspapers and even organisations connected to
the education business, reserve points and questions related to the number
and variety of activities outside the regular curriculum, being conducted in
the school.
What are co-curricular activities?
Co-curricular activities(CCA), by definition, are activities that complement
or in some cases supplement the mainstream academic syllabus. The
main objective of a school curriculum is the intellectual development of
the students and the syllabus is delineated according to these objectives.
Co-curricular activities fall outside the mainstream curriculum and focus
rather on the social, cultural, aesthetic, moral, civic and physical or
psychomotor growth of students. They are aimed at developing skills and
enhancing the personality in ways that may not be fully achieved within
an academic framework.
Anna Correa is the Principal of St Stanislaus
High School, a prestigious 155-year-old
institution which offers the Maharashtra State
board curriculum and the Cambridge CIE. She
has taught for over 33 years and has been an
active participant in leadership programmes
like ISLI (Indian School Leaders Institute) and
SLN (School leaders Network). She believes in
collaboration between school leaders so that
best practices are shared and also in constantly
evolving school curriculum so as to keep pace
with global education goals.
Co-curricular activities: always a part of curriculum
In traditional or heritage schools which have been imparting education
for a long time, holistic growth of a student has always been de rigueur.
Debates, elocution competitions, dramatics, choral recitations, public
speaking, talent competitions, quiz contests, art competitions have always
been a part and parcel of the educational bouquet, in such schools, where
all round development is the desired goal. New age schools consider CCAs
as, a selling point, something that adds to the schools marketability. Such
schools invariably justify their high fees to the variety of CCAs being offered.
Outsourcing activities is the new norm…
Many ancillary businesses are booming in the educational field. My email
inbox is filled with mails from people offering to conduct martial arts, dance
education, speech and drama classes, different types of sports programmes,
educational excursions, science quizzes, mini united nations among a host of
activities — all at a cost, of course. Gone are the days when English teachers
would train their students not just to read and write beautifully but would also
direct skits, put together a debate and conduct all English language related
programmes. Today, on offer are a host of players, who will come once or
twice a week and train your students in speech and drama and elocution.
34 THE PROGRESSIVE TEACHER may/june 2019
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Pic courtesy: Sunbeam School Lahartara, Varanasi
Experiential learning is the buzzword and there
are well-chalked out programmes which will give
students hands on activities which the school
science teacher with her limited resources may
not be able to organise.
More and more, annual days and CCAs are
getting outsourced to private players. For private
schools, keeping the school in the public eye,
competition, exhibiting a strong social media
presence are very important. CCAs then become
a marketing gimmick, a necessary supplement.
From AI to robotics, from trips to NASA to
international exchanges the CCAs are becoming
more elaborate and more expensive.
The finances & time involved…
CCAs , could very well be a financial burden,
especially when there is more than one child
from a family in a school and the parent has
to pay for all the extra activities. Co-curricular
activities can eat into a students time and require
time management both at the school level and
www.progressiveteacher.in
the student level. They could even be stressful
as the student juggles between his academic
commitments and the CCA.
CCAs to complement academic
curriculum
However, if CCAs are tailored to complement
the school work, they can be advantageous.
What could be the advantages of co-curricular
activities for students. Here are five: They build
self esteem, develop relationship skills and
lasting friendships, allow students to explore a
plethora of interests, teaches them to manage
their time and tests their commitment.
Teacher’s involvement is prime…
The role of a teacher in organising cocurricular
activities is vital. Creative teachers
can conduct programmes innovatively, they can
give opportunities to children who may not be
strong academically, they can plan and organise
activities in sync with the year plan of the school.
A school must have
its vision and mission very
clearly thought out. CCAs
must complement that
vision and add value to
the school curriculum.
Neither the number and
variety of activities, nor
their role in adding to the
school’s image should be a
deciding factor in selecting
CCAs. What should matter
is the student and our
responsibility as educators
to give him a wholesome
educational experience.
may/june 2019
What could be
the advantages
of co-curricular
activities for
students? Here are
five: They build self
esteem, develop
relationship
skills and lasting
friendships, allow
students to explore
a plethora of
interests, teach
them to manage
their time and tests
their commitment.
THE PROGRESSIVE TEACHER
35

ART FACTS
Importance of art In the
contemporary curriculum
Educators realise that by placing art at the centre of the curriculum, the learning
environment is transformed from classrooms to stages and galleries, in fact into stories.
by Dr. Ragini
Dr. Ragini is Ph.D in Fine Arts (Applied Arts).
She has 16 years of rich experience in teaching
Fine Arts (PGT, Sunbeam School, Lahartara,
Varanasi). She has been instrumental in opening
Fine Arts in standard XI and XII in Lahartara
Branch. She has also won numerous accolades
like 2019 Best Teacher of the Year, RACE
2019 Bangkok Award, International Award
Conference; 2019 Best Educator, International
Award Conference on Research, Analyze
Communicate and Evaluate; 2019 Gem of India
Award by CED Foundation, New Delhi among
others.
Approaching content like an artist makes the teacher think about how
he/she would bring the idea alive with an ensemble. To learn the
imposed content is a non-engaging aspect of the learning process,
but fusing content with art compels students to research it, know it,
and reinterpret and communicate it. It is imminent that educators realise
that by placing art at the centre of the curriculum, the learning environment
is transformed from classrooms to stages and galleries, in fact into stories.
While curating the curriculum, educators should refrain from
generalisation. A teacher should focus on the students’ source of
inspiration. Instead of asking students to create specific art forms, teachers
should motivate them to make their own art through the curriculum by
researching the existing material and then recreate it. It will produce
innovative and optimal results.
Art class should be considered as a project where students get a chance
to explore their creativity as an independent artist. A teacher can also
use group activity to instigate creativity in students. The group activity
motivates students to visualise and compile their thoughts collectively to
complete the project. Such innovative techniques keep students engaged
throughout the learning process and the content becomes comprehensive
for them.
A teacher should instigate the need for research among students
and should readily help students during research. This creative process
propagates enquiry based learning. A well-designed curriculum heavily
emphasises on the research-based aspect of learning. It should point
students toward what they need to know.
Art brings emotional and creative elements to core content. For
example, a Biology teacher in my school teaches difficult Biological terms
with the help of drawing an artistic depiction of phenomena in co-relation
with the scientists. Drawing beats reading and writing help students
remember concepts.
Keeping art at centre of the curriculum allows content to be nurtured
lifelong in the mind of a learner fulfilling the purpose of education.
36 THE PROGRESSIVE TEACHER may/june 2019
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Environment and Culture
A Paradigm shift
in the education
system
With the advent of knowledge and a revolution in technology,
there has been a drastic change in Indian society. It is
needless to say that,“change is pertinent,” resulting in a
complete paradigm shift in the roles and responsibilities of
family and school towards children.
by Ashutosh Aggarwal, Ankita Das
Ashutosh Aggarwal, B.E.(Mech). Hons, is
Founder & Secretary, Sanskriti The Gurukul,
Guwahati; Co-Founder, The Atelier (www.
the-atelier.org), Guwahati & Bangalore;
and Jt.Secretary, Happy Child High school,
Guwahati. He has been awarded the White
Swan award by AsiaOne Magazine, as the
Most Influential Leader in Education, 2015-16.
