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  Workshops 2024-25

CYBER SAFETY AND SECURITY

Delhi Public School Vasant Kunj collaborated with CBSE to organize a workshop on ‘Cyber Safety and Security’ for the teaching faculty of Delhi and NCR schools on 12 December 2024 from 9:00 a.m. to 4:30 p.m. at the MPH in the school premises. 50 participants attended the session. Ms Bani Das and Ms Devaki Sengupta coordinated the workshop. Ms Sarika Kaushal from DPS R K Puram and Ms Poonam Kumar Mendiratta from Manthan School Noida conducted the seminar.

The resource persons introduced the topic with a video clip, followed by a presentation and talk on the emotional challenges students face at school and home.  The emphasis was on the prominent role played by teachers in guiding them and highlighting why students become victims of cyber-crimes. Many times children show behavioural issues because of anxiety, low self-esteem, depression etc. but are unable to express. The role of the teacher is to identify early any unusual behaviour, frequent absenteeism or any other emotional outburst.

The attendees were apprised about the types of cybercrimes like phishing, smishing, vishing, malware, Brute Force etc. Each crime with precautions and preventions were discussed in detail. Participants were enlightened about voice cloning, masked Aadhar cards, copyright for YouTube etc. The resource persons emphasised changing passwords to safeguard personal data. Various apps were discussed that help in preventing cyber-crimes.   

An exclusive session was delivered on bank frauds with special reference to ATM frauds. The resource person made the participants ponder over the prime reasons behind these frauds which are greed and economic inequality prevalent in society. She described the complexity of the transactions and discussed the simple ways these can be avoided and handled. For instance, never click on any unknown link, check the authenticity of the panic message received, remain calm in the first place, report to the relevant authority etc. To put it in simple words ‘Be aware and cautious’.

The next session was on reputation sabotage. The insistence was on maintaining an environment of confinement of children in their parents and teachers, the importance of taking onus of the mistake and report the crime. All crimes related to reputation sabotage like cyberbullying, cyber-stalking, photo morphing etc. A detailed session was conducted on all aspects of these crimes.

The resource persons explained the need of the provision of inculcating digital literacy among school students in NEP 2020. There are about 150 million fake identities on social media and the teachers have to groom children to identify, face and handle them. A detailed description of all the trusted government websites was shared with the participants. They also recommended forming a Cyber Security Club in the schools. An interaction took place after every session. The PowerPoint Presentations were impactful and informative. On the whole, the workshop was an enriching experience for all. 

 Good Behaviour Matters

On 2 September, 2024, an interactive session on the topic, “Good Behaviour Matters”, was conducted by the Junior School Counsellor, Ms. Surpreet Oberoi,  for the students of Class III. The students learnt valuable lessons on good manners through various interactive activities, utilising various creative tools such as puppets, stories, videos, placards etc. The session also addressed gender sensitisation, promoting respect and understanding of individual differences. The students thoroughly enjoyed the session and loved the videos and puppets. In the end, placards were used to reinforce essential good manners.

Pre-Primary Curriculum Handbooks for Teachers

A two-day workshop on ‘Pre-Primary Curriculum Handbooks for Teachers’ was organised at the HRD Centre, The DPS Society, Greater Noida, on 20 and 21 July, 2024. Ms. Malini Sen Gupta, the School Headmistress and Ms. Nandita Yadav, the Supervisor along with 37 teachers attended the session.

Ms. Vanita Sehgal, Executive Director, HRDC, DPSS, warmly welcomed the Chief Guest, Shri. B.K Chaturvedi, Chairman, The DPS Society. She emphasized the importance of language acquisition and how Pre-Primary teachers serve as facilitators of a stimulating teaching-learning environment. Sh. B. K Chaturvedi, shared his life experiences, urging teachers to understand and absorb the essential aspects mentioned in the handbook to plan the curriculum accordingly.

Day 1 featured Dr Priti Joshi, Professor, Lady Irwin College, began the session with an orientation to the Pre-Primary Curriculum Handbook, pedagogy (Play-based learning), and assessment tools, outlining the progression of competencies through three stages for appropriate development in all domains. Ms. Deepti Srivastava, Senior Resource Person, Ignus group, discussed the various aspects of Emergent Literacy and Numeracy in preschool classes using a thematic approach.

