Syllabus for
Bachelor of Education
Academic Year  (2022)

Introduction to the Programme

School of Education is set up as a premier department for teacher training to mould future secondary school teachers. The International Baccalaureate (IB) Educators Certificate (IBEC) in teaching and learning (DP) offers the IBEC Certificate through the Bachelor of Education and Postgraduate Diploma in International Education. The vision of the department is achieved through the implementation of an innovative curriculum. The curriculum is designed to prepare competent and professional educationists who will be able to perform various roles in the field of education. 

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Apply the knowledge of research in solving social and educational problems

PO3: Apply content, pedagogical, and technological knowledge during teaching internship and service-learning experiences

PO4: Adapt themselves to the changing times as well as global and local contexts

PO5: Internalize personal, academic, and professional integrity

PO6: Employ principles of inclusion and equity of diverse groups in teaching and assessment

PO7: Possess clarity of thought and clarity in expression; ably articulate with comprehensiveness

PO8: Articulate clearly in writing and/or in speech

Examinations and Assessments

Students are evaluated for each course on the basis of Written Examination and Continuous Internal Assessment. Each course carries a maximum of 100 marks (except Internship in School-Phase II) and the pattern of evaluation is as follows:

End Semester Exam (ESE) Mid Semester exam (CIA II) Continuous Internal Assessment (CIA)

: 50% : 25% : 25% : 100%

50 marks (2 Hours)

Written Examination

Mid Semester Exam Total 50 marks (2 Hours)

End Semester Exam: 100 marks (3 Hours)

Mid Semester exam marks will be taken for Internal Assessment. 

End Semester exam will be reduced to 50 for deciding the promotion criteria.

Continuous Internal Assessment

CIA-II MSE marks will be reduced to 25 marks. 

CIA-I and CIA-III: Continuous Internal Assessment

Continuous Internal Assessment I

CIA- I will be Written- Group or Individual and Viva or Presentation 

Continuous Internal Assessment III

The following methods may be adopted Multiple choice-based tests, Practical Activity, Presentation/Viva, Group Discussion, Project, Skill-based assignments/activities

Attendance

The Marks distribution for attendance is as follows

95%-100% : 05 marks
90%-94% : 04 marks
85%-89% : 03 marks

80%-84% : 02 marks

76%-79% : 01 mark 

Computer training is offered as a mandatory activity in the first and second semesters. Fifteen hours of computer training is allotted for each semester. It is a complete hands-on activity. The training would be conducted by peer tutors. Exercises will be given after each session for practice. Students will be well equipped in using many Browsers, search engines, educational software, application software’s and teaching and learning need-based software.

The course will enable the preservice teachers to:

• acquire knowledge of computers, their accessories and software
• develop skills in using MS Office and its operations
• develop skills in using MOODLE and other LMS
• acquire knowledge of online courses
• acquire basic skills of web designing
• acquire a working knowledge of basic photo editors and movie makers
• acquire working knowledge and skills of developing lesson plans using application software

Level of Knowledge: Conceptual and Working Knowledge

Email /browsing, MOODLE and Online courses, Advanced MS-WORD, MS PowerPoint, MS-Publisher, MS-EXCEL, Prezi, Blogs, Web Page – HTML, Gold wave – Song editor, PowToon, Go Animate, Picasa – Photo Editor, Basic Movie Maker and other application software. Quiz application software: Kahoot and Hot Potatoes. Video editing software: Adobe Spark and Ulead. (Syllabus will change as per learner needs)

Baker, K. (2019). The ultimate guide to Google Docs. https://blog.hubspot.com/marketing/google-docs

Driscoll, T. (2020, November 21). Kahoot! walkthrough for teachers [Video]. YouTube. https://youtu.be/bWyMNUVJcgw

Driscoll, T. (2020, November 21). Quizizz walkthrough for teachers [Video]. YouTube. https://youtu.be/rUI-bWFg3rc

Java T Point. (2021). OneNote Tutorial. https://www.javatpoint.com/onenote

Simpletivity. (2021, May 4). How to use Google Keep: Tutorial for beginners (2021). [Video]. YouTube. https://youtu.be/gYwu9nhoWTM

Description

This training is offered in the first, second and fourth semesters of the programme. As there is a need for physical exercise and healthy living of a student teacher this training is given in the form of a yoga workshops and completing in interclass sports and games. Many Yoga sessions will be conducted covering: Introduction, Meaning of Yoga, Ashtanga Yoga (8 stages of Yoga), Types of Yoga, Importance of Yoga Asanas and Pranayama, Techniques and Importance of Meditation in school etc. Various Interclass games like basketball, volleyball and throwball will be conducted. An annual sports day covering track and field events will be conducted to build sportive spirit among the student teachers. The training programme is mandatory for all student teachers.