He is passionate about bringing a change in
the education system of the country. He is a
dedicated Maths Educator and teaches classes
X-XII. He is also the Charter President, The
Toastmasters Club of Guwahati. He is an able
leader and administrator and believes in the
empowerment of the team. He believes in 7C’s
in Education: Critical Thinking, Creativity,
Collaboration, Communication, Citizenship,
Character Building & Compassion.
The transformation of the Indian family system from joint families
to nuclear families has totally altered the functioning and features
of a typical family. There has been a tremendous change in the
roles and responsibilities of each family member. With the spread
of the nuclear family system where both the parents are breadwinners, an
unwritten understanding has been established between the school and the
parents that since children spend most of their time in school, the school has
to take more responsibility for their upbringing than they had in the past.
Changing roles and responsibilities of schools
School, being one of the agents of socialization, plays a major role in
a child’s life. Gone are the days when the primary role of a school was to
transmit education. A child was sent to school to gain academic knowledge
so as to get a job later. A family’s role was to focus on the child’s moral
development. The roles and responsibilities of the family and the school
were clear.
However, it is not the same anymore. Today, schools are not merely
institutions where education is imparted. The transformation in schools has
not only taken place in the school curriculum but also in the infrastructure
and the whole functioning of the school system. This marks the birth of
a new education system which is progressive, future-oriented and childcentric.
Schools need to prepare themselves to handle diverse roles and
responsibilities that might come their way. To cope with such challenges
school leaders must have a progressive mind with a futuristic approach to
teaching and learning.
A classroom needs to be a laboratory for exploration and experimentation
and not a factory producing students mechanically. Schools need to focus
on developing skills and characters necessary for professional success as
well as to be better human beings. Marks of students will no longer play
a significant role in them getting a job. The emphasis will shift to the 21st
century skills. To develop and whet these skills schools have to customize
the curriculum to focus on the all-round development of the child. The
syllabus should uplift the child emotionally, socially and morally.
Revamping the school as a whole
A hands-on practice curriculum can help a child to prepare himself/
herself to face the real world and build a sense of creativity and critical
38 THE PROGRESSIVE TEACHER may/june 2019
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A course which
includes a
merging of Life
skills and Crosscurriculum
with Thematic
Learning can
always help a
child to be more
interactive and
active at all times
in the class.
thinking which will enable him/her to think out of the box. By giving
opportunities and environments that allow students to be curious seekers
of new knowledge, we encourage them to exercise their creativity. In the
process, when a child is exposed to new challenges and problems, his/her
problem solving and analytical skills develop automatically.
A balanced schooling is the highlight of this new era in the education
system whose main aim is to create confident and responsible individuals
through a combination of academic and co-curricular activities. This, in turn,
leads to the child’s personality development.
A course which includes a merger of Life skills and Cross-curriculum
cum Thematic Learning can always help a child to be more interactive
and active at all times in the class. Along with this, special care should be
taken to create a conducive atmosphere to make the child feel secure and
comfortable in the process of gaining knowledge.
With so many advanced alterations in the school curriculum, it is obvious
that a classroom is not the only place where students can gain knowledge.
In fact, the role of a classroom is the bare minimum. Students learn more
when they are exposed to the real world. Hence, through the newly modelled
pedagogical approach, students are given an exposure to real life scenarios
and situations which help them to prepare themselves better for the future.
A cross-cultural exposure or socio-cultural exchange for the students
can be fitted to this teaching-learning approach. Such steps can develop
students’ consciousness towards the society and societal issues by sensitizing
them socially and culturally.
In this age of digital learning, it is pertinent that students develop the
skills of computing. By introducing ICT or Information and Communication
Technology in the new curriculum, students would be benefited and would
become digital future citizens.
Role of an Educator
Along with classrooms, the role of an educator has also taken a different
shape altogether to keep up with this new change. Teaching methods and
methodology have altered the traditional teaching-learning experience.
For those in the educational profession, this might seem to be a challenge
but it is imperative to accept the change to deliver the best to the next
generation. After all, change is the only constant. This change has brought in
an important factor that plays a vital and indispensable part in the studenteducator
relationship. This major factor is bridging the gap in the educator-
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Born in Guwahati, exploring life has always
been Ankita Das’ passion. Holding a dual
Masters degree in English with Communication
Studies from Christ University, Bangalore and
MSW from St. Joseph’s College of Arts and
Science, Bangalore, she always wanted to work
with children to motivate and understand them.
Hence, to fulfill this objective, she returned
back to her hometown as an English and Life
Skills educator. This has made her achieve the
ultimate purpose of getting to know the psyche
of children and teenagers. Apart from being
passionate about teaching, she is a Toastmaster
and a strong believer of constant self
improvement. She is also a cycling enthusiast
and a nature lover who find deep connection
amidst nature.
may/june 2019
THE PROGRESSIVE TEACHER
39

There is a need
to appoint social
workers and
psychologists to
build skills of
leadership and also
guide students
during a moral
or emotional
breakdown.
Building social
consciousness
and instilling
compassion
and empathy
in students
is a trending
responsibility of
schools as it is the
need of the hour
to sensitize the
students towards
societal issues.
student relationship through the 7 C’s.
With the arrival of the digital world, the
practice of communicating with one another
has started to fade away. This has disconnected
everyone, including children, from the real
world and instead has guided them to the
virtual one.
The foundation of any relationship is the
most vital factor for its longevity and security. In
a student-educator relation too, this factor plays
an equally important role. This base is only
created when the communication between
the two parties is clear
and crisp.
Apart from being a
pedagogue, he/she has
to play multiple roles
in the life of a student.
A positive studenteducator
bonding can
create effective outcomes
where the student can
have improved social
and academic skills and
the educator can have
great work satisfaction.
Bridging the gap with
impactful communication
can help students to
express their emotions
which they often hide
within themselves,
thus making students
emotionally stable.
There is teamwork/
collaboration in such a
relationship which often leads to the shaping of
a healthier future as there is constant guidance
from the educator. The educator is a motivator
and plays a passive role. He/She is a facilitator
who shows the path and lets the student decide
and choose the way independently.
There are numerous instances that prove
that a positive student-educator bonding
can create greater classroom productivity. In
2015, a researcher by the name of John Hattie
identified a number of influences related to
effective learning and achievement. Some of
these influences included teaching strategies,
classroom discussion, classroom cohesion,
educator expectation, educator immediacy,
educator credibility and classroom behaviour.
