Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
Monika Tayade, profile picture
Uploaded byMonika Tayade
226 views

BED - 301- Advanced, Innovation & Digital Pedagogy

Second Year B.Ed. - Semester - II 301- Orientation

Education◦
Download to read offline
START Savitribai Phule Pune University, Pune (Formerly University of Pune) Faculty of Interdisciplinary Studies Subject: Education Revised Syllabus For B.Ed. TWO YEAR PROGRAMME B.Ed. Second Year Semester III Provisional Syllabus Choice Based Credit System Semester Pattern-2025
START 2 Course Category Course code Course Title Credits Hours Marks (Internal + External) Perspectives of Education – Core Courses BED 301 Advanced, Innovative & Digital Pedagogy 4 60 100 (30 + 70 ) BED 302 Quality & Management of School Education 4 60 100 (30 + 70 ) BED 303 Understanding disciplines & Pedagogy of School Subject (Any one subject other than opted under BED103) 4 60 100 (30 + 70 ) Practicing for Constructivist Teaching Learning BED 304 Teaching Competency-IV: Practice Lessons 2 30 50 (50 + 0 ) BED 305 Teaching Competency-V: Internship (8 Weeks) 2 30 50 (50 + 0 ) Enhancing Professional Capacities BED 306 Educational Research Project 2 (1+1) 30 50 (50 + 0 ) BED 307 A) Positive Behaviour Support in Education B) Mentoring in Education 2 (1+1) 30 50 (50 + 0 ) BED 308 A) Student-teacher Support & Progression: Preparation for Teaching Profession & Entrance Exams B) Portfolio Management 2 (1+1) 30 50 (50 + 0 ) Total 24 360 600
Perspectives of Education – Core Course BED301: Advanced, Innovative and Digital Pedagogy Credits:4 Hours:60 (Int. 30+ Ext. 70): 100 Marks
Course Objectives : To enable the student teacher to: 1. To understand the concepts, principles & characteristics of contemporary pedagogical approaches in school education. 2. To develop the ability to select, plan & apply appropriate pedagogical approaches for diverse learners & learning contexts. 3. To promote learner-centred, competency-based, inclusive & multidisciplinary teaching practices aligned with NEP 2020. 4. To integrate digital technologies, Learning Management Systems & emerging pedagogical innovations to enhance teaching-learning processes.
अभ्यासक्रमाची उद्दिष्टे: द्दिद्यार्थी-द्दिक्षकाांना सक्षम करण्यासाठी: १. िालेय द्दिक्षणातील समकालीन (आधुद्दनक) अध्यापनिास्त्रीय दृद्दष्टकोनाांच्या (Pedagogical Approaches) सांकल्पना, तत्त्वे ि िैद्दिष्ट्ये समजून घेणे. २. द्दिद्दिध द्दिकणाऱयाांसाठी ि द्दिद्दिध द्दिक्षण सांदर्ाांसाठी योग्य अध्यापनिास्त्रीय दृद्दष्टकोन द्दनिडणे, द्दनयोजन करणे ि अांमलबजािणी करण्याची क्षमता द्दिकद्दसत करणे. ३. NEP २०२० (राष्टर ीय िैक्षद्दणक धोरण २०२०) िी सुसांगत असे द्दिद्यार्थी-क ें द्दित, क्षमता-आधाररत (Competency-Based), समािेिक (Inclusive) ि बहु-द्दिषयक (Multidisciplinary) द्दिकिण्याच्या पद्धतीांना प्रोत्साहन देणे. ४. अध्यापन-अध्ययन प्रद्दक्रया अद्दधक प्रर्ािी करण्यासाठी द्दडद्दजटल तांत्रज्ञान, द्दिक्षण व्यिस्र्थापन प्रणाली (LMS - Learning Management Systems) ि निीन अध्यापनिास्त्रीय निोपक्रमाांचे (Pedagogical Innovations) एकीकरण करणे.s
Course Learning Outcomes (CLOs) After completing this course, student-teachers will be able to: 1. Explain the concepts, principles & characteristics of contemporary pedagogical approaches used in school education. 2. Differentiate among traditional, constructivist, competency-based, inclusive & digital pedagogical approaches based on classroom requirements. 3. Select appropriate pedagogical approaches according to learning outcomes, learner characteristics, subject content & classroom context. 4. Design lesson plans incorporating competency-based, experiential, inquiry-based, project based &other learner-centred pedagogies.