Day 2 saw Dr Mansoor Alam, ICD, New Delhi, reinforce the need to identify developmental disorders in children and subsequent management setup. Ms. Afroze Jahan, a psychologist, highlighted child rights and the psychologist's key role in managing special needs in the school. Ms. Swati Bhatt, an educationist, demonstrated activity-based teaching with the teachers as an example of adopting a holistic view of child development.

Ms. Jaishree Sethi, Creative Director, Story Ghar, discussed Storytelling as a pedagogic device and how teachers can create a narrative-centred learning environment to facilitate curriculum transaction at the pre-primary level. Renowned actor, writer and director, Mr. Mohit Tripathi, demonstrated how theatre and drama can be used as a tool to enhance learning.

The workshop was very engaging and stimulating, and it certainly provoked the teachers to reflect on their practices, questioning "What I do, how I do it, and how do I know if what I am doing is right!"

Orientation to the Pre-Primary Curriculum Handbooks

• Topic of the session: Orientation to the Pre-Primary Curriculum Handbooks
• Date: July 20, 2024
• Timings: 09:00 am – 10:30 am
• Name of the School: Delhi Public School, Vasant Kunj
• Name of the Resource Person: Dr. Priti Joshi and Ms. Deepti Srivastava

 Introductory Remarks

Dr Priti Joshi, Professor (Retd.), Department of Human Development and Childhood Studies, Lady Irwin College, University of Delhi and Ms. Deepti Srivastava, Senior Resource Person, Group Ignus gave a warm welcome to all the teachers with a beautiful quote, “Curiosity is the fuel that takes us forward! Let children experience, experiment and explore!”

A detailed and intriguing presentation about using the Pre-Primary Curriculum handbook highlighting key ideas in each chapter for supporting children’s holistic development was given. This was followed by a robust discussion about the significance of Play-based learning, utilizing activities that encompass different techniques and styles and the main principles of holistic child development.

An overview

●      The speakers guided the teachers on using the handbook which was based on the core principles of ECE, emphasising holistic and age-appropriate child development where children show imagination, curiosity and enthusiasm in a conducive environment.

●      It was reiterated that the handbook is a guide to thematic teaching, outlining the progression of competencies through three stages ensuring developmental appropriateness in all domains with no segregation of learning in traditional subject areas.

●      Dr. Priti Joshi highlighted that “holistic includes interconnectedness” and the handbook addresses various aspects of a child’s development - creative, social and emotional, physical, language, health, and care along with a comprehensive assessment tool.

●       “Play is the highest form of research” – Albert Einstein. Ms. Deepti Shrivastava emphasized providing children ample opportunities to talk and express themselves through art, drama, music or dance.

●       As teachers we should choose any or both of these:

1.         Classroom rich in child-initiated play- This will allow the child to explore the world through play under the active presence of teachers.

2.         A playful classroom environment with focused learning – Learning through rich and experiential activities under the guidance of teachers.

●       A zoo theme plan was presented as an example that included activities like puppet making, counting animals, animal patterns and sizes, action cards, role play etc.

Title of the Activity:  Learning and Self-Assessment Quiz for Teachers

Description of the Activity: The quiz contained twelve questions, mainly multiple-choice answers, to enhance the understanding of the curriculum handbook while checking the current knowledge. Teachers discussed their options across the table and selected the most suitable ones. It was very apt, and interesting and summed up the learning well.

Takeaways

●       As teachers one should ponder upon-

“What do I do

How do I do

How do I know what I am doing is right ….”

●     One should be very careful in planning and executing the curriculum, including the adopted pedagogy, as there are three types of curriculum: the desired curriculum, the intended curriculum, and the implemented curriculum.

●     While conversing with the children, one must put the children in the foreground.

●     Convert the 3D or 2D experience that you provide to the children, on paper.

●     All the 3D or 2D experiences provided to the children should be first converted on paper.

●     “Display makes a child valued.” Boards should be used consistently to display children’s work without worrying about their aptness and tidiness.

●     Give children a lot of exposure to books.

●     Provide children with rich experiences, facilitate in-depth exploration and encourage learning through various joyful activities in a nurturing environment.

●     Have interactive and engaging storytelling sessions. Let children create characters. Focus on “What is…. What if..”

●     Use many forms of language to convey meanings like symbols, images, pictures, gestures, music, singing, art and conversation.

●     Say a complete no to worksheets and plan an alternative to it.

