Inter & Intra

Delhi Public School, Mathura Road hosted a CBSE Capacity Building Programme on Life Skills (Advance) on 20 May 2026. The workshop was conducted by the resource persons, Dr. Nishi Sehrawat Phogat, Academic Consultant, Master Trainer, Counsellor, Content Writer, Global Coach, Psychologist and Researcher, and Ms. Ruma Bisht, CBSE Resource Person and Faculty Member, N.K. Bagrodia Global School, Dwarka.

The programme aimed to enhance teachers’ understanding of the importance of life skills in shaping students into confident, responsible and emotionally balanced individuals.

During the session, the resource persons discussed various essential life skills such as self-awareness, empathy, communication skills, critical thinking, decision-making, stress management and problem-solving abilities. Through interactive activities, group discussions, role plays and real-life examples, the session became engaging and meaningful.

The trainers also emphasised the role of teachers in creating a positive and supportive classroom environment that encourages students to express themselves freely and develop healthy interpersonal relationships.

The programme provided valuable insights and practical strategies that can be incorporated into classroom teaching to promote holistic development among students. It was an enriching and highly informative session, and all the participants actively engaged and benefited from the learning experience.

Workshop Report on Tools for Students’ Diverse Needs Using Universal

Design for Learning (UDL)

Date: 3.9.25

Venue: MPH II DPS Mathura Road

A workshop on “Tools for Students’ Diverse Needs Using Universal Design for Learning (UDL)” was conducted by Dr. Rajesh D. at the Primary Wing of DPS Mathura Road on 3.9.25.. The session aimed to equip teachers with inclusive teaching strategies that address varied learning needs through UDL’s core principles: multiple means of representation, engagement, and expression. He emphasized the importance of offering students choices in how they learn and express their understanding. The workshop concluded with an interactive quiz where teachers recapitulated the importance of using UDL principles, reinforcing the idea that inclusive education benefits all learners.

Venue: DPS MATHURA ROAD

Session 1: Learning Outcomes and Pedagogy

Resource Person: Dr. Veena Mishra

Key Highlights:

• Teaching–Learning Cycle: Emphasised creating interactive classrooms aligned with learning outcomes.
• Learning Outcomes vs. Objectives: Outcomes are broader, measurable, and performance-oriented.
• Bloom’s Taxonomy: Framework for structured, competency-based learning outcomes, covering cognitive, affective, and psychomotor domains.

Takeaways:

• Adopt reflective pedagogical practices aligned with defined outcomes.
• Apply the Teaching–Learning Cycle and Bloom’s Taxonomy for inclusivity, accountability, and holistic learner development.

Session 2: Innovative Pedagogical Practices and Assessment Tools

Resource Person: Ms. Bhavna Chibber

Key Highlights:

• Positive Classroom Climate: Building a supportive environment prioritizing students' well-being.
• Group-Based Tasks: Fostering teamwork and innovation through activities like the Newspaper Tower Challenge.
• Lesson Planning: Designing lessons aligned with learning outcomes and incorporating interactive strategies.
• Rubrics: Using transparent and fair assessment tools for consistent evaluation.

Takeaways:

The session provided practical insights into nurturing positive classrooms, designing learner-centric lessons, and employing effective assessment tools for holistic education.

Both sessions offered valuable perspectives on enhancing teaching practices and student learning experiences.

Date: 25 July 2025

Timings: 1:35 PM to 2:10 PM

Name of the Resource Person(s):

· Ms Snehlata Kaushik

· Ms. Kavita Khanna

· Ms. Shweta Vig

Introductory Remarks:

The session commenced with an introduction about the topic and purpose of the session which was followed by learning center activities starting from greeting the students , question of the day, assembly, posting of learning objective and success criteria on the soft board , followed by quality circle time, where the teacher introduced a value-based concept through an engaging story featuring animals. This storytelling session not only captured the learners’ interest but also laid the foundation for describing words and character traits, setting the tone for theme-based, experiential exploration.

Following this, learners were told about the various learning centers:

l Focus Table

l Literacy Center

l Numeracy Center

l STEM Center

l Understanding of the World Center

Each center was aligned with elements from the story and had specific tasks to extend and reinforce learning. Teacher volunteers were involved to perform the activities for a better understanding of the session.

Highlights of the Session

The learning centers offered learners a hands-on and inquiry-driven experience through:

l Differentiated question levels (Emerging, Expected, Exceeding, CWSN, Gifted) ensured inclusivity and allowed each child to work at an appropriate challenge level, thereby strengthening conceptual clarity about Animal and Their Homes.

l Tablet-Based Exploration: Learners were told to use tablets to complete interactive, audio-visual quizzes related to animals and their habitats, promoting independent, tech-enabled engagement.

l Flipbook Activity: After matching, learners had picture cues and guided prompts to write simple facts about the animals in their flipbooks.