Learning Objectives

●     To enable student-teachers to understand the need and importance of Yoga in Education.

●     To sensitize the student teachers towards physical and mental fitness and its importance.

●     To introduce the philosophical bases, stages and types of Yoga and to apply them in their life.

●     To introduce meditation and its importance in the classroom.

●     To practice and enable them to transact in it the educational institutions.

●     To understand the importance of good posture and common postural deformities among students and provide awareness.

Introduction, Meaning of Yoga, Ashtanga Yoga (8 stages of Yoga), Types of Yoga, Importance of Yoga Asanas and Pranayama, Techniques and Importance of Meditation in school etc. Various Interclass games like basketball, volleyball and throwball . Annual sports day : track and field events 

Drawing from their educational experiences, the course will initiate the preservice teachers to critically think about the meaning, nature, scope, aims and functions of education. While pointing out the various disciplines which make up the field of education, the preservice teachers will be provided with an overview of the discipline of teacher education. They will learn about the role of educators in the local and global contexts. Preservice teachers will begin practicing as lifelong activities, the vital tasks of reflection and effective communication. They will also learn what it means to be a professional teacher: practice professional standards, internalize professional core values and ethics, possess professional knowledge and understanding, demonstrate professional practice and competence, as well as to continuously strive for professional development.

The course will enable the preservice teachers to:

• analyse the meaning, nature, scope, aims and functions of education
• understand that reflection is an ongoing lifelong activity
• effectively communicate
• practice professional standards, internalize professional core values and ethics, possess professional knowledge and understanding,demonstrate professional practice and competence, as well as continuously strive for professional development

Choosing teaching as a profession; Disciplines in the field of Education, including, Teacher Education; Meaning, nature, scope, aims and functions of education; vision of education in India, issues and concerns; Role of educators in the local and global contexts.

Teacher-Reflection: Need for reflection; Process of reflection; Barriers to reflection; Reflective writing.

Listening: Types, barriers, improving Listening skills; Speaking: With students, colleagues, administrators, and parents; speech; talk; presentations; engaging in informal dialogue with peers on how to improve teaching; Reading: Different genres; reading professional literature, especially practitioner journals/magazines; reading habits for teachers and students; Writing: On blackboard, slides, emails, and other genres; writing student feedback; adherence to grammar and spelling; writing for practitioner journals/magazines.

The professional teacher: professional standards; professional core values and ethics; professional knowledge and understanding; professional practice and competence; professional development.

Types of Teacher Professional Development Programmes:
School-Visit (In-person/Virtual): Location of the school; Vision, Mission, & Values of School; Curriculum; Demographic information of the region, school, teachers, and students; Physical facilities; seating arrangement; Approaches to Teaching-assessing of subjects; arts; sports; Approaches to Learning; inclusion; student-support centers/staff.
Interview a teacher and/or administrator: Preparation of interview questions; interview; report.
Interview a Student/s (With parental permission): Preparation of interview questions; interview; report.
Attend Educational: Workshops; Webinars/Conferences/Seminars:
Pursue Courses: Subject matter or methods and/or other education-related topics; MOOCs; Further educational degrees: Sources for information
Exploration of professional organizations for teachers or professional learning communities (PLCs);
Seek Mentoring;
Exploration of Educational Websites;
Exploration of Educational: Books other than textbooks, videos, films, blogs, speeches, talks, podcasts:
Create an e-teaching portfolio with artifacts on teaching-learning-assessing

This course prepares students to know, understand, and apply evidence-based practices of assessment as teachers. Students will be able to design different types of assessments, including authentic assessments, guided by backward design learning outcomes; provide feedback; analyse and report assessment data with a view to improving teaching and the curriculum. The use of technology is integral to the course. 