Establishing a positive and supportive
classroom environment, combined with
productive relationships between educators
and their students, will provide a platform in
which students are encouraged and motivated
to grow both academically and personally.
(Scots College)
Collaborating with other
professionals in the school system
There is a need to appoint social workers
and psychologists to build skills of leadership
and also guide the students during a moral
or emotional breakdown. Building social
consciousness and instilling compassion
and empathy in students is a trending
responsibility of schools as it is the need of the
hour to sensitize the students towards societal
issues.
Compassion is the foundation of
everything we do in character education.
Without compassion, the traits of strong work
40 THE PROGRESSIVE TEACHER may/june 2019
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ethic, a passion for knowledge and creativity,
and even social skills can have a dangerous
outcome in children. Therefore, involving
such professionals in the educational system
can cater to the comprehensive and healthy
development of a child, making him/her socially
active by developing a sense of voluntarily
participating and working towards a peaceful
society.
Appointing such professionals in the school
can be very effective as they focus on the
child as a whole. They work closely with the
parents to facilitate their support in their child’s
adjustment to school or any social or emotional
issues related to their child. Apart from
playing a major role in the child’s life, these
professionals also assist the educators to make
strategies for behavior modification of each
individual student in need. In fact, professionals
such as social workers and counsellors act as a
link between the school and the student. The
parents of children feel more comfortable when
they are able to approach such professionals
who have displayed personal care towards their
child. Hence, including such professionals in
the school system can undoubtedly prove as
one of the most effective elements in the new
age educational system.
A cross-cultural
exposure or
socio-cultural
exchange for
the students
can be fit to the
teaching-learning
approach.
Such steps can
develop students’
consciousness
towards the
society and
societal issues by
sensitizing them
socially
and culturally.
www.progressiveteacher.in
may/june 2019
THE PROGRESSIVE TEACHER
41

“It is perfectly all right
to have an open mind
but not so open that
everything falls out of
your mind.”
-Donald Walters (Swami
Kriyananda), a spiritual leader.
42 THE PROGRESSIVE TEACHER may/june 2019
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OPINION
Que sera sera ?
What pops up in your mind when you hear the term “Futuristic Curriculum”?
Possibly a hands-on experience building robots, a classroom saturated with
gadgets, or maybe no real classroom – only online rooms. The rate at which science
and technology are progressing is exponential and we seem to be coping with this
evolution rather efficaciously.
by Ambeeca Vinayak Singh
So, how should curriculum look like? It is now an acknowledged
fact that a high IQ level doesn’t do the trick; it doesn’t, in any way,
promise a passport to a happy life. Along with the intellectual
progress, social, emotional and spiritual growth also needs to be
nurtured.
We need to prepare our students to face threats, grab opportunities and
prepare for uncertainties.
Studies have proven that one of the monsters that would lurk around in
the near future is the environment itself. The very air that we breathe could
be slow poison. Hence, I feel, at least for the next few years, schools should
teach students to love nature and care so that they blossom automatically.
This love should not be unconditional love that exists at a theoretical level,
it is rather with self-interest that we cultivate this love; Isn’t good health
the best bargain?
Some of the ways in which this goal can be transferred to the young minds
is by including them in a cleanliness drive of the neighbourhood area, urging
them to participate in campaigns that promote such objectives, engaging in
planting trees – at school or neighbouring area. And all of this should be done
with a genuine interest and not for the purpose of being the talk of the town.
Yet another simple activity for younger kids could be to take a nature
walk everyday — learn the names of the local trees or the trees at school. It
is indeed comical that these days, students know the names of constellations
and space shuttles but are unmindful of the names of local trees or the name
of the maid who keeps their home spotless.
The futuristic curriculum could also teach students to take pride in
themselves. The rate at which western ideologies and culture is seeping into
our conscious through television series and movies is also exponential. “It
is perfectly all right to have an open mind but not so open that everything
falls out of your mind” said Donald Walters (Swami Kriyananda), a spiritual
leader. Hence, we should take measures before we turn into a ‘Duplicate
American’ and witness the death of a civilization.
Ambeeca Vinayak Singh teaches English
at Excelsior American School and is a firm
believer and follower of learner centric
approach. According to her, building
confidence and nurturing in learners the love
for reading, is the key to progress. Having
trodden the path of corporates, she finds
teaching the most stressful yet the most
fulfilling career choice.
www.progressiveteacher.in
may/june 2019
THE PROGRESSIVE TEACHER
43

SCHOOL CULTURE
Cultivating healthy
student-teacher
relationships
The modern student-teacher relationship is defined more so by
questioning and analysing than by obedience and acceptance.
The relationship is of understanding each other’s requirement and
expectations.
by Rashmi Prabha I
Vice principal, St. Kabir’s School, Hisar
Dr. Rashmi Prabha is Vice principal at St. Kabir’s
School, Hisar, Haryana and currently teaching
Biology to senior classes. She obtained master degree
in Biotechnology from M.S University, Baroda.
She has received Honorary Doctorate Degree from
University of South America and Diploma in ‘School
For Peace’ programme organised by Non-Violence
Project Foundation India.She has great passion for
environment and engages in projects and activities on
environment awareness and conservation involving
the students, teachers and parents. She is an Online
teacher and faculty in Lund University for evaluating
Global Young Master’s Programme on Sustainable
Development. She conducts adolescence classes for
the students and makes them aware about their
responsibilities and social challenges.
She received Derozio Award by ASICSE council for
making quality contribution in the field of Education
and Human Enrichment, The Educationist Of the Year
Award (twice) by Silver Zone Foundation, The Best
Teacher Award by Bharat Vikas Parishad, Mahilla
Jyoti Award by integrated Council for Socio economic
Progress and Paryavaran Puraskar by Paryavaran
Mitra Organisation. She writes on wide range of topics
and her articles are regularly published in Siksha
saarthi.
What is right according to one, may be wrong to the other and
vice-versa. Right and wrong is nothing but a perception. The
right-wrong notion has become a matter of debate between
the teachers and the students. If a student disagrees or
remains unsatisfied with the statement of a teacher, the productivity of
teaching and learning is largely affected.
It is common to get involved in such conflicts unknowingly. The
teachers’ attitude also becomes disturbing when they are occupied with
certain orthodox views such as a student is challenging my mastery or
doubting my capabilities by asking questions.
The role of a teacher…
The modern student-teacher relationship is defined more by questioning
and analysing than by obedience and acceptance. The relationship is of
understanding each other’s requirement and expectations. The students of
the digital age can have access to all the information at a single click from
where they can test, verify and can question what the teacher teaches.
The role of a teacher here is to channelize and filter the information to
match to student’s level of understanding. But when any teacher rejects
a student’s opinion completely, he/she tries to revert, not positively as
he/she finds himself humiliated in front of the class. In such situations,
emotions take over rational thinking which, sometimes, go beyond all
understanding and reasoning.