Conclusion

Dr. Priti Joshi and Ms. Deepti Srivastava gave a comprehensive view of the Curriculum, Pedagogy (Play-based learning), Assessment, Domains and main principles of holistic child development through the Pre-Primary Curriculum Handbook that is in tandem with the NCF 2020. The session was interactive and engaging with discussions to help teachers develop their classroom skills further. The queries were addressed in detail in the Q&A session.

Key Principles behind Numeracy

Topic: Key Principles behind Numeracy

-          Competencies

-          Experiencing Numeracy Activities and Materials           

Date: 20 July, 2024

Timings: 3.45 pm – 5 pm

Name of the School: Delhi Public School, Vasant Kunj

Resource Person: Dr. Priti Joshi, Professor (Retd.), Department of Human Development and Childhood Studies, Lady Irwin College, University of Delhi.

Professor Priti Joshi discussed Early Numeracy, which includes the ability to recognize and apply mathematical concepts such as numbers, counting, and estimating. She explained how young children can develop these early numeracy skills through everyday play and activities. The focus doesn’t have to be on formal teaching but rather on developing emergent Mathematics.

 Professor Priti Joshi discussed the following in the session:

1.  To make Maths relevant to life by doing activities like counting toys, sorting objects by colour or shape, counting songs, rearranging and measuring ingredients while cooking.

2.  To explore different domains of Numeracy with language, PSED, PD&WB, and Art where aspects such as shapes, sizes, comparison, sequencing, location etc. can be brought up.

3.  The recommended sequence for teaching early numeracy starts with experiences with concrete objects, followed by pictures and oral activity and in the end come symbols.

4.  Various learning goals were discussed for early Numeracy and cognitive development:

a) Children develop pre-number competencies: Pre number concepts and skills, pattern recognition and mazes, comparison of quantities in groups

b) Children develop number sense: numerals number names and number vocabulary, counting, recognizing numerals, participating in number stories and games

c) Children develop spatial understanding: understanding space, 2D and 3D shapes

d) Children are exposed to measurement and time: mainly by comparison rather than actual comparison

5.  Mathematical understanding and abilities are seen as a part of the domain of cognitive development where children understand the world through observation and logical reasoning. Children engage in activities such as sorting blocks, solving puzzles, and observing size, colour, shape, and sequencing as part of their playful learning.

6.  Language is crucial in working with mathematical concepts. It helps children to understand, describe and communicate their learning. Example: tallest, shortest, biggest, smallest etc.

TAKEAWAYS

1.  The focus has to be on understanding concepts and developing skills as well as learning to apply these in daily life. This can be done when children play with concrete materials they can hold and move around (such as blocks, beads, coins, pebbles etc.), explore their environment and talk about these experiences, doing routine activities (for example counting steps).

2.  Select activities that are developmentally appropriate in keeping the competency framework. Example:

Prep Class – Term 1

Learning Goal: Children develop number sense

Competency: Children develop recognition and counting of numbers using rhymes/songs, pictures and symbols.

Activities that can be done: Hopscotch, Even Number Rhyme, Dice Game

3.  Encouraging exploration with open-ended tasks. For example, put out different items in the discovery tray and keep an egg by its side. Let children sort the items and see what fits into the egg box and what does not.

4.  Planning multi-sensory tasks where children can learn through their senses. For example, making balls from play dough and arranging them from smaller to bigger.

5.  Plan or design activities and games that provide scope for learning by integrating the use of rhymes, stories, and mazes.

6.  Create a class environment that provides confidence among children to make mistakes, ask questions and share their thoughts.

7.  As children grow, we need:

a) To increase the complexity of tasks. For example, comparing objects based on 1 property to classification based on 3 properties.

b) To increase numeracy-related vocabulary. For example, many to more

c) To increase exposure to numbers such as number names and counting up to 5 to count forward and backward up to 10

d) Greater exposure to symbolic representation. Examples- from none to identification and writing numerals up to 10

8.  To have a learning environment that encompasses both indoor and outdoor settings, open spaces for free movement where children can learn through both structured and unstructured activities.

Activities

Activity 1: NIM GAME (NIM means to take away)

In this activity, 2 children can play where they first have to take a long strip of paper and make 13 small balls out of it. Then they can pick only 1,2 or 3 balls at one time, turn wise, whoever picks the last ball loses the game.