The course will enable the preservice teachers to:

·         Understand the difference between assessment and evaluation

·         Apply Backward Design to assessments

·         Create a variety of effective assessments

·         Develop effective rubrics and answer key-marking schemes

·         Analyse data using technological tools

·         Report assessment results

·         Provide appropriate feedback

Interpret assessment results to make appropriate instructional and curricular decisions

Level of Knowledge– Conceptual and Working Knowledge

Measurement and Evaluation; Principles of Assessment; Assessment for Learning; Assessment of Learning; Assessment as Learning; Formative & Summative Assessments; Norm-referenced and Criterion-referenced Tests; Internal and External Assessments; Backward Design assessment based on Anderson & Krathwohl’s Taxonomy of the Cognitive Domain, Krathwohl & Bloom’s Affective Domain, and Simpson’s Psychomotor Domains; Peer-, Self-, and Group- Assessments.

Construction of Worksheets; Home Assignments; Teacher-made Unit Test; Standardized Tests; Diagnostic Tests; Characteristics of a Effective assessments: Validity, Reliability, Objectivity, and Utility;

Construction, Strengths, and Limitations of:

(A) Constructed-Response Questions: Essays and Short Answer;

(B) Selected-Response (Objective) Questions: Multiple Choice, Fill in the Blanks, True or False, Matching;

Quantitative Tools: Rating Scales and Checklist;

Qualitative Tools: Observation, Anecdotal Record, and Interviews.

Guidelines for constructing the following assessments, along with strengths and limitations:

GRASPS; Cubing; Think Dots; RAFT; Tic-Tac-Toe; Structured Academic Controversy; Performance/Authentic Assessment: Observation, Portfolio, and Project-Based Learning,

Rubric; Answer Key & Marking Scheme; Moderation;

Analyzing Scores using MS Excel: Data entry, Sorting, Data multiplication, addition, Lookup, Insert functions, Pivot tables; Statistical Functions: Descriptive Statistics: Measures of Central Tendencies: Mean, Median, Mode; Measures of Variability-Range, Standard Deviation, Quartile Deviation. Charts: Histogram, Pie, Column, line, & Bar graph; Item analysis; Correlation.

Learning Analytics; Use of Assessment Data;

Providing Feedback: Feed up, Feedback, Feed Forward;

Reporting Results to the Head of Institution; Parents; Students

Black, P., & William, D. (2010). Inside the black box: Raising standards through classroom assessment. Kappan Magazine, 92(1), 81-90. 

Brookhart, S. M. (2008). Feedback that fits. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.454.9500&rep=rep1&type=pdf

Cambridge Assessment International Education. (n. d.). Getting started with Assessment for Learning. https://cambridge-community.org.uk/professional-development/gswafl/index.html#afl-checklist-6891

IRIS Center. (2022). What is differentiated instruction? Retrieved from https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/

Ministry of Education. (2020). National Education Policy. https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

Mueller, J. (2016). Authentic Assessment toolbox. http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

Reynolds, C. R., Livingston, R. B., Willson, V., & Jha, K. A. (2017). Measurement and assessment in education, (2nd ed.). Pearson.

University of Reading. (n.d.). Engage in assessment: Using technology. https://www.reading.ac.uk/engageinassessment/using-technology/eia-using-technology.aspx

Vanderbilt University. (2022). Understanding by Design. https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/

Aggarwal, J.C. (2003). Essentials of examination system evaluation tests and measurement. Vikas Publishing House.

CAST. (2022). About Universal Design for Learning. Retrieved from https://www.cast.org/impact/universal-design-for-learning-udl

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.          

Wagner, T. (2010). The global achievement gap. Basic Books.

Method of Evaluation BEd

Students are evaluated for each paper on the basis of Written Examination and Continuous Internal Assessment. Each paper carries maximum 100 marks and the pattern of evaluation is as follows:

End Semester exam (ESE)                                       :          50%

Mid Semester exam (CIA II)                                   :          25%

Continuous Internal Assessment (CIA)                :           25%

                                        Total                                   :          100%

Written Examination

Mid Semester Exam                         :     50 marks (2 Hours)

End Semester Exam                         :    100 marks (3 Hours)

Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria.