Emotions always lead to overthinking such as, a student may think
that the teacher is picking on him knowingly. This will inculcate negative
behaviour in the students such as bullying, making fun of the teacher and
disturbing the class.
Handling students…
To understand and analyse the feelings of students, the first step is
to identify the nature of the problem: whether it is social, emotional or
academic. It’s a cakewalk for teachers to answer problems concerning the
academic but when the problem is emotional and social, there is a need to
devise strategies to deal with it. The strategies include the following points
which can be followed by both the teachers and the students:
• Know and discover strengths and weaknesses.
• Raise self-esteem and self-confidence.
• Understand the need and feeling of the self and the others to manage
their emotions.
44 THE PROGRESSIVE TEACHER may/june 2019
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• Learn to communicate in a better way.
• Develop connectivity with each other.
• Hold a healing attitude.
Emotional & social well being…
Usually, emotional and social problems are associated
with people having low self-esteem. If such problems are
faced by a student, the learning is affected and if it is by
a teacher, teaching is affected. For good connectivity with
such students, the teachers should hold a healing attitude.
A slight change in the manner of saying things can bring
many positive impacts on the students. For example, saying,
‘Balance your academic with your hobbies to become an
excellent student’ is much better than saying, ‘Use your talent
in studies too.’ The latter one may make the student feel that
his talent is not valued and he may feel insulted.
Teaching and learning are simultaneous processes.
The teachers are said
to be the managers
of the classroom and
hence, it is important
for them to have a deep
The modern
student-teacher
relationship is
defined more by
questioning and
analysing than by
obedience and
acceptance. The
relationship is of
understanding
each other’s
requirement and
expectations.
www.progressiveteacher.in
understanding of the
problem the students
are facing. The teacherstudent
relationship is
inclusive and it requires
both the parties to meet
each other halfway.
However, the onus is
more on the teachers. To
understand the changes
required, teachers need
to go back to the roots
and retrospect what
kind of role they are
playing in the lives of the
students.
may/june 2019
THE PROGRESSIVE TEACHER
45

REFLECTION
Making curriculum
truly contemporary!
The contemporary practices in the field of curriculum aim not just to ensure a free flow of
knowledge in the cerebrums of young capable minds, but also to imbibe in them a lot more than
the lessons they read.
by Anuradha Pant
Anuradha Pant has an experience of over 28 years in
the education circuit. She has been instrumental in
the formulation and implementation of institutional
policies, Strategic Operations Management and
in providing academic leadership in curriculum
designing, promoting child centric pedagogies and
learner evolution.
She has been propagating the idea of Emotional
Intelligence and Scientific Attitude and bringing Life
Skills to the classroom.
Pant served as an active member of Sahodaya, the
team commissioned to formulate and implement CCE
System in schools. She has been awarded with the
prestigious ‘Young Achievers Award’ and has also been
recognized as the ‘Best Teacher’ by C.M.S, Lucknow.
She has been associated as a Chemistry specialist in
schools such as City Montessori School, Lucknow; KV;
Amity International, Noida; D.R.S. Hyderabad and
Mayoor School.
As a YLE Trainer of The Cambridge English Program,
she has nurtured in pupils, the love for language.
Currently as the Principal of GDGoenka Public School,
Sector 22, Rohini, she continues to stride ahead and set
higher benchmarks of achievement.
The concept of curriculum remains central to the field of academia.
How curriculum has functioned through the corridors of time as
a building block of academia can be understood in light of two
concepts. First, the dynamism across spaces and time. And second,
the elements it has fostered into the lives of its takers, that is, the students.
The contemporary practices in the field of curriculum aim not just to
ensure a free flow of knowledge in the cerebrums of young capable minds,
but also to imbibe in them a lot more than the lessons they read.It focuses
to proliferate their mental growth, physical growth and their socio-emotional
growth. Thus, a holistic approach to development, so that they escalate
as individuals, as beings acquainted with themselves and their identities,
knowing their potentials and limitations, and being conscientious to mount
the prior and work effectively with the latter.
Keeping up with changing needs…
However, in the recent times, the contemporary curriculum and content
offered to children is in question. ‘Burden’ is how children synonymise
schooling. The physical load of the schoolbag coupled with the mental load
children are invited to carry as a part of the ‘’schooling’’ process is under
scrutiny, Hence, the concept of ‘unburdening the child’ has emerged. To
address this issue, three chapters from NCERT Social science textbook of
class 9 have been deleted from this session. This revision is more in the nature
of tinkering with the existing books, which were developed in accordance
with the National Curriculum framework of 2005. The objective as stated
by the Ministry of Human Resource Development (MHRD) is to reduce the
“curriculum load’’ on students by 15 percent this year and 50 percent by 2021.
It also said that social studies be subjected to greater cuts and textbooks will
be made more concise and crisp.
BUT, there are bigger questions to be addressed on this. Is thinning of
46 THE PROGRESSIVE TEACHER may/june 2019
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A class of 59 students at a public senior secondary school in Delhi take part in a happiness class that includes a mix
of yoga, music and ethics. Photo for The Washington Post by Mansi Midha
Students have
a ‘happiness’
period of fortyfive
minutes that
endorses the idea
of bringing bliss,
and mentoring
how destructive
emotions like
hatred, anger and
jealousy can be
effectively dealt
with. Let us hope
that this new
subject designed
and prepared by
a team of forty
Delhi government
teachers, educators
and volunteers
over a period of six
months, achieves
success.
textbooks surely congruent with the idea of
unburdening the child? Considering “HOW”
learning takes place can bring remarkable
insights. This question of ‘how’ might also
lead us to ask ourselves, “Has the concept of
term-end examinations fruitioned in testing
the learning, or does it test the memory?”
The process of curriculum studying should
be synonymous with ‘enjoyment through
enrichment,’ so may be it is the STRUCTURE
AND FUNCTION of system that possess
the prowess to make curriculum more
about enjoyment and learning rather than
cramming up and mugging the syllabus, thus
‘unburdening the child’ in true sense.
Further, this academic session came
up with this innovate reform: The ‘studentdeclared
subject-of-phobia’, ah, correct! Maths
is now being offered at two level examinations
for class 10: standard level examination and
the basic level examination. With the same
course and class conducation, the difference
lies in the difficulty level of the question paper.
Well, it definitely brought of baskets of relief
to tenthees whose Maths had not been notso-favourite!
Introduction of three new skill subjects,
Artificial intelligence, ECCE and Yoga seems
intriguing. While this sounds a vivacious move,
how many schools are making an engagement
with skill subjects, is the type of questions that
needs thoughts.
This session also entails the efforts of
MHRD to bring government schools at par
with the private schools in terms of the quality
and content being delivered. And wow, finally
someone began this — the school sector in
entirety to be amended as ‘not-for-profit’ systems.
However, how this manifests and to what extent
real changes are brought out shall speak of
fruition.