Activity 2: Competency-based Activity Using a Thematic Picture

In this activity, children are shown a picture and they can be asked questions related to it. For example, in a picture of the marketplace, they can be asked questions such as, how many people are in the sweet shop, and if one more person enters in, what will be the total number etc. Questions can be asked related to comparing, sequencing etc.

Conclusion:

Professor Priti Joshi concluded the session by emphasizing that early numeracy and cognitive development skills have to be applied in daily life through play, exploration and discussion, creating a Math-friendly environment and encouraging recognition of Math in the surroundings.

Genesis – Heralding a New Era in Pre-Primary Education

• Topic of the session: ‘Genesis – Heralding a New Era in Pre-Primary Education’
• Date: 20 July, 2024
• Timings: 10:30am -11:00am
• Name of the School: Delhi Public School, Vasant Kunj
• Name of the Resource Person:  Chief Guest Shri B.K. Chaturvedi, Chairman, The DPS Society

Ms. Vanita Sehgal, Executive Director, HRDC, DPSS extended a warm welcome to the esteemed Chief Guest Shri. B.K Chaturvedi, Chairman, The DPS Society. The session began with an auspicious ceremony of the lighting of the lamp. The respected Chief Guest along with the heads of the schools proceeded to light the ceremonial lamp, symbolizing knowledge, enlightenment, and auspicious beginnings. A thoughtful gift was presented to Shri. B.K Chaturvedi as a token of appreciation and respect.

Ms. Sehgal emphasized the importance of language acquisition and how language learning is a gradual process. She also shared the experiences of her journey in a school as a student. She stated that the Pre-Primary teachers play a pivotal role in shaping a child’s overall development. They serve as facilitators of learning and nurturing young minds in a supportive and stimulating environment.

The Chairman commenced his address by narrating his journey and experience as a teacher. He shared the different roles that he undertook to pursue his passion for teaching. He recognized the invaluable contributions of a Pre-Primary teacher and their dedication to fostering the youngest learners with patience, creativity, and enthusiasm.  He stated a noticeable trend that bright Indian children tend to excel academically abroad. However, an average Indian child may face challenges in performing well. He shared that the DPS Society has created a valuable document Pre-Primary Curriculum Handbooks for teachers keeping in mind the National Education Policy 2020. He suggested that every teacher should understand the handbook, absorb the important aspects, and plan the curriculum accordingly. He emphasized that teachers should reflect on the contents of the handbook and share constructive and meaningful suggestions. 

In his address, the Chairman encouraged all the teachers to continue creating a stimulating and supportive environment where the children can explore, learn, and develop their unique talents.

The session culminated with a vote of thanks extending heartfelt gratitude to the Chairman for gracing the occasion with his presence. It was followed by a group photograph capturing a memorable moment featuring the esteemed Chairman, Shri B.K. Chaturvedi, Ms. Vanita Sehgal, Ms. Jyoti Sharma, Ms. Sudeshna Madala along with all the participating teachers.

Storytelling as a Pedagogic Device

•      Topic of the session: Storytelling as a Pedagogic Device

 Date: 21 July, 2024

 Timings: 2:15 pm – 3:45 pm

 Name of the School: Delhi Public School, Vasant Kunj

 Name of the Resource Person: Ms. Jaishree Sethi

Introductory Remarks: Ms. Jaishree Sethi, the Creative Director and Chief Storyteller at Story Ghar and Cheshta Care Foundation, initiated the session with a short story about a character named “Pankaj,” emphasizing storytelling as an art form. She highlighted the significance and necessity of storytelling and engaged with teachers to discuss classroom challenges.

  Challenges Discussed:

•      One of the challenges discussed was choosing appropriate stories that would engage and resonate with the audience.

•      Another challenge was selecting suitable storytelling styles that would effectively convey the message of the story.

•      Additionally, identifying effective delivery techniques to capture and maintain the audience's attention was considered a significant challenge.

  Storytelling Styles:

•      One of the storytelling styles explored was dramatization, which involves acting out the story to make it more vivid and engaging.

•      The use of props was also discussed as a way to enhance the storytelling experience by providing visual aids that support the narrative.

•      Another style mentioned was read-aloud, where the storyteller reads the story aloud to the audience, often adding expressions and intonations to make the story come alive.

  Narrated Story:

•      The title of the narrated story was "Bheema Gadha."