Continuous Internal Assessment

Description

The course develops the knowledge of psychological methods and their application in the educational context. A systematic study of the principles on learners and learning empowers preservice teachers to effectively: plan their lessons for each learner in the class, teach, manage, and assess the students. Thus, this course with its focus on individual differences, intelligence, attention, memory, learning theories, interest, motivation, personality, and the like, will enable preservice teachers to take appropriate curricular decisions. The course provides preservice teachers with the vocabulary to discuss their academic experiences.

 The course will enable the preservice teachers to:

• explain the various methods of Educational Psychology.
• describe the various developmental characteristics of adolescents.
• explain the various types of Intelligence.
• analyse the various types of Personality.
• compare the various Learning Theories.
• describe the various factors affecting learning

Level of Knowledge – Conceptual and Basic

Meaning and Scope of Educational Psychology; Methods of Educational Psychology- Observation, Case Study, Experimentation, Meaning, Steps, Uses and Limitations; Need of Educational Psychology to the teacher.

Level of Knowledge – Application

Different stages of growth in human beings: Concept of Growth and Development; Adolescents Psychology: Meaning, Characteristics, Various developments viz., Physical, Mental, Social and Emotional: Piaget stage theory of cognitive development; Erik Erikson’s psychosocial theory; Albert Bandura’s social learning theory; Kohlberg’s moral development theory; developmental tasks of adolescents; Mental Health: Meaning, causes for mental ill-health, Role of a teacher in fostering mental health.

Level of Knowledge – Comprehension                                                             

Individual differences: Meaning and factors-heredity and environment, Differences between individual learners, learning style, self-concept, self-esteem, attitude, aptitude, and interest; Intelligence: Meaning, different types of test with examples, IQ and its distribution; Multiple Intelligence by Howard Gardner; Emotional Intelligence Concept, dimensions and its importance; Gifted children: Meaning, Nature, Identification, Educational programmes for gifted children; Educationally Backward Children: Meaning, characteristics, causes and remedial instruction; Creativity: Meaning, characteristics of creative children, the role of teachers and parents in fostering creativity. Socio-emotional learning. Sternberg’s Triarchic Intelligence Theory.

Level of Knowledge – Conceptual

Personality: Meaning and Classification; Structure of Personality: Sigmund Freud's theory; Assessment of Personality: Subjective, Objective and Projective techniques; Role of a teacher in moulding personality.

Level of Knowledge – Theoretical        

Learning: Meaning and Nature; Learning Theories of learning -Trial and Error learning theory and laws of learning; Classical conditioning theory and its educational implications; Operant conditioning theory and its educational implications; Gestalt theory and its educational implications; Gagne's hierarchy of learning and its educational implications; Constructivism: Meaning and types: Cognitive constructivism: Piaget’s theory of cognitive development and social constructivism: Vygotsky theory of cognitive development and its educational implications; Concept formation; Concept learning: Meaning, Types, approaches to teach concepts; Learning in constructivist’s perspective. Growth Mindset: Carol Dweck.

Level of Knowledge – Comprehension

Maturation: Meaning and Educational Implications; Motivation: Meaning and Techniques to motivate the students, Abraham Maslow’s theory of motivation; Memory- meaning, process - registration, retention, recall and recognition and types: STM and LTM; Transfer of learning: meaning, types and its educational implications; Biological and hereditary factors influencing learning- Attention, interest, and readiness as factors influencing scholastic learning.

Aggarwal, J. C. (2006). Psychology of learning and development. Shipra.

Mangal S.K. (2013). Advanced Educational Psychology. Prentice Hall.                   

Somashekar, T. V. (2006). Educational Psychology. Nirmala Prakashana.

Dweck, C. (2017). Mindset-updated edition: Changing the way you think to fulfil your potential. Hachette UK.

Sharma, R. N., & Sharma, R. K. (2006). Advanced Educational Psychology. Atlantic Publishers & Dist.