Mental & emotional well being
After all these initiatives and efforts being
made, one ‘happy news’ is yet to be stated. In
this tech-savvy and competition laden world,
the most underrated element of students’ life
still remains their mental and emotional health
as they confront pressures and hustle-bustle from
their microsystems. To combat the loopholes of
the system and make it more ‘well implemented’
and ‘development friendly,’ various institutions
at different levels try their part. In this race of
cramming the curriculums and achieving “more”
in all spheres, we forget why we make children
chase success to achieve happiness! The ironic
part is, in this pursuit of happiness, we leave
happiness behind, for it is the cost of competition,
and then race for it! Taking this into account,
‘happiness curriculum’ has been launched by
Delhi government for classes nursery to class
eight in government schools.
This curriculum focuses on holistic education
by including meditation, value education and
mental exercises in the conventional education
curriculum. Students have a ‘happiness’ period
of forty-five minutes that endorses the idea of
bringing bliss, and mentoring how destructive
emotions like hatred, anger and jealousy can
be effectively dealt with. Let us hope that this
new subject designed and prepared by a team of
forty Delhi government teachers, educators and
volunteers over a period of six months, achieves
success. Let us also look forward to having
brighter days in this contemporary practise of
curriculum and content.
48 THE PROGRESSIVE TEACHER may/june 2019
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TEACHER-STUDENT CONNECT
What can schools or teachers
do to minimize disconnect?
Among all the professions and services, teaching is unique because this is the only
profession which does not only serve economically but also shapes and give directions
to the new generation and determines the future of the nation and the world.
by Alok Kumar I
PGT Psychology & Academic Head, Sunbeam School Varuna, Varanasi
As Swami Vivekananda said, “A good
teacher teaches but a great teacher
inspires”. This line has a broader
sense in education. It also
questions, why now-a-days students are
disconnected with the curriculum, content,
and teachers.
In earlier times, students were devoted
to teachers because they were the only
source of knowledge but due to scientific
and technological advancement, there
are numerous sources of information
at present. The new generation is
digital where ‘Google’ is more popular
among students for information. This is
predominantly affecting the teacher-student
interaction. What can be the reason for this
shift? Is it because the teachers aren’t rich in information? Knowledge and
Information are interrelated but both have a different concept. Google can be
called as a rich source of information but not knowledge.
‘Gurukul’ system is something beyond teaching and not authoritarian.
Ram Krishna Paramhans and Chanakya were among the greatest Gurus of
their time. Teaching was not their only motive, beyond that they were the
one who shaped some great persons. Gurukul System was not only imparting
knowledge to student but teaching of life skills as well. Student lived with
teacher and teacher had to play all round roles of parents, mentors, friend,
motivator and everything.
In the present scenario, most teachers are authoritarian, directly or
indirectly. They expect the students to follow them but the new generation
is versatile, dynamic and curious. They are neither conditional nor dependent
learners. They are digital learners and thus, they need more. This is the major
gap found between teachers and students which leads to disconnect with
contemporary curriculum and content.
For a stronger connect between teachers and students…
Following are a few points I found reasonable to enhance connect between
teacher and students
1. Relationship with students should not be authoritative. It should be
positive, supportive and caring as well. This resolves student’s curiosity
and generates interest. A teacher must be like a parent or a friend who
provides freedom to share feelings and emotions of students. It should be
kept in mind that a teacher can be friendly to students but not the friend.
Healthy, caring and trusting relationship with student connects with
teacher forever.
2. Quality time with students. Nowadays we all are running fast in the
www.progressiveteacher.in
may/june 2019
Alok Kumar is a result –oriented professional with
over 13 years of experience in diverse background.
He is currently associated with Sunbeam School,
Varuna Varanasi as PGT Psychology Teacher
& Academic Head. He has a proven expertise in
teaching, counseling and administration. He has
Qualified National Eligibility Test (Psychology). His
qualifications include PGDBA in Marketing Barkatullah
University, Bhopal; M.A in Psychology from Banaras
Hindu University, Varanasi; B.Ed. from Indira Gandhi
National Open University and B.A in Psychology from
Banaras Hindu University, Varanasi .
He has received Excellence in Teaching Award by
Varanasi Schools Association. He has also been
honored with appreciation letter from Smriti Zubain
Irani Honorable Minister, HRD Govt. of India for the
excellent results in CBSE, SSC Examination.
THE PROGRESSIVE TEACHER
49

Relationship
with students
should not be
authoritative.
It should
be positive,
supportive and
caring as well.
This resolves
student’s
curiosity and
generates
interest. A
teacher must
be like a
parent or a
friend who
provides
freedom to
share feelings
and emotions
of students.
race of life and missing quality time with
our students. Availability for students as per
their needs and demands inculcate respect
for teacher. They feel confident that they can
consult them whenever they need. Thus, a
teacher becomes a role model for students.
3. Understanding students: As teachers, we
need to understand our students. Sympathy is
emotional concern for students but empathy
allows us to put us into student’s situation.
Understanding the student’s emotions
creates greater trust for teachers. Students
often complain that nobody understands
them. Here the role of the teacher becomes
important. Empathy helps to maintain this
trust between teacher and students.
4. Be non-judgemental: In the classroom,
often our response towards students are
judgemental. To tag them for unfavourable
actions cause guilt among students. Rather
than judging them as right or wrong, we need
to put them in divergent thought or guide
them to realise what is right and wrong. We
need to be mentors for them. This develops
greater confidence in students and enhances
their creativity.
5. Communication is an on-going process
in all life aspects. We not only share our
ideas, opinion, views and knowledge with
students but also have positive and negative
impact of it. Language and tone we use in
communication can connect or disconnect
with students. Communication should
always be two way process, meaning teacher
and students should be equally involved
which make class interactive and energetic.
6. Reinforcement and sanctions. As we all
know that very simple method of creating
better learning among students is differential
reinforcement. This is the basic key of
learning process. Positive and negative
reinforcements are the two ways of it.
When we say, “Well done! “ “Good job”
“Excellent,“these words have magic
on student. They feel encouraged and
excited. In negative reinforcement,
students learn to avoid unhelpful
behaviour or unwanted behaviour but it
stops further learning. So, we should use
positive reinforcement.
7. Surprise to bring smiles. We mostly
focus on completing our curriculum
which is quite important but monotonous.
Sometimes, we need to go beyond the
classroom. Take students to a garden
or visit popular monuments and have
discussion there so that they can share
their experience with a free mind. These
surprises bring smile and connect students
more to practical and experiential knowledge.
It is said,“I am not a teacher but I am an
awakener” and“What we learn with pleasure we
never forget.” I feel a good teacher does not only
teach content but connects learning in a way
that inspire students to learn. Now the question
arises, are we really doing so? If the answer is
Yes, then there will be a good connect between
student, teacher and content and curriculum.
If the answer is No, then we need to redirect
ourselves. Happy teaching!
