CC3: Learning and Teaching

a) Educational needs of differently abled learners: Characteristics & role of education (strategies) in case of: Learners with learning disabilities Learners with Hyperactivity & Attention Disorders Gifted Learners

https://ldaamerica.org/types-of-learning-disabilities/

https://www.ldexplained.org/

b) Differentiated Instruction: Concept, Characteristics / Key Features & Strategies

https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/

https://www.readingrockets.org/article/what-differentiated-instruction

c) Multi-Cultural Education: Concept, James Bank’s Five Dimensions of MCE, Implications of MCE in the Indian Context

https://education.uw.edu/cme/view

https://www.learner.org/wp-content/uploads/2019/02/3.Multiculturalism.pdf (interview with James Banks)

Unit 5: Teaching for Effective Learning

a) Reflective and Critical Thinking: Meaning & Educational Implications

https://www.youtube.com/watch?v=HnJ1bqXUnIM (critical thinking)

https://libguides.reading.ac.uk/ld.php?content_id=23073792 (Reflective thinking)

b) Creativity and Problem Solving: Meaning, Process & Promoting

https://www.youtube.com/watch?v=i8ilYdh5j-w&t=258s (Problem based learning)

https://www.youtube.com/watch?v=zfQyiS7A_oc (Creativity)

c) Meta-cognition: Meaning, Components & Strategies

Metacognition (https://www.youtube.com/watch?v=hnF0woHUPR0)

Unit 6: Teaching as a Profession

a) Professionalism in Teaching: Concept & Principles; and Importance of Academic Freedom

https://ijisrt.com/assets/upload/submitted_files/1564686791.pdf

https://www.futurelearn.com/info/courses/academic-freedom/0/steps/44152

b) Evolving Roles of Teacher: Instructional Expert, Manager, Counselor and Practitioner-Researcher

https://hundred.org/en/articles/the-evolving-role-of-the-teacher

c) Professional Competencies for Classroom Management: Prevention, Intervention & Remediation: 1. Prevention: (Establishing & Maintaining Effective Learning Environment), 2. Intervention: (Rules and Consequences of Stopping Misbehaviour, the Need to Stop & Train), 3. Remediation: (Developing Student Responsibility & Self-Control, Remediating chronic Behavioural Problems, Gordon Model of Self-discipline

https://sarahganly1.medium.com/gordons-theories-on-discipline-in-the-classroom-84a6cd8b2d9d

https://www.youtube.com/watch?v=RnpmMEOv-Fk

Multi modal approach used

Workshop on Advanced Organiser

A workshop on Advance Organiser was conducted by Ms. Sonia Bombacha. The students were first introduced to the concept of Advance Organiser, its importance, and its role in facilitating meaningful learning by connecting new knowledge with students’ existing understanding. They were then engaged in various interactive activities and practical exercises based on the use of Advance Organisers in the teaching-learning process. The hands-on activities helped students understand how Advance Organisers can be effectively designed and implemented to enhance comprehension, organise information, and promote meaningful and learner-centred learning experiences.

Workshop on Differentiated Instruction

A workshop on Differentiated Instruction was conducted by Ms. Sanika Asolkar on 28th April 2026. The students were first oriented to the concept, its importance, and various strategies that can be used to address the diverse learning needs of students. They were then divided into groups and engaged in various activities based on differentiated instructional strategies such as Tic-Tac-Toe, RAFT, Cube for Evaluation, and other innovative techniques. The hands-on activities helped students understand the practical application of these strategies and encouraged them to develop creative, inclusive, and learner-centred approaches to teaching.

Workshop on Advance Organiser

A workshop on Advance Organiser was conducted by Ms. Sonia Bombacha. The session began with an introduction to the concept of Advance Organiser, highlighting its significance and its role in helping learners connect prior knowledge with new concepts. The students participated in interactive activities and practical exercises that demonstrated the effective use of Advance Organisers in the teaching-learning process. These engaging activities enabled students to gain a better understanding of the strategy and encouraged them to explore creative and effective ways of organising information, enhancing understanding, and making learning more meaningful and learner-centred.

Jigsaw Technique

On 11th March 2026, Ms. Sanika Asolkar employed the Jigsaw Technique, a cooperative learning strategy, to facilitate learning on the different roles of a teacher. Students were divided into small groups, with each member assigned a specific role such as Teacher as Manager, Instructional Expert, Practitioner-Researcher, and Counsellor. Students first discussed and explored their assigned roles in expert groups and then returned to their home groups to share their understanding with their peers. The activity promoted peer learning, active participation, collaboration, and a deeper understanding of the varied roles performed by a teacher.

Workshop on Differentiated Instruction

A workshop on Differentiated Instruction was organised by Ms. Sanika Asolkar on 14th July 2025. The session introduced students to the meaning and significance of differentiated instruction and helped them understand how different instructional approaches can cater to the varied abilities and learning requirements of students. Students then worked in groups and engaged in hands-on activities based on techniques such as Tic-Tac-Toe, RAFT, and Cube for Evaluation. The workshop enabled the students to gain practical experience in planning varied learning experiences and encouraged them to adopt more flexible, engaging, and inclusive teaching practices.

Jigsaw Technique

On 26th March 2025, Ms. Sanika Asolkar used the Jigsaw Technique, a cooperative learning strategy, to introduce students to the different roles of a teacher. The class was divided into small groups, and each member was assigned a role such as Teacher as Manager, Instructional Expert, Practitioner-Researcher, and Counsellor. Students first met in their respective expert groups to study and discuss the assigned role. They then returned to their home groups and shared their learning with the other members. Through peer teaching and group discussion, students developed an understanding of the various roles of a teacher in an interactive and collaborative manner.

Workshop on Differentiated Instruction

A workshop on Differentiated Instruction was conducted by Ms. Sanika Asolkar on 20th and 23rd July 2024. The students were first oriented to the concept of differentiated instruction, its importance, and various strategies used to address diverse learning needs. This was followed by group activities where students practically explored strategies such as Tic-Tac-Toe, RAFT, Cube for Evaluation, and other differentiated learning activities. The workshop provided students with practical ideas to make teaching more inclusive, flexible, and learner-centred.

Workshop on Critical Thinking

A workshop on Critical Thinking was organised by Ms Sonia Bombacha on 25 July 2023. The students participated in activities to understand the dimensions of critical thinking. They were given situations where they had to analyse the case and present their views with critical thinking in view. Impediments in the way of critical thinking were also discussed.

Workshop on Differentiated Instruction

On 31 July 2023, Ms Sanika Asolkar organised a workshop on Differentiated Instruction for the students of FYBEd. Students understood the meaning and need for Differentiated Instruction and participated in activities to develop strategies for differentiated instruction. These included RAFT strategy, differentiated assessment, cubing , anchor charts and use of Multiple Intelligences.

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