A workshop on ‘Reading with Purpose: Strategies for Deep Understanding’ was organised by the Delhi Public School Society Human Resource Development Centre on 15 June 2026. The session was conducted by Mr. Ashtamurthy Killimangalam, Trainer from the Australian Council for Educational Research (ACER). The workshop focused on strengthening reading comprehension by equipping teachers with practical and research-based instructional strategies.

The resource person highlighted the importance of selecting age-appropriate, engaging, and suitably challenging texts while considering text complexity, vocabulary, and sentence structure. He explained the four essential reading comprehension sub-skills—retrieving information, interpreting, inferring, and reflecting on the form and content of a text. Practical strategies such as visualisation, graphic organisers, mind mapping, the Rainbow Dots strategy, and the Question–Answer Relationship (QAR) technique were demonstrated to promote deeper understanding. The session also emphasised inclusive teaching through scaffolding, differentiated instruction, and the use of appropriate reading materials for diverse learners.

Overall, the workshop was highly informative and provided practical strategies to make reading comprehension meaningful, engaging, and learner-centred.

DAY 2

Topic: Developing Effective Writing Skills
Date: 16 June 2026

A webinar on Developing Effective Writing Skills was conducted on 16 June 2026 by the Australian Council for Educational Research (ACER). The session was facilitated by Ms. Shreevarshini K. and aimed to equip teachers with practical strategies to strengthen students' writing skills and promote inclusive writing instruction.

The facilitator discussed the characteristics of effective writing, including clarity, coherence, appropriate language, and audience awareness. The ACER Writing Model, comprising Thought and Content, Structure and Organisation, and Expression and Language, was introduced. Participants also explored techniques such as brainstorming, questioning, research, and elaboration to help students generate and develop ideas.

The webinar emphasised the writing process of planning, drafting, revising, and editing. Classroom strategies such as shared writing, Think–Talk–Write, collaborative writing, mini-lessons, and model-text analysis were demonstrated. The session concluded by highlighting the importance of effective feedback, scaffolding, and differentiation to enhance students' confidence and competence in writing.

A thoughtfully planned workshop on "Understanding Young Minds" was conducted by the School Counsellor for all Pre-Primary teachers at Delhi Public School, Sector 122, Noida. The session focused on helping teachers better understand young children's behaviour, emotions, and communication, while equipping them with practical strategies to create a more supportive and emotionally secure classroom environment.

The workshop was highly interactive and engaging. It included a variety of activities, group discussions, reflection exercises, games, and role plays based on real classroom situations. Through these hands-on experiences, teachers explored the impact of positive communication, learned how to identify early developmental and behavioural concerns, and understood the importance of observing children with empathy rather than making quick judgments. The practical nature of the session encouraged active participation and made the learning meaningful and relatable.

The workshop concluded with a reflection activity, where teachers shared one positive practice they would begin implementing in their classrooms. It was an enriching learning experience that reinforced the belief that every child's behaviour has a message behind it. The session left the teachers with valuable insights and practical techniques that they can confidently incorporate into their everyday teaching, making their classrooms more nurturing, understanding, and child centric.

“In an effective classroom, every child feels heard, every mistake becomes a lesson, and every day becomes an opportunity to grow.”

An enriching and insightful workshop was conducted by Ms. Rumita Pal to share the key learnings and experiences gained during her ECCE (Early Childhood Care and Education) training at HRDC. The session was filled with practical ideas, engaging activities and meaningful discussions that helped teachers understand how learning in Pre - Primary classrooms can be joyful and effective.

The workshop began with a fun 'Fruit Game', demonstrating how simple activities can capture children's attention and encourage active participation. This was followed by a discussion on creating a classroom where children feel emotionally secure, valued, and motivated to learn. The importance of positive teacher-child relationships, play-based learning, and encouraging exploration was also highlighted.

Teachers took part in creative activities such as transforming simple shapes into imaginative pictures and worked in groups to prepare low-cost teaching-learning materials, learning corners, and subject-based resources. These activities reinforced the idea that meaningful learning experiences can be created using simple and easily available materials.

The session also focused on developing number readiness through storytelling, rhymes, movement, and hands-on activities. Teachers explored how mathematical concepts can be introduced in a joyful and age-appropriate manner. Discussions on differentiated learning and the nine types of intelligence further emphasized that every child learns differently and that classrooms should be inclusive and responsive to individual learning needs.