50 THE PROGRESSIVE TEACHER may/june 2019
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ASSESSMENT TOOLS
30/40 Note Book
Assessment
Checking note books is dreaded by most teachers.
Here’s an assessment system which does not
bog teachers and students and is effective and
meaningful for both.
by Tenzing Rapgyal
Can you guess what the entitled fraction stands for? How long does
it take you to complete checking the notebooks of a class of 30
students? Now can you guess what the fraction, 30/40, stands for?
It is my speed of checking note books, i.e., I can check 30
notebooks in 40 minutes.
Is it possible? How???? The question is, “What do you check?”
Your critical mind must be shouting, “What do YOU check? I follow
the following rubric to check note books:
Tenzing Rapgyalholds a Masters Degree in
Economics and a Bachelor of Education. He has
worked for a couple of years in Sherab Gatsel
Lobling, a transit school for adult refugees
from Tibet, and then in the year 2005, he joined
Tibetan Children’s Village School, Dharamsala
Cantt, Himachal Pradesh. In 2011, he was
transferred to Tibetan Children’s Village School,
an elite school for bright students from other
Tibetan Children’s Village School, which is in
Selaqui, Deharadun.
Presently, he is teaching English to the 9th
and 10th grade students in Tibetan Children’s
Village School, Dharamsala.
Notebook Assessment Rubric
Criteria 4 3 2 1 0
Rough
Notes
Expanded
Notes
Presentation
All are
complete
All are
complete
*Date,
*CW/HW,
* Topic,
* Labeling
*Systematic
order and
alignment;
*Expanded
notes are
neat and
clean;
*Legible
handwriting
Most are
complete
Most are
complete
Most
criteria
are
fulfilled
Some are
complete
Some are
complete
Some
criteria
are
fulfilled
Few are
complete
Few are
complete
Few
criteria
are
fulfilled
Hardly
any
Hardly
any
Hardly
any
52 THE PROGRESSIVE TEACHER may/june 2019
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What do Rough Notes consist of?
It mainly consists of taking notes using
only key words of
• Instructions by the teacher
• Group or class discussion of doubts and
questions from and beyond the text
• Group and class discussions of textual
exercises
• Outline & First Draft of the summary of the
text they have read.
What do Expanded Notes Consist
of?
• Word-Meaning of at least 5 unfamiliar
words from the text they have read with
their meanings and contexts.
• Individual Doubts & Questions from and
beyond the text
• Expanding the rough notes of textual
exercises discussed in the class.
What are my Assessment
Objectives?
What does the Rubric suggest about my
specific objectives of assessing student’s note
book? My main objective is to assess their
skills only, viz.
• Note Taking using key words
• Expanding the key words in their own
English
• Synthesizing
• Critical and Reflective Thinking
While checking their note books, I ignore
their lack of accuracy. So, no Laborious
Checking of Grammatical Errors!!!!
But, I don’t mean that we should ignore
this important aspect of the language.
What I avoid is over emphasis on slashing
every grammatical error and turning their
note books into a blood bath. However, I do
draw their focused attention to their lack of
accuracy in their creative writing projects
by indicating the errors and encouraging
them to edit on their own. Students should
be rewarded for their effort rather than mere
accuracy.
So, that is my secret of being able to check
almost 1 note book in 1 minute.
I draw students’
attention to the
lack of accuracy
in their creative
writing projects
by indicating
errors and
encouraging
them to edit
on their own.
Students should
be rewarded for
their effort rather
than for mere
accuracy.
www.progressiveteacher.in
may/june 2019
THE PROGRESSIVE TEACHER
53

TEACHING METHODOLOGIES
Innovative ideas
for contemporary
teaching in the 21 st century
Here are some tips to reexamine your teaching techniques and to make your classes
more productive and interesting.
by Dr. Raj Kumari Sangwaan I Principal, Arya college of Education, Haryana
Dr. Raj Kumari Sangwaan has 18 years of
experience in education. She is presently
working at Arya College of Education. She
was also a principal at a BEd College. She
has 10+ research papers published in various
national & international research journals. She
is a resource person on Life Skills and Class
Management at Ace Vision Publications,
Lucknow. She is a recipient of Acharya Alankar
Award 2018 and Best Teacher Award 2006 by
Vaish Education Society.
The greatest test for any educator is catching every student’s
consideration, and passing on thoughts viably enough to make an
enduring impression. So here are not many imaginative thoughts that
will enable you to reexamine your showing techniques and make
your classes all the more fascinating.
1. Imaginative
teaching
Take the assistance
of devices to invigorate
imagination. Incorporate funloving
amusements or types
of visual activities that will
energize youthful personalities
and catch their attention. This
is a tried and true strategy to distinguish each youthful understudy’s inventive
capacities and support innovative commitments. Bring parts of inventiveness
into every one of your subjects, be it arithmetic, science, or history. Consider
approaches to build up their innovative thoughts. Energize various thoughts,
give them the opportunity to investigate.
2. Sound and video tools
Join broad media materials
to enhance reading material
amid your sessions. These can
be models, filmstrips, motion
pictures, pictures, infographics
or other personality mapping
and cerebrum mapping
devices. Such apparatus will
enable their creative ability
to flourish and develop. These strategies won’t just build up their capacity
to tune in yet will likewise enable them to comprehend the ideas better. For
instance, you can get some oral history materials, lead live online exchanges
or playback chronicles of open addresses. In the event that you are technically
knowledgeable, there are likewise various shrewd applications for pre
schoolers that you can use to make magnificent slideshows or introductions
3. Genuine world
learning
Inserting certifiable
encounters into your guidelines
will make showing minutes
crisp, and advance study hall
learning. Relating and exhibiting
through genuine circumstances
54 THE PROGRESSIVE TEACHER may/june 2019
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will make the material straightforward and
simple to learn.
4. Conceptualize
6. Role play/pretend
Set aside a few minutes for meetings
to generate new ideas in your study halls.
These sessions are an extraordinary method
to get the expressive energies pumping. When
you have various minds concentrating on
one single thought, you are certain to get
various thoughts and will likewise include
everybody into the exchange. These sessions
will be an incredible stage for understudies to
voice their considerations. Set some standard
procedures before you begin. You can go for basic
conceptualizing or gathering conceptualizing or
matched conceptualizing
5. Classes outside the classroom
A few exercises are best realized, when
they are instructed outside of the homeroom.
Compose field trips that are pertinent to the
exercises or basically go for understudies for a
stroll outside of the homeroom. Understudies
will locate this new and energizing. Without
requiring much exertion, they will learn and
recall what you teach them.
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Instructing through enactment is an
extraordinary method to make kids venture out
of their usual range of familiarity and build up
their relational abilities. This strategy proves to
be useful, particularly when you are showing
writing, history or recent developments. The
pretending approach will enable an understudy
to see how the scholastic material will be
pertinent to his regular assignments. Pretending
is best for understudies of practically any age
gathering. You simply need to alter contingent
upon the age gathering. You can even utilize this
technique for educating preschoolers. Simply
ensure you keep it sufficiently straightforward to
catch their restricted capacity to focus.