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l Collaborative Discovery: Learners were encouraged to discuss and share their reasoning with peers, turning the activity into a space for dialogue and joint exploration.

Takeaways:

As facilitators, we observed several meaningful insights:

l Quality circle time set a purposeful context for child-led inquiry.

l Thematic storytelling created emotional and conceptual connections that carried through all activities.

l Experiential, multi-sensory learning deepened understanding—especially for abstract science concepts like habitats.

l Blending tactile materials with digital tools enhanced focus, motivation, and concept reinforcement.

l Simple, guided writing tasks built early literacy and encouraged expression.

l Peer collaboration boosted critical thinking, communication, and confidence.

l Structured, interest-based centers made learning self-directed, inclusive, and joyful.

Conclusion:

The leading centers were discussed along with activities conducted at those centers where examples were story-linked, hands-on, and exploratory. The resource persons demonstrated that meaningful learning happens when values, concepts, and creativity are woven together through well-planned, engaging experiences. The session empowered both learners and educators to see how play, inquiry, and structure can coexist to create impactful moments of understanding.

The workshop was conducted by Ms. Deepika Thapar Singh, Ms. Dhanalaxmi and Ms. Nazia It was designed to promote experiential learning in Early Childhood Education. It emphasized interactive, child-centric teaching methodologies, pedagogy that nurture observation, inquiry, and creativity in young learners.

The session commenced with introduction to the exploration and usage of the website of Credence School , Dubai. The resource persons showed how they begin classroom teaching with a structured Quality Circle Time, where children participated in self-registration, helping them foster independence and take ownership of learning. During the circle time, educators posed profound questions to stimulate discussion and curiosity. The topic was introduced using an engaging story, setting the context for immersive learning. After the Quality Circle Time and story introduction, children were divided into different learning centers to engage in hands-on, thematic activities.

The centers included:

1. Focus Table: Children were given prompts and toys. They completed a worksheet where they drew and described the prompt. Assessment was done based on their performance.
2. Numeracy Center: Children used shapes to create animal figures, integrating math with creativity.
3. Literacy Center: Children worked on sequencing the story, enhancing comprehension, and logical thinking.
4. STEM Center: Children designed and constructed animal homes using recycled materials, promoting innovation and environmental awareness.
5. Understanding the World Center: Children wrote interesting facts about animals, reinforcing observation, language, and science skills.

After the discussion, real classroom set up was created, where all teachers participated, learnt and then every school was given a topic to present. The topic for DPS Mathura Road was KUW -PREP, which was observed by experts and suggestions were given to bring changes in one’s teaching methodology and pedagogy.

On 20th May 2025, our Primary & Pre-Primary teachers participated in a powerful workshop conducted by CIET, NCERT, led by Prof. (Dr.) Indu Kumar & Dr. Prachi, focusing on ICT Initiatives & Foundational Literacy and Numeracy (FLN).

Key Takeaways:

• Integration of ICT tools in teaching
• Blended & inclusive learning as per NEP 2020
• Tech for Divyang students
• Access to national platforms like PM eVidya, DIKSHA & MOOCs
• Focus on Digital Pedagogy & Cyber Safety

Our teachers explored how to become digital creators, promote equity, and deliver quality education rooted in Indian values.

DPS Mathura Road remains committed to continuous teacher development and innovation in learning!

Venue: DPS Mathura Road, New Delhi

Date: 19.5.25

Participants: 58 participants comprising of few Nursery teachers and by and large teachers teaching classes 6-10.

A capacity building workshop on “Storytelling as Pedagogy” was conducted at Delhi Public School, Mathura Road for Nursery and Middle school teachers .The session aimed to equip educators with storytelling techniques to make classroom teaching more engaging and effective.

The workshop was facilitated by Ms. Nishi Sehrawat Phogat (Academic consultant, Master trainer, Global coach and psychologist) and Ms. Rajini Jaimini (A Fulbright scholar, ISTM certified teacher trainer, Trinity college, London trained examiner) resource experts in storytelling and experiential learning. Teachers participated in interactive activities, learned techniques such as voice modulation, character building, and plot development, and explored ways to integrate stories across various subjects like English, Science, Social Studies, Mathematics, Computer Science, performing arts etc.

Participants actively engaged in group storytelling exercises and reflected on how storytelling can foster creativity, critical thinking, and emotional connection in students. The session concluded with positive feedback and a shared commitment to incorporating storytelling into everyday teaching.

The workshop proved to be a valuable and inspiring experience, promoting innovative and student-centered learning strategies.