One of the highlights of the workshop was the 'Newspaper Activity', where teachers were given newspapers in unfamiliar languages and asked to create headlines using only the pictures. The activity beautifully demonstrated the importance of visual learning and creativity in overcoming language barriers.

The workshop concluded with a reflection session, encouraging teachers to adopt innovative and inclusive teaching practices in their classrooms. It was an engaging and enriching experience, leaving everyone with practical ideas that can be effectively implemented to support the holistic development of young learners.

·   Workshop Focus

Enhancing conceptual clarity, activity-based learning, and critical thinking skills in mathematics for primary classes.

·   Key Learning Areas

Ø  Shapes & Spatial Understanding

         Exploration of 2D & 3D shapes   

         (prisms, nets) along with hands-on

         activities to build visualization skills 

Ø  Multiplication Strategies

Using array Grid, Lattice, Napier’s, Russian Peasant- focusing on flexibility and efficient problem-solving.

Ø  Measurement Concepts

      Identification, estimation, and      

      practical measurement real tools for

      experiential Learning.

Ø  Problem Solving & Logical Thinking

Using Tangrams, puzzles, and games to

      enhance reasoning and solving     

      complex problems.

Ø  Innovative Teaching Methods

Use of etymology and synonyms in math language, Game-based learning (Sieve method, number games)  

Ø  Concept Building through Activities

     Area & perimeter using manipulatives

     Fractions, ratios, and algebra

     through simple strategies

     Logical puzzles and alphametics

·   Key Takeaways

Emphasis on conceptual understanding over rote learning

Importance of language in solving math problems

Integration of games, activities, and real-life connections

Encouragement of multiple strategies and creative thinking

A three-day( November 18-20, 2025) residential programme for Physics teachers of Classes IX and X was organized by the Delhi Public School Society at the Human Resource Development Centre, Greater Noida, Uttar Pradesh. The inaugural session was chaired and addressed by Shri B.K. Chaturvedi, Chairman of DPSS. The programme witnessed the participation of 93 teachers from DPS schools across India.

On all the three days, the objective was to enhance conceptual understanding through hands-on activities and interactive learning. A very dynamic and engaging approach was employed by the guest speakers. Variety of mind-boggling experiments were showcased, each designed to illustrate fundamental physics concepts using simple yet powerful setups. These demonstrations highlighted real-world applications and deepened the participants’ appreciation for scientific inquiry.

A highly insightful and meaningful Jolly Phonics webinar was conducted by Ms. Shainaz Jussa over a span of three days, comprising two sessions of three hours each.

About the workshop

The sessions focused on the importance of Jolly Phonics in early literacy development. We learned that sound, letter recognition and corresponding actions form the foundation of reading and writing skills. The webinar gave a clear understanding of how Jolly Phonics builds a strong foundation for reading and writing through a systematic and child-friendly approach.

Resource Person- Ms. Pragya Nopany, Mr.Shuborno Chakroborty

Chief Guest-Ms. S.Dharini Arun, Regional Director, CBSE, Regional Office Noida

The first session was held by Ms. Pragya Nopany who is an expert in teaching the methodologies of practical learning. Further, a session by Mr. Shuborno Chakroborty on ‘Experiential Learning’ motivated the teachers.

• Participants learnt various ways of establishing innovative learning with STEM through activities along with inquiry-based teaching and out of the box activities while learning how to incorporate them in classrooms.
• Developing Innovation Engine, Designing, Ideation, Collaboration, Empathy within the learner which are the essential aspects of STEM Education and taught methodologies to incorporate these through activities while planning lessons.
• Problem and inquiry based STEM tasks were provided in the brainstorming session. Several aspects of Experiential Learning and STEM teaching were demonstrated through activities and performed by each participant which helped in understanding the concept of ‘learning by doing.'

CBSE and NCB signed a Memorandum of Understanding (MoU) on 3 September 2025 deliberating on the prevention of drug abuse and generating awareness among the youth. The event was held at the CBSE Office in Dwarka wherein various schools from several states participated. After the signing ceremony, eminent dignitaries addressed the gathering and shared valuable insights with regard to identifying students who may be vulnerable to drug addiction or might be engaging in inappropriate practices related to intoxication. The session also informed participants about the Maanas helpline 1933—a dedicated support system for students and families seeking assistance. The audience was further enlightened by Dr. Anees to understand the symbolic language and codes often used by the youth in online chats to exchange information related to drugs. The event became a meaningful initiative wherein stakeholders united with the common objective of safeguarding the youth from substance abuse and empowering them to take responsible decisions in life.