7. Storyboard teaching
Storyboarding is an extraordinary method
to train any subject which requires well
ordered retention or requires representation
of exceptionally theoretical thoughts. History
educators can utilize a storyboard to reproduce
an acclaimed occasion. Such outwardly
animating movement will guarantee that
even perplexing thoughts are effectively
put crosswise over to understudies. You can
likewise support the utilization of storyboards
as a type of correspondence and let the
understudies recount to a story in pictures
utilizing their creative ability.
may/june 2019
Compose field
trips that are
pertinent to
the exercises or
basically go for
understudies for
a stroll outside of
the homeroom.
Understudies will
locate this new
and energizing.
Without requiring
much exertion,
they will learn
and recall what
you teach them.
THE PROGRESSIVE TEACHER
55

A study hall that is
well-brightened, fun,
and connecting with
will help animate an
understudy’s brain
and will help think
and adapt better.
Such an imaginative
and invigorating
condition will enable
them to investigate
and will urge them
to find out about the
subject.
8. Invigorating
the classroom
environment
A study hall that is wellbrightened,
fun, and connected
with will help animate an
understudy’s brain and will
help think and adapt better.
Such an imaginative and
invigorating condition will enable them to investigate and will urge them to find
out about the subject. Youngsters, particularly youthful ones can’t be required to
sit throughout the day and learn. A situation that decidedly impacts the youngsters
is gainful for you too.
9. Work together
as a team
As everybody knows, the
final product of the community
oriented exertion is constantly
gigantic. Consider investing
some quality energy with your
associates. Request that they
share their perspectives on
improving showing techniques, you can see huge numbers of them think of
fascinating procedures. In this way, work together and present imaginative
instructing techniques.
to think imaginatively and face difficulties.
10. Riddles and games
Learning is fun when
riddles and diversions are
a piece of instruction. Kids
may not require requiring
cognizant exertion when
their exercises are presented
through diversions. Riddles and
amusements help youngsters
11. Start school clubs or groups
Shouldn’t something be said about beginning an after-school club or gathering?
Being an educator you may not get sufficient opportunity to take a shot at intriguing
subjects that you are enthusiastic about. You can share your perspectives and gain
more from others when you have school clubs or gatherings.
12. Present lessons
like a story
Simply figure, for what
reason do you watch films with
intrigue? You like to watch
motion pictures in light of the
fact that there is dependably
an intriguing story to keep you
locked in. Like that, Learning
sessions become additionally
fascinating when you present
it as a story. On the off chance
that you are inventive, even
math exercises can be identified with fascinating stories.
With even the Knowledge and Human Development Authority (KHDA ) stressing
on schools to take measures for improving the nature of educating and learning,
these imaginative thoughts are certain to make showing techniques progressively
powerful.
56 THE PROGRESSIVE TEACHER may/june 2019
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SKILL DEVELOPMENT
Learners – the heart of
contemporary curriculum
The core of contemporary curriculum is the development of specific skills which
teachers, students, parents, community and society at large perceive to be significant for
the world outside of school as they see it.
by Priya Handa
A perseverant leader by profession and keen learner by
attitude, Priya Handa is an educationist par excellence.
She has over 14 years of experience in various domains
of education.
A post graduate in English and a B.El.Ed, B.Ed.,
she has trained herself as a teacher-trainer and
a resource person. She had been associated with
Quality Education Asia as a Content Developer and
Editor. Presently, she is heading as the Vice-Principal
of Bosco Public School, New Delhi. As a committed
and inspirational leader, she encourages experiential
learning, is open to new pedagogical skills and
experiments with the latest innovations in teaching
strategies. For her invaluable services in the field
of education, Priya had been conferred with Dr. S.
Radhakrishnan National Award in 2012. She has
played a pivotal role in school’s growth as the school
has bagged International School Award by British
Council, Brainfeed School Excellence Award 2018-19 as
one of Best Schools of India, and Plastic Free School of
the Year Award at National Environment Convention
etc. under her mentorship.
A
contemporary curriculum is best defined as the implementation
of learning activities that are learner-centric and are drawn upon
the learners’ experiences, inside as well as outside the classroom.
The need for this anthropocene era is not knowledge but action,
application not information, and LIFE SKILLS, not just academic skills. The
core of the contemporary curriculum is the development of specific skills which
teachers, students, parents, community and society at large perceive to be
significant for the world outside of school as they see it.
Focus on skill learning rather than mere concept learning
Let’s think for a while, what are a general teenager’s experiences related
to? It could be friends, peers, internet, social media platforms, television, rock
music, junk food, school, coaching centers, online games, chats, etc. School,
studies and home activities are often perceived by most of the students as
necessary but unimportant. Why so? This is so because teachers are teaching
well but learning isn’t happening. Teachers invest time and resources, plan a
lesson well and teach it effectively but what about learning? Are the students
cramming and rewriting the concepts they have been taught or are they
imbibing and learning the skills as well? The answer will be clear with the
help of a few examples cited below:
• Example One: Road Safety
The lesson on Road safety is very delivered in primary grades where the
students are made aware about safety rules on road, while driving, traffic
signals, etc. using all the colourful charts and audio-visual aids, recitations
etc. Do the children imbibe the same? The same has been well taught but
is it well learned? The students take their hand out of the bus/car window,
they grow up and break traffic rules and they don’t drive safely. Did the
lesson on Road Safety give them the life skills, the real learning? No. Why
did we not succeed in that lesson as we succeeded in teaching students
that they need to take permission ‘May I come in, madam?’ before entering
the classroom?
• Example Two: Water Conversation
A class presented a beautiful assembly on ‘Water Conservation.’ It was
58 THE PROGRESSIVE TEACHER may/june 2019
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a themed assembly. The students made
placards to share various ways to save
water and showcased how quintessential
this natural resource is. Also, one of the
students personified as water and presented
a mesmerizing role play. The audience gave
a huge round of applause. The teacher also
taught in Science the meaning, significance,
and ways to conserve water. But, the learning
will not happen till the time the students will
use bucket and mug instead of a shower; will
turn off the water while brushing the teeth;
not run the hose every time for cleaning their
cars, etc.
The above discernable examples pronounce
the fact that the focus of contemporary curriculum
should be on learning and learners, rather than
mere teaching and teachers. Learning result in
the above two examples that are expected to be
implemented in real life can definitely happen
if the same is reinforced by teachers as well as
family and other community members at regular
intervals. It’s high time that the contents of the
curriculum are perceived as a means to an end
than an end in itself.
How will contemporary
learning happen?
Contemporary learning intends to bring
together a wide variety of teaching elements
in order to bring the modern world into the
classroom. There are 4I’s that are involved in the
process. These are:
• Integrated skill learning – This happens
when we allow the students to use various
skills in one single activity. The students’ own
experiences and prior knowledge together
with exploration, curiosity-building, and
refinement help scaffold the learning.