Course Learning Outcomes (CLOs) After completing this course, student- teachers will be able to: 5. Apply inclusive, differentiated, Universal Design for Learning (UDL), & social-emotional learning strategies to address learner diversity. 6. Integrate multidisciplinary approaches, Indian Knowledge Systems & art-integrated learning to promote holistic learning experiences. 7. Utilize digital pedagogies, Learning Management Systems (LMS), digital content & emerging technologies to support effective teaching-learning. 8. Demonstrate reflective & ethical pedagogical practices by promoting digital citizenship, cyber safety, academic integrity & continuous professional improvement
अभ्यासक्रम शिक्षण परिणाम (CLOs) हा अभ्यासक्रम पूणण क े ल्यानांतर, द्दिद्यार्थी-द्दिक्षकाांना खालील गोष्टी करता येतील: १. िालेय द्दिक्षणात िापरल्या जाणाऱया समकालीन (आधुद्दनक) अध्यापनिास्त्रीय दृद्दष्टकोनाांच्या सांकल्पना, तत्त्वे ि िैद्दिष्ट्ये स्पष्ट करता येणे. २. िगाणतील गरजाांनुसार पारांपाररक, रचनािादी (Constructivist), क्षमता-आधाररत (Competency-Based), समािेिक (Inclusive) ि द्दडद्दजटल अध्यापनिास्त्रीय दृद्दष्टकोनाांमधील फरक स्पष्ट करता येणे. ३. द्दिक्षणाचे अपेद्दक्षत पररणाम (Learning Outcomes), द्दिकणाऱयाांची िैद्दिष्ट्ये, द्दिषय-सामग्री ि िगणखोलीचा सांदर्ण याांच्या आधारे योग्य अध्यापनिास्त्रीय दृद्दष्टकोन द्दनिडता येणे. ४. क्षमता-आधाररत, अनुर्िात्मक (Experiential), चौकिी-आधाररत (Inquiry- Based), प्रकल्प-आधाररत (Project-Based) ि इतर द्दिद्यार्थी-क ें द्दित अध्यापन पद्धतीांचा समािेि असलेल्या धडेयोजना (Lesson Plans) तयार करता येणे.
हा अभ्यासक्रम पूणण क े ल्यानांतर, द्दिद्यार्थी-द्दिक्षकाांना खालील गोष्टी करता येतील: ५. द्दिकणाऱयाांच्या द्दिद्दिधतेला सामोरे जाण्यासाठी समािेिक (Inclusive), द्दिर्ेदीक ृ त (Differentiated), सिाांसाठी सािणद्दत्रक द्दिक्षण रचना (UDL - Universal Design for Learning) ि सामाद्दजक-र्ािद्दनक द्दिक्षण (Social-Emotional Learning) या धोरणाांचा िापर करता येणे. ६. सिाांगीण (Holistic) द्दिक्षणाचा अनुर्ि देण्यासाठी बहु-द्दिषयक (Multidisciplinary) दृद्दष्टकोन, र्ारतीय ज्ञान परांपरा (Indian Knowledge Systems) ि कला-समाकद्दलत द्दिक्षण (Art-Integrated Learning) याांचे एकीकरण करता येणे. ७. प्रर्ािी अध्यापन-अध्ययनासाठी द्दडद्दजटल अध्यापनिास्त्र (Digital Pedagogies), द्दिक्षण व्यिस्र्थापन प्रणाली (LMS - Learning Management Systems), द्दडद्दजटल सामग्री ि निोद्ददत (Emerging) तांत्रज्ञानाचा िापर करता येणे. ८. द्दडद्दजटल नागररकत्व (Digital Citizenship), सायबर सुरक्षा (Cyber Safety), िैक्षद्दणक प्रामाद्दणकता (Academic Integrity) ि सातत्यपूणण व्यािसाद्दयक सुधारणा याांना प्रोत्साहन देऊन, द्दचांतनिील (Reflective) ि नैद्दतक (Ethical) अध्यापनिास्त्रीय पद्धतीांचा अिलांब करता येणे.
