Doon School Srinagar recently
organized a two-day workshop on February 26th and 27th, 2024, specifically for
Cambridge teachers in the lower primary and primary departments. The main goal
of this workshop was to make teachers familiar with various classroom
strategies aligned with the Cambridge-based curriculum, empowering them to
integrate these approaches into their teaching practices.
Dr. Akash Raut, the Academic
Advisor for Cambridge Assessment International Education in South Asia, led the
workshop. Through a mix of key concepts, teaching methods, and interactive
activities, Dr. Raut provided valuable insights for improving the teaching and
learning experience. The sessions focused on creating a positive classroom
environment, emphasizing a connected atmosphere, inclusive learning, speaking
and listening, active participation, critical thinking, language awareness,
engaging learning, and the role of perception.
An important aspect covered in the
workshop was the discussion on good classroom practices, stressing the
importance of fostering a positive atmosphere and implementing speaking and
listening for effective learning through communication. Active learning,
critical thinking, and language awareness were highlighted as essential
components. Dr. Raut also discussed creating engaging learning experiences and
the role of perception to enhance teaching effectiveness.
Teacher reflection and classroom
reflection strategies were integral components, with emphasis on What Went Well
(WWW), And What Else (AWE), Aha & Ouch moments, and Roses, Buds &
Thorns. These strategies encourage educators to reflect on their teaching
methods, identify successes, explore further possibilities, and address
challenges.
The workshop catered to teachers
across various subjects, including English, Math, Environmental Science, and
Urdu. Its unique focus on research-based teaching tools, prioritizing the
teaching process over mere facts, offered participants a hands-on experience.
Teachers had the opportunity to not only absorb valuable insights from Dr. Raut
but also share their own teaching innovations with both peers and experts in
the field.
The concluding reflection sessions
allowed participants to consolidate their learning, discuss encountered
difficulties, and collaboratively explore solutions. Feedback on the workshop's
strengths and areas for improvement was collected, contributing to a continuous
cycle of improvement in teaching practices.
In essence, the workshop
facilitated a dynamic exchange of ideas, fostering a collaborative learning
environment among Cambridge teachers, ultimately enhancing their ability to
deliver quality education in line with the Cambridge-based curriculum.