• Involvement of learners – When students
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participate in a process more than merely
listening, they are actively involved in it.
Active involvement of students happens
when a class begins with a light mind warm
up, when students learn how to collaborate
before they expect success, when activities
are purposeful and require minimum
supervision, and when the learning shifts
from teacher-centered to student-centered.
• Individual attention and personalization
– Individual attention could be in the form of
setting individual learning goals, conductive
frequent formative assessments, offering
alternative learning pathways and
involving parents in the same. Further,
personalization boosts the engagement of
the learner and helps both the facilitator as
well as the learner to align and optimize their
efforts.
• Immediate feedback – Constructive
feedback is always best because growth
happens when a learner gets perspective
that pushes him or her to reconsider his/ her
current stance. There are several studies
that suggest that feedback is the most
effective when it is given immediately. One
needs to be sensitive to individual needs
and specific to skill or context when giving
immediate feedback.
To conclude, no curriculum will be perfect,
a finished product cast in stone, or free
from criticism, but to be effective it must be
accepted by teachers, should be centered
around the needs of learners and must be
deemed educationally valid by parents and
the community at large. A contemporary
curriculum can prove to be an effective change
agent in the educational process, only when
it is compliant to changes in the educational
community and in society in general.
may/june 2019
The core of
contemporary
curriculum is the
development
of specific skills
which teachers,
students, parents,
community and
society at large
perceive to be
significant for the
world outside of
school as they
see it.
THE PROGRESSIVE TEACHER
59

news & events
Apple Teacher comes to India!
Check out this High Quality, Free Certification for Teachers by Apple which has finally been
launched in India on Teacher’s Day, 5 September 2019.
Apple Teacher provides the building
blocks for a step by step, personalised
approach to skill building in technology,
for interested and enthusiastic teachers
aspiring to get on board. Apart from a certification
that validates their professional development,
teachers get recognised as Apple Teachers with a
printable certificate and they get to use an official
Apple Teacher logo which they can share with
the world on their social media handles, website
as well as internal communication with parents
for instance.
This certification helps educators dive into the
free ecosystem specially developed for teachers
and connects them with like minded, passionate
advocates of tech infused learning across the
world. They gain access to a rich repository of
lesson ideas, tips and tutorials to translate these
ideas to reality, create innovative instruction that
deeply engages students while teaching them
valuable 21st century skills.
Dynamic educators curious to explore the
learning landscape of the Mac/iPad, with or
without prior knowledge of technology, should not hesitate to get started with this certification program. All you need is a willingness
to learn and enter the world of Narnia-esque tech landscape of teaching and learning.
Join the conversation on twitter with the following handles and hashtags:
@AppleEDU @lissachazot #AppleTeacher #appleeduchat
www.apple.com/in/education/apple-teacher
Chandigarh preps for PISA 2021 with
capacity building programs and
activity-cum-assessments
As part of its preparations for the Programme
for International Student Assessment (PISA)
2021, a monthly or periodic curriculum has
been devised by the Chandigarh education
department and integrated into the National Council of
Educational Research and Training (NCERT) syllabus
for all schools. Teachers have been asked to teach the
skill sets required for PISA through activities. Students
will also be taken on local field trips to gas stations,
railway stations, parks, etc. for real-life experiences to
help develop their aptitude for the survey.
In addition, the education department is conducting
a capacity building program for teachers, constituting
nine committees for mentoring, supervising and
inspecting government schools on a regular basis, as
well as launching a mobile application to track the
progress of students and teachers on a monthly basis. A joyful learning activity-cum-assessment of three domains – mathematical
literacy, scientific literacy and reading literacy – will also be started in all schools. Assessment of all students in classes 7 to 9 will be
undertaken monthly on every third Tuesday.
60 THE PROGRESSIVE TEACHER may/june 2019
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news & events
US Teacher
Appreciation Week 2019
The United States recently celebrated the ‘Happy
Teacher Appreciation Week 2019’. Throughout the week,
Google celebrated classroom heroes supporting their
students every day through doodles.
Bandana Sen Library Awards to
celebrate, empower and revive
school libraries
In an earnest effort to celebrate libraries and librarians, to facilitate worldclass
libraries across the country, OneUp Library, Bookstudio and Learning
Lab has launched a one-of-a-kind award—The Bandana Sen Library
Awards. Envisioned in the memory of Bandana Sen, a pioneer in the field
of children’s libraries and reading programs in India, BSLA aims to motivate and
promote the library as a space for nurturing young students’ imagination, critical
thinking abilities and the development of collaborative spiritand innovation.
BSLA envisions the ‘library’ at the heart of our school communities that catalyzes the child’s development by providing a continually
evolving, dynamic and joyful environment that encourages discovery. They have a higher purpose of nourishing souls, and every child
deserves a Librarian who believes in them and can help them grow their bond with books. School libraries today have the potential to
not only support the school curriculum, but also be classified as collaborative learning zones that center on critical-reading activities.
It is therefore imperative that we strengthen our school libraries and laud our librarians, to enable them to nurture the reading culture
in our society.
Joining the cause is a committed panel of jury and advisors, who share the vision and add immense value with their areas of
expertise. The erudite Jury members have enviable reputations as educational professionals and include:Abha Adams, Dr. ShabbiLuthra,
Ruchira Ghosh, Peggy Sood, Dr. ShaliniAdvani and DonavonReinsmoen.
The BSLAwards will be given out at a special event on 9th November 2019 at IIC, Delhi.
Kokuyo Camlin and IADEA presents:
‘Camlin Art Teacher Excellence
Awards 2019’
Kokuyo Camlin Ltd, the premier stationery brand, in partnership with
Indian Art and Design Educators Associations (IADEA) presented
‘Camlin Art Teacher Excellence Awards’ at IADEA’s second annual
conference in New Delhi. The theme of the two-day conference was
Art Integrated Learning – a cross disciplinary approach to learning art where
art is seen as a facilitator for overall learning.
The theme was created specifically to bring together stakeholders from
across the education and art ecosystem who are passionate about making
art an important learning tool in school based education to facilitate lateral
thinking, process orientation, problem solving, risk taking and individual
creativity thereby fostering key life-skills that are essential for survival in the
modern world. The two-day conference included workshops and seminars and
was attended by 150 teachers, art educators from 28 cities across India and 12 non-profits working in the art and education domains
from across the country as well as a few keynote international speakers. Both global and national experts from the art and education
world shared their views and experiential learning on Art Integrated Learning highlighting the need for equal partnerships in teaching
and learning rather than a top down didactical approach.
The event concluded with the much awaited 2019 Camlin Art Teacher Excellence Awards that celebrated the inventiveness,
creativity, and passion of art teachers. The award-winning projects are now online as resource material for all teachers to refer to and use.
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