•      The story seamlessly integrated various subjects, using Hinglish as the medium of instruction, incorporating animals and their sounds as part of Environmental Studies (EVS), and including the sequence of animals      in Mathematics, making it both educational and entertaining.

1. Art (Think and Draw): Encourage students to depict scenes from the story using drawings, focusing on details like the size and features of animals.

2. Mathematics (Comparison): Facilitate discussions on the size differences among animals seen in the story, such as big/small, tall/short, fostering basic math concepts through visual aids.

3. Environmental Studies (EVS): Engage students in conversations about the animal’s habitats and diets, promoting awareness of their natural environment and ecological roles.

4. Language (Narration with Placards): Have children narrate the story using placards, simplifying the language to suit their comprehension level, and enhancing storytelling skills and language development.

5. Value Education: Emphasized the importance of friendship and punctuality which are the crucial aspects of life.

The teacher could assess the children using observation, discussions, puzzles, games and worksheets, during and after the storytelling session to facilitate formative learning and to monitor the child’s progress. These activities engage the children and provide a stimulating environment for holistic development.

•      The lessons derived from the story included, "Where there is a will, there is a way", emphasizing the importance of determination and perseverance. The story also highlighted the value of friendship and the significance of punctuality in daily life.

Activities:

•    Title of the Activity: Dumb Charades

•      Description of the Activity: Participants picked various chits and acted out what was written on them, while others guessed what they were performing. A few examples included acting like a college girl,         feeling shy, and being shocked.

•      Title of the Activity: Extempore

•     Description of the Activity: This activity focuses on situational storytelling, and is divided into three parts: starting the story, suggesting problems, and finding solutions. For example, the story could start          with "Today is my birthday." The problem might be "Nobody has brought me a cake", and the solution could be "I made a cake yesterday so, I can use that one."

Takeaways:

•      It is important to select stories with good humour and engaging endings.

•      Effective storytelling should incorporate voice modulation, facial expressions, and body movements.

•      Recommendation of the website - www.storyweaver.com for good stories.

Conclusion: The session was both wonderful and enlightening, focusing on various storytelling styles. It concluded with a comprehensive list of do's and don'ts, followed by an engaging Q&A session. Looking forward to attending more of her sessions in the future.

Introduction Training: Cambridge Primary Combined

The Delhi Public School Society, HRDC organized a two-day Cambridge Primary (Combined) Introduction Training for Cambridge teachers on the 3^rd and 4^th July, 2024 to provide a deeper insight into the Cambridge approaches and methodologies. Teachers of DPS Vasant Kunj teaching the Cambridge curriculum and the Cambridge Coordinator also attended the training programme. The trainers from Cambridge, Ms. Alison Borthwick, Ms. Judith Amery, Mr. Alan Cross and Mr. Graham Astley provided the teachers with invaluable insights into the Cambridge Curriculum.

 Some of the Key Learnings for our cohort are as follows-

 ●       Better implementation of the Cambridge approaches.

●       Deeper understanding of the strand structure of Cambridge and how to incorporate the skill strand to develop observational skills, practical skills, heuristic approach, logical & critical thinking and problem-solving skills in learners,

●       Integrating the strands for better long-term, medium-term and short-term planning.

●       Importance of creativity in Primary education and identifying the opportunities for developing learners' creativity through the Cambridge Primary Curriculum.

●       Understanding of the technology-related subjects and approaches to digital wellbeing for Primary-aged learners.

●       Identifying the opportunities to link the subjects and the assessment opportunities in the Primary Classroom.

 The training provided an understanding of the Cambridge Education system and equipped the teachers with a lot of valuable skills that can be implemented in the classrooms to make the learning experience more engaging and holistic for the students.

Cambridge Training Programme

DPS Society organized a two-day Cambridge Training Programme to educate the teachers on integrating the globally accepted Cambridge curriculum and pedagogical approaches. Teachers of DPS Vasant Kunj teaching the Cambridge curriculum and the Cambridge Coordinator attended the training programme on 1^st and 2^nd July, 2024. The training was conducted by Cambridge trainers, Ms Alison Borthwick, Ms Judith Amery, Mr Alan Cross and Mr Graham Astley, who provided training in various Early Years and Primary Cohorts.