Unit- 1: Foundations of Contemporary Pedagogy Credit- 1 1.1 Concept & Nature of Pedagogy: Meaning & types of pedagogy; need for diverse pedagogical approaches; selection according to learners & content; shift from teacher-centred to learner-centred teaching; teacher as facilitator & mentor. 1.2 Competency-Based Teaching & Learning: Concept of competencies & learning outcomes; characteristics of competency-based teaching; alignment of teaching, learning activities & assessment; competency- based lesson planning. 1.3 Selection & Planning of Pedagogical Approaches: Types of pedagogical approaches (traditional, advanced, innovative, digital & inclusive); criteria for selection based on learners, objectives, content & context; lesson planning.
Unit- 1: Foundations of Contemporary Pedagogy Credit- 1 1.4 Constructivist & Socio-Constructivist Pedagogy: Concept; prior knowledge, active learning, collaboration & scaffolding; classroom applications. 1.5 Inclusive Pedagogy: Concept; inclusive classroom practices; addressing learner diversity including CWSN; classroom applications. 1.6 Universal Design for Learning (UDL): Concept; principles of multiple means of engagement, representation & expression; application in inclusive classrooms
एकक - १: समकालीन अध्यापनिास्त्राचा पाया (Foundations of Contemporary Pedagogy)- (Credit) - १ १.१ अध्यापनिास्त्राची (Pedagogy) सांकल्पना ि स्वरूप: अध्यापनिास्त्राचा अर्थण ि प्रकार; द्दिद्दिध अध्यापनिास्त्रीय दृद्दष्टकोनाांची गरज; द्दिकणारे ि द्दिषय-सामग्री याांच्या आधारे दृद्दष्टकोनाची द्दनिड; द्दिक्षक-क ें द्दित (Teacher-Centred) द्दिक्षणापासून द्दिद्यार्थी-क ें द्दित (Learner-Centred) द्दिक्षणाकडे होणारा बदल; द्दिक्षक हा सुद्दिधादाता (Facilitator) ि मागणदिणक (Mentor) या र्ूद्दमक े त. १.२ क्षमता-आधाररत (Competency-Based) द्दिक्षण ि अध्यापन: क्षमता (Competencies) ि द्दिक्षण पररणाम (Learning Outcomes) याांची सांकल्पना; क्षमता-आधाररत अध्यापनाची िैद्दिष्ट्ये; अध्यापन, अध्ययन द्दक्रया ि मूल्यमापन याांचे सुसांगद्दतकरण (Alignment); क्षमता- आधाररत धडेयोजना (Lesson Planning). १.३ अध्यापनिास्त्रीय दृद्दष्टकोनाांची द्दनिड ि द्दनयोजन (Selection & Planning of Pedagogical Approaches): अध्यापनिास्त्रीय दृद्दष्टकोनाांचे प्रकार (पारांपाररक, प्रगत, नाद्दिन्यपूणण, द्दडद्दजटल ि समािेिक); द्दिकणारे, उद्दिष्टे, द्दिषय-सामग्री ि सांदर्ण याांच्या आधारे द्दनिडीचे द्दनकष; धडेयोजना (Lesson Planning).