Students are evaluated for each paper on the basis of Written Examination and Continuous Internal Assessment. Each paper carries maximum 100 marks and the pattern of evaluation is as follows:

End Semester exam (ESE)                                       :          50%

Mid Semester exam (CIA II)                                   :          25%

Continuous Internal Assessment (CIA)                :           25%

                                        Total                                   :          100%

Written Examination

Mid Semester Exam                         :     50 marks (2 Hours)

End Semester Exam                         :    100 marks (3 Hours)

Mid Semester exam marks will be taken for Internal Assessment. End Semester exam will be reduced to 50 for deciding the promotion criteria.

Continuous Internal Assessment

The course will enable preservice teachers to understand that philosophical knowledge has a fundamental role in helping them to systematically reflect and to clarify questions that are important in education, such as teaching, learning, curriculum, and assessment. The four branches of philosophy, epistemology, metaphysics, axiology, and logic, speak directly to the preservice teachers about the process of education. Preservice teachers will discover their emerging personal philosophy of teaching via the schools of philosophy. They will articulate their formative personal philosophy of teaching, which would evolve during their educational careers. The philosophies of both Indian and western educational thinkers are expected to influence the preservice teachers and to assist them in refining their personal philosophy of teaching.

The course will enable the preservice teachers to:

·         think with clarity about issues in education

·         appreciate the contributions of educational thinkers

articulate their personal philosophy of teaching

Philosophy; Overview of the Branches of Philosophy: Epistemology, Metaphysics; Axiology; Logic; Interrelationships between Philosophy and Education; Philosophy and Aims of Education; Philosophy and Curriculum; Philosophy and Methods of Teaching; Relationship between Teachers and Learners; Personal Philosophy of Teaching

Rabindranath Tagore; Swami Vivekananda; Mahatma Gandhi; Aurobindo Ghosh; Gijubhai Badheka; J. Krishnamurti

Plato; Immanuel Kant; Jean Jacques Rousseau; Johann Pestalozzi; Friedrich Fröbel; Maria Montessori; John Dewey; Rudolf Steiner; Loris Malaguzzi

Empiricism; Idealism; Realism; Naturalism; Humanism; Existentialism; Pragmatism; and relation to aims of education, curriculum, discipline, and the role of teachers.

Nyaya; Vaisheshika; Samkhya; Yoga; Purva-Mimamsa; Vedanta; Charvaka; Buddhism; and Jainism

Durant, W. (2022). The story of philosophy. Dover Publications.

Hendricks, S. (2017). 10 schools of philosophy and why you should know them.

https://bigthink.com/thinking/10-schools-of-philosophy-and-why-you-should-know-them

Hiriyanna, M. (2005). Outlines of Indian philosophy. Motilal Banarasi Das.

Ministry of Education. (2020). National Education Policy.https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

NCERT. (2014), Basics of education. https://ncert.nic.in/pdf/publication/otherpublications/basic_in_education.pdf

Perez, D. (2022). Foundational philosophies in education. In D. Perez, (Ed.), Social foundations of K-12 education. https://kstatelibraries.pressbooks.pub/dellaperezproject/

Peters, R. S. (1967). The concept of education (International Library of the Philosophy of Education Volume 17). Routledge.

Radhakrishnan, S., & Moore, C. A. (2014). A source book in Indian philosophy. Princeton University Press.

Zalta, E. N. (2006). The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/

Bailey, R. (Ed.). (2010). The philosophy of education: An introduction. Bloomsbury Academic. http://dx.doi.org/10.5040/9781472541307Encyclopædia Britannica. (2022). Philosophy and Religion. https://www.britannica.com/browse/Philosophy-Religion

Gandhi, M. K. (n. d.). The story of my experiments with truth. http://www.arvindguptatoys.com/arvindgupta/gandhiexperiments.pdf

Ghose, A. (2003). Volume 1-The complete works of Sri Aurobindo. https://www.sriaurobindoashram.org/sriaurobindo/downloadpdf.php?id=19

Krishnamurti Foundation India. (2022). K on Education. https://www.jkrishnamurti.in/k-on-education/

McInerney, R. (2021). Philosophy and the metaphysical achievements of education: language and reason. Bloomsbury Academic.   http://dx.doi.org/10.5040/9781350183544

Parkay, F. W. (2020). Becoming a teacher. Pearson.

Ramakrishna Math. (n.d.). Education: Swami Vivekananda. Author.