The teachers gained insight into applying the knowledge and skills to make positive differences in the young learners. They learnt to implement these learnings by trying to be an 'activator' rather than simply being a ' transmitter’ of knowledge. They were encouraged to promote enquiry-based active learning among students, which will increase their engagement and enable them to self-assess the success criteria of their knowledge. The activities conducted during the training taught the teachers to integrate creative education with mainstream subjects, making teaching more holistic and creating everlasting, lifelong experiences for the learners. 

Physical Fitness

 On 21 April, 2024, a workshop on Physical Fitness was conducted by Mr Azad Singh for the teachers in the Mini Auditorium. He emphasised the importance of physical fitness for everyone and elucidated how various factors such as stress, anxiety etc., can impact our physical health. He highlighted the need for a balanced diet and regular exercise to maintain physical fitness. Furthermore, Mr Azad also informed the teachers about some exercises that may be harmful due to their impact on the body’s biomechanics and stressed the importance of proper execution. He recommended incorporating a regular exercise routine, including yoga, swimming, cycling and backward walking. Additionally, he emphasised the importance of focusing on developing internal organs and building strength. The workshop was very informative and concluded with a question-and-answer session.

Art of Storytelling

“Tell me the facts and I’ll learn. Tell me the truth and I’ll believe. But tell me a story and it will live in my heart forever.”

A workshop on the Art of Storytelling was conducted by Ms Anubha Tiwary on 21 April, 2024 in the Mini Auditorium for the teachers. The workshop began with engaging teachers in warm-up exercises like Story Web and Pick an Animal. Ms Anubha then recounted an African folk tale, Fact and Fantasy, which kept the audience engrossed. She further underscored that the main purpose of a storyteller is to stimulate the listeners' subconscious mind and evoke their senses such as smell, visualisation and curiosity. She highlighted various elements of a story such as plot, characters and conflict, and techniques of narrating a story such as dialogue, use of gesture and facial expression, appropriate pace, repetition and dramatization. Finally, she explained that storytelling can be used as an interesting and captivating teaching tool, and can be easily implemented in classrooms for all grades and subjects. The session was informative and equipped the teachers with the art of storytelling. 

RUBIK'S WORKSHOP

The colorful Rubik's cube intrigues the young minds, igniting their curiosity and eagerness to learn more. The SUNE- Cubing Club of DPS Vasant Kunj organized Rubik's Cube workshops for students of classes III and IV, on14th May 2024. Each workshop of two period duration was held in the Composite Science Lab. The event garnered an impressive participation of over 50 enthusiastic students for each class.

The workshop commenced with an engaging PowerPoint presentation, which captivated the student's; attention as it delved into the fascinating history of the Rubik's Cube and explained its basic principles. During the workshop, the students were given hands-on experience with the Rubik's Cube with the guidance and support of club members, making the learning experience interactive and enjoyable for the participants, enabling them to gain confidence in solving the Rubik's Cube.

Assessment at the Primary Level (Classes I-V)

An Online Session on Assessment at the Primary Level (Classes I-V) was organised on 1^st May 2024 by HRDC. The session was conducted by Dr. Yukti Sharma, Professor of Education and Joint Director at the Institute of Life Long Learning, University of Delhi. The session was attended by Ms. Komal Goomer from DPS, Vasant Kunj.

According to NEP-2020, Assessment is the way of learning itself.’ NEP emphasises developing the competencies of the learner. Dr Yukti Sharma discussed different perspectives and possible strategies of assessment. She explained various assessment tools that teachers can use for assessment. She also highlighted the importance of Formative Assessments as these help in identifying the gaps and improve learning through varied approaches. She stressed maintaining the child’s portfolio systematically to understand their progress. Teachers must also provide a holistic assessment of the progress of a learner. 

Webinar- Harmony and Webinar

 A webinar was organised by HRDC, DPSS on the topic, ‘Harmony and Movement’ on April 29, 2024. The speaker of the webinar was Ms Imogen Buxton-Pickles, the Creative Head behind IMOVES. It was attended by Ms Eleena Bawa from DPS, Vasant Kunj.

Ms. Imogen Buxton-Pickles spoke about how enhancing learning through movement has truly resonated worldwide. She described that to up-skill and build confidence around primary dance, one needs to learn to -

-       find the beat of the music

-       build a theme using the six principles of dance, and

-       create a successful performance using simple movements and ideas.

She also emphasised that harmony in movements helps children boost learning and enhances focus. 

