Envisioning transformation of India into a global knowledge superpower, the curriculum pedagogy has been undergoing a continuous interplay between theory and practice to engage and prepare learners towards a healthy societal setup. As the world emerges from the acute phase of Covid pandemic, there is an immediate need to change the process of education transactions in the classrooms.
The changing pedagogical approaches that aims towards acquiring the skills of the century calls for conscientious efforts of educators and leaders to skew the learners through the required process. Though much has progressed with time, we have not been able to do away with rote learning. Pedagogical instructors comprising the educators and the parents must work collaboratively to reinforce conceptual learning in order to understand, remember and apply the same in the societal context. A proper mentoring and modelling based on trust and mutual respect will develop the confidence of the learners. In the process, learning gaps need to be monitored from close quarters through specific feedbacks, promoting specific team culture with parental collaboration. Regular communication with the learners and parents can create a wonderful influence and help empower reflective learning.
As educators are the catalyst to the desired needs, it is mandatory to have effective training programmes where the teacher reorients himself/ herself to create a convenient ambience for the learners to feel and personalise learning that can be reflected in their behaviour. Introduction to technology has a positive influence. Living in the renaissance of digitalisation, it is necessary to embrace technology with open arms. Information imparted effectively through the use of emerging technologies can deliver powerful learning outcomes across a spectrum of learners.
An adaptable and flexible approach through tool-based technology with concerted monitoring and mentoring can connect and communicate from local to national and further create a strong foundation towards the global scale. Learners respond well to real-world problems; so, delivery of information should scaffold the learning process and provide a platform for activities and healthy practices both at school and home. It is important for the learners to acquire both technological fluency and information fluency.
Besides, every school must aim at a standardised assessment structure spread across the curriculum session. A stereotyped three hours’ pen paper test twice in a year cannot prepare skilled products. The process invites a 24×7, 365 days spirited learners engaged in joyful learning. Learners should be assessed with clear, transparent goals and objectives and relevant tasks. This must be followed by timely and appropriate feedbacks which are specific in nature to facilitate safe and sound follow-up by learners.
The committed staffs at DAV Chandrasekharpur aim to cater to the changing needs and help the learners scale towards the need of the time.
(The writer is a Senior Faculty & Academic Supervisor of DAV Public School, Chandrasekharpur)