१.४ रचनािादी (Constructivist) ि सामाद्दजक-रचनािादी (Socio-Constructivist) अध्यापनिास्त्र:सांकल्पना; पूिणज्ञान (Prior Knowledge), सद्दक्रय अध्ययन (Active Learning), सहयोग (Collaboration) ि मचान (Scaffolding); िगणखोलीतील उपयोजन (Classroom Applications). १.५ समािेिक अध्यापनिास्त्र (Inclusive Pedagogy): सांकल्पना; समािेिक िगणखोलीतील पद्धती (Inclusive Classroom Practices); द्दििेष गरजा असलेल्या मुलाांसह (CWSN - Children With Special Needs) द्दिकणाऱयाांच्या द्दिद्दिधतेला सामोरे जाणे; िगणखोलीतील उपयोजन (Classroom Applications). १.६ सिाांसाठी सािणद्दत्रक द्दिक्षण रचना (UDL - Universal Design for Learning): सांकल्पना; सहर्ाग (Engagement), आियसादरीकरण (Representation) ि अद्दर्व्यक्ती (Expression) याांच्या अनेकद्दिध माध्यमाांची (Multiple Means) तत्त्वे; समािेिक िगणखोल्याांमधील उपयोजन (Application in Inclusive Classrooms).
Unit-2: Advanced Pedagogical Approaches Credit- 1 2.1 Outcome-Based Learning (OBL) Concept; writing measurable learning outcomes; constructive alignment of teaching, learning & assessment; classroom applications. 2.2 Experiential Learning Experiential Learning—concept, cycle (experience, reflection & application), classroom applications. Gamified Learning—concept, elements of game-based learning & classroom applications. 2.3 Inquiry-Based and Discovery Learning Inquiry-Based Learning— concept, inquiry process & classroom applications. Discovery Learning— concept & classroom applications.
Unit-2: Advanced Pedagogical Approaches Credit- 1 2.4 Problem-Based & Scenario-Based Learning Problem-Based Learning—concept, process and classroom applications. Scenario-Based Learning—concept, use of real-life situations & classroom applications. 2.5 Project-Based Learning (PBL) Concept; characteristics of project work; planning & implementation; classroom applications. 2.6 Design Thinking Pedagogy Concept; stages of design thinking; creative problem-solving & classroom applications
२.१ पररणाम-आधाररत द्दिक्षण (OBL - Outcome-Based Learning): सांकल्पना; मोजता येण्याजोगे (मापनीय) द्दिक्षण पररणाम (Measurable Learning Outcomes) द्दलद्दहणे; अध्यापन, अध्ययन ि मूल्यमापन याांचे रचनात्मक सुसांगद्दतकरण (Constructive Alignment); िगणखोलीतील उपयोजन (Classroom Applications). २.२ अनुर्िात्मक द्दिक्षण (Experiential Learning) ि खेळीक ृ त द्दिक्षण (Gamified Learning): अनुर्िात्मक द्दिक्षण — सांकल्पना, चक्र (अनुर्ि, द्दचांतन/प्रद्दतद्दबांब ि उपयोजन/अनुप्रयोग), िगणखोलीतील उपयोजन. खेळीक ृ त द्दिक्षण (Gamified Learning) — सांकल्पना, खेळ-आधाररत द्दिक्षणाचे घटक (Elements of Game-Based Learning) ि िगणखोलीतील उपयोजन. २.३ चौकिी-आधाररत द्दिक्षण (Inquiry-Based Learning) ि िोध-आधाररत द्दिक्षण (Discovery Learning): चौकिी-आधाररत द्दिक्षण — सांकल्पना, चौकिी प्रद्दक्रया (Inquiry Process) ि िगणखोलीतील उपयोजन. िोध-आधाररत द्दिक्षण (Discovery Learning) — सांकल्पना ि िगणखोलीतील उपयोजन.
२.४ समस्या-आधाररत द्दिक्षण (Problem-Based Learning) ि पररस्स्र्थती-आधाररत द्दिक्षण (Scenario-Based Learning): समस्या-आधाररत द्दिक्षण — सांकल्पना, प्रद्दक्रया ि िगणखोलीतील उपयोजन (Classroom Applications). पररस्स्र्थती-आधाररत द्दिक्षण — सांकल्पना, िास्तद्दिक जीिनातील पररस्स्र्थतीांचा (Real-Life Situations) िापर ि िगणखोलीतील उपयोजन. २.५ प्रकल्प-आधाररत द्दिक्षण (PBL - Project-Based Learning): सांकल्पना; प्रकल्प कायाणची (Project Work) िैद्दिष्ट्ये; द्दनयोजन ि अांमलबजािणी (Planning & Implementation); िगणखोलीतील उपयोजन (Classroom Applications). २.६ अद्दर्कल्पना द्दचांतन अध्यापनिास्त्र (Design Thinking Pedagogy): सांकल्पना; अद्दर्कल्पना द्दचांतनाचे (Design Thinking) टप्पे (Stages); सजणनिील समस्या-द्दनराकरण (Creative Problem-Solving) ि िगणखोलीतील उपयोजन (Classroom Applications).