Webinar on Drama as a Communication Tool

 The Human Resource Development Centre of DPS Society organised a webinar for teachers on April 24 and April 25, 2024. The topic of the webinar was ' Drama as a  Communication Tool'. The spokesperson was Dr. Zulfia Shaikh, the Founder and Director of Bangalore School of Speech and Drama. The webinar was attended by Ms. Manjula Nirman from DPS, Vasant Kunj.

Dr. Zulfia, a veteran theatre practitioner, explained how drama can be included in teaching to make learning fun for students.  She presented several methods for voice modulation and facial expressions that teachers can use in the classroom to engage their students. Dr. Zulfia incorporated various activities to make the session interactive for teachers.

 Webinar - Crafted Expressions

A webinar on the topic ‘Crafted Expressions’ was organized by the Human Resource Development Centre on 19^th April, 2024. Ms. Sujata Goel, a renowned artist and instructor, was the resource person, guiding participants through the creative process of crafting with clay and paper. It was attended by Ms. Ritika Rana from DPS, Vasant Kunj.

The webinar aimed at enhancing and exploring creativity through basic tools- paper and clay. Ms Sujata Goel, an expert in her field, taught the participants the intricacies of clay preparation using the right proportions and techniques for achieving the desired texture and consistency. This hands-on experience provided a solid foundation to explore creativity and experiment with various clay crafting projects.

Participants were taught how to create various items using handmade clay, including fridge magnets, showpieces, and wall hangings. Ms. Sujata Goel demonstrated step-by-step instructions, highlighting different techniques and design ideas to inspire participants in their crafting journey. She also introduced the art of paper crafting, teaching different techniques of flower-making using paper.

Under her expert guidance and hands-on practice, participants were able to acquire valuable skills in crafting with clay and paper, creating a diverse range of artistic expressions. The webinar fostered creativity and provided a platform to connect with like-minded individuals and share their passion for crafting.

Overall, the webinar was a testament to the power of artistic expression and the joy of creating something beautiful with one's own hands.

Workshop on Learning with Oral Narratives

 The online workshop on Learning with Oral Narratives was organized by the HRDC, DPSS on 18^th April 2024.  It was conducted by Ms. Padmini Rangarajan, Co-founder and Director of Sphoorthi Theatre for Education Puppetry, Art and Craft, Bangalore. Ms. Lakshmipriya from DPS, Vasant Kunj attended the workshop.

Ms Padmini Rangarajan demonstrated enthralling and captivating performances using five different techniques of storytelling. The techniques were adapted from various folk arts, from different parts of India. She incorporated different styles and created her technique of storytelling, highlighting distinct folk art in each of the performances.

The different techniques she used were Harikatha from Tamil Nadu, Burra Katha and shadow puppetry from Andhra Pradesh, Chitra Katha from Karnataka and Kavad story box from Rajasthan.  

The stories narrated by her in different folk styles were contemporary and showed the participants that these approaches can be easily incorporated into any subject to make learning interesting and captivating for young learners. It was indeed an informative workshop.

Webinar - Reading Aloud and Oral Skills

The Human Resource Development Centre of DPSS organized a webinar on Reading Aloud and Oral Skills on April 15, 2024, from 2:30 p.m. to 4:30 p.m. Dr. Nina Hood, a senior lecturer at the University of Auckland, New Zealand was the resource person for the workshop. It was attended by Ms. Charu Khetarpal from DPS, Vasant Kunj.

The webinar aimed at apprising teachers about the specific pedagogical approaches that can be adopted in primary classrooms to develop the oral language skills of students as it is fundamentally important and is valued in all walks of life. Ms. Neena Hood also emphasized implementing reading aloud effectively in the classroom context. 

Participants were also acquainted with the numerous benefits of reading aloud in the classroom including linguistic benefits, vocabulary and socio-emotional benefits, as well as development of background knowledge, higher-order thinking, and self-efficacy as a reader.

Ms Neena Hood, in her presentation, demonstrated Elkan’s Communication Chain explaining how both expressive language and receptive language are integral parts of communication. She further elucidated the importance of providing phonological awareness, phonemic awareness, and syntactical understanding to students as these are crucial elements of learning to read. She also focused on incorporating appropriate pre-reading and post-reading activities to engage the students in the reading sessions. In the end, teachers were also informed of the strategies that they could use in the classroom to motivate reluctant readers.

The session covered all aspects of reading aloud and oral skills, making it inspiring and informative.