Nagalakshmi Balasubramanian
Teaching creative writing is one of the most difficult responsibilities that the language teacher carries. Find out how this teacher used creative learning aids and AI to help spark creativity in her students.
K Bhanumoorthy
When there is talk of classroom practice, it is usually about how the subject can be taught, there is hardly any discussion about the small things like maintaining notebooks and correcting them. Here’s focusing on the smaller things.
Rupali Sachdev
Revision classes can be exhausting and dull, writes Rupali Sachdev, and adds that they don’t have to be that way. Through stimulation, movement, and play, a meaningful revision class can be organized that excites both teachers and students alike.
Aruna Sankaranarayanan
Why do kindergartners brim with curiosity while 12th graders seem disconnected? Aruna Sankaranarayanan writes about the power of awe to reignite students’ enthusiasm for learning. She refers to psychologist Dacher Keltner’s insights on how awe, whether sparked by nature, art, or music, can transform our approach to education.
Sanjhee Gianchandani
The U.S. Department of Education defines personalized learning as instruction tailored to students’ individual learning preferences, needs, and interests. Sanjhee writes that these principles can be broadly applied to adapt language classroom curricula. This means that teaching move from teacher-centric to learner-driven approaches.
Charanjit Kaur Brar
Bloom’s Taxonomy is a vital tool that aids educators in designing objectives, assessments, and instructional strategies. It categorizes learning into six levels: Remember, Understand, Apply, Analyze, Evaluate, and Create. In this follow-up article, Charanjit delves into explanations for each level using photosynthesis as an example.
Charanjit Kaur Brar
Charanjit Kaur Brar examines the effectiveness of Bloom’s Taxonomy, a well-known framework for creating assessments, developed by Benjamin Bloom. It classifies learning objectives into six levels of cognitive complexity – remember, understand, apply, analyze, evaluate, and create – and provides a hierarchical structure for classifying educational goals and encouraging higher-order thinking abilities among students.
Anamika Sharma and Vismitha B G
How can research projects play a crucial role in science learning? How can they enable both students / researchers and teachers / mentors to broaden their perspectives, to gain in-depth knowledge, be creative and to be relevant to the world beyond their classrooms?
Kalpana Sharma
When you learn language, unless you constantly use it, what you have learnt is easily forgotten. This is a problem that language teachers often encounter. We teach students grammar, vocabulary, sentence structures, but don’t provide them with opportunities to apply what they have learnt. This English teacher found a solution in using theatre to help children internalize what they learnt in their English language classes.
Manasi Kanetkar and Ambika Aiyadurai
How can we make the classrooms more interesting and relevant for the students? Can we help the students connect better with the ‘real’ world with help of activities like group-work, field-trips and role-plays?
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