Unit–3: Innovative & Transformative Pedagogies Credit – 1 3.1 Art-Integrated Learning: Concept; integration of art with teaching-learning; classroom applications. 3.2 Peer Learning (Buddy Learning): Concept; collaborative learning strategies; classroom applications. 3.3 Personalized & Differentiated Learning: Concept; strategies for addressing learner diversity; classroom applications.
Unit–3: Innovative & Transformative Pedagogies Credit – 1 3.4 Multidisciplinary, Interdisciplinary & Transdisciplinary Learning: Concepts; integration of subjects through themes & real-life contexts; classroom applications. 3.5 Indian Knowledge Systems (IKS) & Indigenous Pedagogy: Concept; integration of Indian knowledge, local culture & approaches such as Panchapadi; classroom applications. 3.6 Social-Emotional Learning (SEL) & Wellbeing Pedagogy: Concept; promotion of self-awareness, relationships & wellbeing; classroom applications
एकक - ३: नाद्दिन्यपूणण ि पररितणनिील अध्यापनिास्त्रे (Innovative & Transformative Pedagogies) गुण (Credit) - १ ३.१ कला-समाकद्दलत द्दिक्षण (Art-Integrated Learning): सांकल्पना; अध्यापन-अध्ययनासह कलेचे एकीकरण (Integration of Art with Teaching-Learning); िगणखोलीतील उपयोजन (Classroom Applications). ३.२ समकक्ष द्दिक्षण / सोबती द्दिक्षण (Peer Learning / Buddy Learning): सांकल्पना; सहयोगी अध्ययन धोरणे (Collaborative Learning Strategies); िगणखोलीतील उपयोजन (Classroom Applications). ३.३ िैयस्क्तक ृ त (Personalized) ि द्दिर्ेदीक ृ त (Differentiated) द्दिक्षण: सांकल्पना; द्दिकणाऱयाांच्या द्दिद्दिधतेला सामोरे जाण्यासाठीची धोरणे (Strategies for Addressing Learner Diversity); िगणखोलीतील उपयोजन (Classroom Applications).
३.४ बहु-द्दिषयक (Multidisciplinary), आांतर-द्दिषयक (Interdisciplinary) ि पार-द्दिषयक (Transdisciplinary) द्दिक्षण: सांकल्पना; द्दिषयाांचे र्थीम / प्रकल्प ि िास्तद्दिक जीिनातील सांदर्ण याांच्याद्वारे एकीकरण (Integration of Subjects through Themes & Real-Life Contexts); िगणखोलीतील उपयोजन (Classroom Applications). ३.५ र्ारतीय ज्ञान परांपरा (IKS - Indian Knowledge Systems) ि स्र्थाद्दनक अध्यापनिास्त्र (Indigenous Pedagogy): सांकल्पना; र्ारतीय ज्ञान, स्र्थाद्दनक सांस्क ृ ती ि पांचपदी सारख्या दृद्दष्टकोनाांचे एकीकरण (Integration of Indian Knowledge, Local Culture & Approaches such as Panchapadi); िगणखोलीतील उपयोजन (Classroom Applications). ३.६ सामाद्दजक-र्ािद्दनक द्दिक्षण (SEL - Social-Emotional Learning) ि कल्याण अध्यापनिास्त्र (Wellbeing Pedagogy): सांकल्पना; आत्म-जागरूकता (Self-Awareness), नातेसांबांध (Relationships) ि कल्याण (Wellbeing) याांचा प्रचार/द्दिकास; िगणखोलीतील उपयोजन (Classroom Applications).