Reggio Children. (2022). Reggio Emilia approach. https://www.reggiochildren.it/en/

Rishi Valley School. (2018). Aims of Education. https://www.rishivalley.org/aims-of-education

Ryan, K., Cooper, J. M., Bolick, C. M., & Callahan, C. (2021). Those who can, teach. Cengage Learning.

Siegel, H., Phillips, D.C., & Callan,E. (2018, Winter). Philosophy of education. In E. N. Zalta (Ed.). The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/archives/win2018/entries/education-philosophy

Sri Aurobindo International Centre of Education. (2021). Centre. https://www.saice.in/

Sykes, M. (1987). The story of Nai Talim. https://www.arvindguptatoys.com/arvindgupta/naitalem.pdf

Visva-Bharati. (n.d.). About. https://visvabharati.ac.in/Santiniketan.html

This course introduces students to the aims and objectives of teaching Chemistry at national and international schools. It introduces the essential elements of Chemistry teaching and practice needed to teach Chemistry in an effective and inspirational manner. It develops the skills and competencies required for a Chemistry teacher to teach Chemistry in a global context.

The course will enable the preservice teachers to:

• explain the Chemistry content of secondary school level.
• apply the theory of knowledge (TOK) with respect to Chemistry.
• recognise the role of Chemistry in a local and global context.
• differentiate between Taxonomy of objectives in different domains.
• develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB.
• apply appropriate Teaching methods in teaching chemistry content.
• apply collaborative Teaching techniques in the classroom

States of matter, Physical Change and Chemical Change; Structure of atom: Discovery of subatomic particles: Dalton’s atomic theory, Rutherford model, Bohr model; Heisenberg‘s uncertainty principle, Pauli’s exclusion principle, Aufbau principle, Hund’s rule of maximum multiplicity: Electronic configuration; Periodic classification of elements; early classification and modern classification, Periodic properties: Atomic radii, ionization energy and electron affinity: Chemical bonding: Ionic bond, Covalent bond, Co-ordinate bond: Hybridization. Metals and non-metals: Differences; Important chemical reactions of metals: Extraction of Iron and copper: Extraction of silicon; Uses of silicon compounds; Phosphorous; Allotropic forms: Extraction of phosphorous, chemical properties: uses of phosphorous: Sulphur: occurrence and extraction; Allotropic forms; uses.

Meaning and nature of science, the scope of Chemistry, Significance of Chemistry in daily life, Importance of Chemistry as a school subject, Practical, disciplinary and recreational Values of Chemistry; Scientific attitude: Meaning, characteristics of a scientific attitude person, techniques of developing scientific attitude Theory of Knowledge in Chemistry; Ways of knowing; Sense perception, Reasoning, Language, Emotion, Imagination, Faith, Intuition, and Memory. Role of a teacher in the theory of knowledge; Stimulate, Facilitate, and Guide. Constructing Theory of knowledge questions in Chemistry. Developing international mindedness with respect to Chemistry, understanding the learner profile of a student.

Meaning of the terms Aim, Objective, Learning outcome, and Specification; Objectives of Teaching Chemistry. Relationship of Inquiry, action, and reflection.: Anderson & Krathwohl’s Taxonomy of teaching and learning. Listing of Specifications under General Objectives, Criteria for writing Instructional objectives.

Lesson Plan: Meaning and importance; Herbartian Lesson Plan, Evaluation Approach to Lesson plan, IB course outline; Templates and construction, IB Unit Plan: Templates and construction, Flanders classroom interaction analysis.

Pedagogy vs. andragogy, Approaches to Teaching (ATT) Approaches to Learning (ATL)as per IB, Inquiry-based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry, differentiated teaching strategies, Technology for teaching and learning, Collaborative Teaching techniques: Socratic Seminar, flipped classroom, fishbowl discussion method, Think-pair-share, Jigsaw technique, graphic organisers, Spider web discussion method. Process-oriented guided inquiry learning, Experiential learning, Problem and Project-Based Learning, Case-based learning, Discovery learning.

Approaches to Learning (ATL) as per IB: Thinking skills, Communication skills, social skills, Self-management skills, Research skills, Oral and written communication skills, Critical thinking skills, Problem-solving skills, Teamwork and collaborative skills, Metacognitive skills, Self-regulated learner.