The session on teaching German aimed at enhancing teaching methodologies with a focus on collaborative learning and improving students’ reading comprehension skills through innovative classroom practices.

Highlights:

• Ms. Mridula focused on how we can differentiate between a ‘Aufagbe’ and ‘Übung’ and how these can be used effectively in a classroom.
• Ms. Balwani emphasized developing critical thinking and inferential skills and explained the pre-reading, while reading and follow-up activities to enhance comprehension skills of the learners

The workshop was organized by the HRDC, DPS Society on 28 June 2025. The topic for the session was ‘Diagnostic Assessments and Action Framework’ with a focus on:

1. Teacher training impact.

2. Action framework implementation

• How were key areas identified?

• Short-term (3 months) vs. long-term (AYgoals).

• Plans for 2025-26.

• Tools/metrics to evaluate efficacy.

• Rate (1–5 scale) on achieving desired

  results.

Highlights:

Some important takeaways from the session were:

• Clarity on Learning Objectives with measurable tools
• Practice of skimming & scanning
• Integration of active learning techniques and visualization to improve the level of Reading
• Identification & remediation of common errors after the diagnostic test

A few challenges to achieve the goal were also discussed.

Six groups comprising two participating schools in each group, were formed and asked to discuss the merits of Diagnostic Assessments, challenges that might have occurred and some possible solutions to those challenges.

The resource persons facilitated the discussions and gathered the teachers’ views on the task of making competency-based questions and assured of assistance in designing CBQs.

CPR AND FIRST AID TECHNIQUES

The session was specially organized for the teaching and support staff to equip them with essential life-saving skills and practical knowledge required during medical emergencies.

HIGHLIGHTS:

1. In-depth explanation and live demonstration of CPR (Cardiopulmonary Resuscitation) were given by using mannequins.
2. Correct posture, hand placement, and compression techniques involving performing CPR were demonstrated.
3. Vital first aid measures for common emergencies such as choking and epistaxis (nosebleeds) were brought to focus.

FEEDBACK:
The workshop concluded with a demonstration of proper handwashing techniques and as a reminder of the critical role that simple hygiene practices play in overall health and safety.

The “Stem Education Workshop” was organized for teachers teaching science in schools at secondary level. There were four sessions namely on experiential learning, practical learning, gender parties and enhanced STEM competencies to educate us on integration of other fields of science like   technology, engineering and Maths.

 Highlights:

1. The session helped develop essential skills like critical thinking and problem-solving to prepare students other careers in STEM fields.
2. It offered creativity and innovation through practical activities and real-world problem-solving. 
3. It helped me understand the real-world application of STEM principles.

The two-day workshop focussed on building a strong foundation for early years education, highlighting structured planning, child safety, communication  and inclusive learning environments.

Highlights:

Introduction to Early Years Education:

• Emphasis on the importance of age-appropriate learning experiences.
• How to design meaningful lesson plans with engaging content
• Safety rules to ensure a secure learning environment for young children

Learning Centers Setup

Educators were guided on how to organize and manage the following learning centers:

• Focus Table – For guided and individualized learning tasks
• STEM – Children learn how things work, solve problems, explore the world around them and build creativity and curiosity through hands-on activities.
• Numeracy – Basic number skills using hands-on materials.
• Literacy – Promoting early reading, storytelling and language skills.
• Understanding the World – Enhancing awareness of the environment and community.

Parent Orientation and Communication:

• Curriculum clarity is essential for parent understanding and involvement
• Building strong care communication with regular updates, feedback and progress sharing
• Sharing small wins with parents to celebrate children’s achievements

Identifying Learning Barriers:

• Use of early observations, checklists and note-taking to identify individual needs.
• Developmental trackers were introduced to monitor growth in various domains.

Health, Hygiene and Safety:

• Daily hygiene routines and cleanliness standards were stressed
• Fire drills were highlighted as a critical safety practice

The EYFS Curriculum & Tree of Provision:

The EYFS (Early Years Foundation Stage) curriculum was explained using the Tree of Provision framework

Two main learning categories:

Prime Areas: Communication & Language, Physical Development, Personal-Social-Emotional Development

Specific Areas: Literacy, Numeracy, Understanding the World, Expressive Arts and Design

Flow of the Day:

• Participants were guided through a structured daily routine which includes:
• Self-registration and morning greetings.
• Placing of bags and assembly
• Circle time and activity recap
• Snack break
• Mid-plenary session
• Co-curricular activities
• Fruit break
• Dispersal

Classroom Organization

• Students are given responsibilities as monitors to encourage leadership
• Daily learning begins with learning centres after the morning routine

About the Workshop:

The workshop organized by the HRDC, DPS Society, focused on Foundational Literacy and Language Comprehension, National Education Policy, National Curriculum Framework and New Textbooks for Hindi.