Unit–4: Digital Pedagogy and AI-Enabled Learning Credit – 1 4.1 Computational Thinking in Learning: Concept; problem- solving processes; integration in classroom learning. 4.2 Blended Learning: Concept; models of blended learning; planning blended lessons; classroom applications. 4.3 Flipped Learning: Concept; pre-class, in-class & post-class learning; classroom applications.
Unit–4: Digital Pedagogy and AI-Enabled Learning Credit – 1 4.4 Learning Management Systems (LMS) and Digital Content Development: Concept of LMS; use of platforms such as Google Classroom, DIKSHA & SWAYAM; development of simple digital learning resources. 4.5 Immersive Learning (AR/VR and Simulations): Concept; educational applications of AR, VR & simulations. 4.6 Digital Citizenship, Cyber Safety and Academic Integrity: Responsible digital behavior; cyber safety; plagiarism; ethics & academic integrity
Practical: (Any one from the given list) 1.Prepare a detailed lesson plan using any one advanced pedagogical approach (Outcome-Based, Experiential, Inquiry-Based, Problem-Based, Project- Based or Design Thinking) incorporating appropriate teaching-learning activities and assessment strategies. 2. Prepare a differentiated teaching plan for a selected topic by adapting the lesson to meet the learning needs of slow, average, and advanced learners. 3. Design an innovative classroom activity based on any one innovative pedagogy such as Art-Integrated Learning, Peer Learning, Social-Emotional Learning, or Indian Knowledge Systems. 4. Prepare a blended or flipped lesson plan integrating pre-class, in-class and post-class learning activities, with optional use of an LMS such as Google Classroom or DIKSHA.
Practical: (Any one from the given list) 1.Prepare a detailed lesson plan using any one advanced pedagogical approach (Outcome-Based, Experiential, Inquiry-Based, Problem-Based, Project-Based or Design Thinking) incorporating appropriate teaching- learning activities & assessment strategies. 2. Prepare a differentiated teaching plan for a selected topic by adapting the lesson to meet the learning needs of slow, average & advanced learners. 3. Design an innovative classroom activity based on any one innovative pedagogy such as Art-Integrated Learning, Peer Learning, Social-Emotional Learning, or Indian Knowledge Systems. 4. Prepare a blended or flipped lesson plan integrating pre-class, in-class & post-class learning activities, with optional use of an LMS such as Google Classroom or DIKSHA.
(Practical): (द्ददलेल्या यादीतील कोणतेही एक) १. कोणत्याही एका प्रगत अध्यापनिास्त्रीय दृद्दष्टकोनाचा (पररणाम-आधाररत, अनुर्िात्मक, चौकिी- आधाररत, समस्या-आधाररत, प्रकल्प-आधाररत द्दक ां िा अद्दर्कल्पना द्दचांतन) िापर करून योग्य अध्यापन- अध्ययन द्दक्रया ि मूल्यमापन धोरणाांचा समािेि असलेली सद्दिस्तर धडेयोजना (Detailed Lesson Plan) तयार करा. २. मांदगती, सरासरी ि प्रगत (अग्रगामी) द्दिकणाऱयाांच्या द्दिक्षणाच्या गरजा पूणण करण्यासाठी द्दनिडलेल्या द्दिषयासाठी धड्याचे रुपाांतर (Adaptation) करून द्दिर्ेदीक ृ त (Differentiated) द्दिक्षण योजना तयार करा. ३. कला-समाकद्दलत द्दिक्षण, समकक्ष द्दिक्षण, सामाद्दजक-र्ािद्दनक द्दिक्षण द्दक ां िा र्ारतीय ज्ञान परांपरा याांसारख्या कोणत्याही एका नाद्दिन्यपूणण अध्यापनिास्त्रािर आधाररत नाद्दिन्यपूणण िगणखोली द्दक्रयाकलाप (Innovative Classroom Activity) तयार करा. ४. िगणपूिण (Pre-Class), िगाणतील (In-Class) ि िगोत्तर (Post-Class) अध्ययन द्दक्रयाांचा समािेि असलेली द्दमश्र (Blended) द्दक ां िा उलटी (Flipped) धडेयोजना तयार करा, ज्यामध्ये Google Classroom द्दक ां िा DIKSHA सारख्या LMS (द्दिक्षण व्यिस्र्थापन प्रणाली) चा ऐस्िक िापर करता येईल.
Assessment: (Course related practical, Written Exam, University Exam) Select appropriate Pedagogical Approaches and Modes of Transaction for the course from the list given in the syllabus.
References: 1. Bush, T. (2020). Theories of educational leadership and management (5th ed.). Sage Publications. 2. Government of India. (2020). National Education Policy 2020. Ministry of Education. 3. Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9th ed.). McGraw-Hill. 4. National Council of Educational Research and Training. (2023). National Curriculum Framework for School Education (NCF-SE 2023). NCERT. 5. National Council of Educational Research and Training. (2024). PARAKH: Performance Assessment, Review, and Analysis of Knowledge for Holistic Development – Guidelines and Framework. NCERT. 6. National Institute of Educational Planning and Administration. (2016). School standards and evaluation framework (Shaala Siddhi). NIEPA. 7. Northouse, P. G. (2022). Leadership: Theory and practice (9th ed.). Sage Publications. 8. State Council of Educational Research and Training, Maharashtra. (2025). School Quality Assessment and Assurance Framework (SQAAF). SCERT, Maharashtra. 9. UNESCO. (2017). A guide for ensuring inclusion and equity in education. UNESCO. 10. UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO. 11. UNESCO. (2024). Global education monitoring report 2024/25: Leadership in education. UNESCO. 12. United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. United Nations. 13. जाधि, एस. बी. (2018). िैक्षद्दणक व्यिस्र्थापन. फडक े प्रकािन. 14. पाटील, बी. व्ही. (2017). िैक्षद्दणक प्रिासन ि व्यिस्र्थापन. णनत्यनतून प्रकािन. 15. फडक े , व्ही. डी. (2016). िैक्षद्दणक व्यिस्र्थापन. णिद्या प्रकािन. 16. र्ारत सरकार. (2020). राष्टर ीय िक्षै द्दणक धोरर २०२० (मराठी आित्तृ ीी). णिद्दक्ष मांत्रालय. 17. महाराष्टर राज्य िैक्षद्दणक सांिोधन ि प्रणिद्दक्ष पररषद. (2022). णनद्दपु र्ारत: अमां लबजाद्दिी मादणग णिगका. राज्य िैक्षद्दणक सांिोधन ि प्रणिद्दक्ष पररषद. 18. महाराष्टर राज्य िक्षै द्दणक सांिोधन ि प्रणिद्दक्ष पररषद. (2025). िालेय र्द्दीी ु ित्ता मल्ी ू यमापन ि हमी आराखडा (SQAAF). राज्य िक्षै द्दणक सांिोधन ि प्रणिद्दक्ष पररषद, द्दपुी े . 19. राष्टर ीय िैक्षद्दणक णनयोजन ि प्रिासन सांस्र्था. (2016). िाळा णसद्धी : िाळा मानक े ि मल्ी ू यमापन आराखडा. NIEPA.
Live brainstorming Think about your own school days. Which teaching method made you feel most engaged & why? How does that experience align with the principles of learner- centred pedagogy (e.g., active participation, relevance, or choice)?" तुमच्या स्वतः च्या िालेय शिवसाांचा शवचाि किा. कोणती अध्यापन पद्धत तुम्हाला सवााशिक गुांतवून (engaged) ठे वत असे आशण का? तो अनुभव शवद्यार्थी-क ें शित अध्यापनिास्त्राच्या (learner-centred pedagogy) तत्त्ाांिी (उिा., सशक्रय सहभाग, समपाकता/प्रासांशगकता शक ां वा शनवड/पयााय) कसा जुळतो?"
Created By Asst. Prof. Monika Tayade SMBAM, Pune.