Highlights:

The following points were discussed in detail:

• How reading helps in language development.
• Comprehending the text
• Need for child-friendly content
• NCF's role in student-centred teaching and making lesson plans accordingly.
• Introduction to the new NCERT textbook "Veena" for Classes 3 and 4, explaining each lesson, follow-up activities like picture sequencing and the correct approach in using the book

Early Childhood Care and Education

• Literacy in Early Years – An engaging session focused on developing foundational language skills through phonics, storytelling, and interactive print-rich environments. The resource person emphasized play-based techniques to promote vocabulary and comprehension.
• Dance Movement Therapy –An innovative approach showcasing how music and movement can support emotional expression and physical coordination in young learners. The facilitator demonstrated practical activities for emotional regulation and confidence building.
• Numeracy Development –Hands-on strategies to teach early number sense, pattern recognition, and estimation were shared. The session emphasized integrating numeracy into everyday classroom routines using manipulatives by Jodo Gyan and real-life examples.
• Story Telling as Pedagogy -Storytelling session was conducted at the HRD Centre by renowned storyteller Ms. Simi Srivastava, an expert in the art of storytelling and founder of Kathashala. The session aimed to enhance teaching methodologies by integrating storytelling as a powerful educational tool to build imagination, improve communication skills and create a joyful learning environment. She emphasized the importance of voice modulation, body language, and audience interaction in making stories come alive in the classroom.
• Physical Education by PEC Team A vibrant session by the PEC team highlighted age-appropriate physical activities and games that promote gross motor skills and healthy habits. It encouraged integrating physical play with learning themes for holistic development.
• Quality Circle Time –This session emphasized building emotional intelligence and classroom bonding through structured circle time. Activities focused on mindfulness, expression of feelings, and developing social skills in a warm and inclusive space.

The session aimed at deepening the teachers' understanding of inclusion and equipping them with strategies to support children with special needs through a series of thoughtfully designed activities, experiential exercises etc which sensitized them to know the real meaning of inclusion and enable them to experience the challenges faced by children with diverse needs.

Highlights:

The workshop emphasised some practical strategies for Inclusive Teaching like:

• Adapt Teaching Methods
• Provide Emotional Support
• Foster Peer Acceptance
• Collaborate with Specialists and Families .

The topic for the workshop was ‘Best Practices and Effective Teaching Strategies at the Primary level’.

 Highlights:

• The webinar emphasized on strategies to be followed to make learning effective by incorporating the following:
•  
• Creating a positive learning environment.
•  
• Application of knowledge.
•  
• Providing social- emotional support.
•  
• Holistic learning at the Pre-Primary level and integrated teaching at the Primary level.

The workshop on National Curriculum Framework for School Education focused on the Central Goals of NCF – SE.

Highlights:

It progressed on building the understanding of:

• Difference between NCF & NEP
• Difference between knowledge, capacities, values, and dispositions; essential for the achievement of aims of education.
• Achievement of aims of school education.
• Using an appropriate approach to arrive at learning standards.

The workshop focused on Classroom Management Techniques at the Elementary and the Senior level.

 Highlights:

The following techniques were discussed in detail-

• The 3 R technique – Routine, Responsibility and Rules.
• Defining clear objectives.
• Gamification in the class- Intrinsic (Self Reflection, Goal Setting, Real World Connection, Classroom Responsibilities, Peer Recognition, Fostering Perseverance) and     Extrinsic- (Positive Reinforcement)
• Motivation Based Approach and Consequences Based Approach.
• Being sensitive towards differently abled students.
• Parental Involvement

About the Workshop:

The workshop on National Curriculum Framework for School Education focused on the Central Goals of NCF – SE.

Highlights:

It progressed on building the understanding of:

• Difference between NCF & NEP
• Difference between knowledge, capacities, values, and dispositions; essential for the achievement of aims of education.
• Achievement of aims of school education.
• Using an appropriate approach to arrive at learning standards.