Media Release
Mangaluru, May 28: The in-service training session on competency-based education – learning and assessment was conducted for the staff of St Theresa’s School on May 26th and 27th by the resource persons, Payam Shoghi and Neda Shoghi. The two-day session proved to be highly enriching and enlightening for all the teachers, providing them with valuable insights into competency-based learning and assessment practices.
The programme commenced with the invocation of God’s blessings upon the gathering. The school principal, Sr Lourdes, and vice principal, Sr Vidya, warmly welcomed the resource persons by presenting them with saplings as a token of gratitude and appreciation.
During the first day’s session, Payam Shoghi and Neda Shoghi emphasized the importance of regular self-introspection among teachers and highlighted the need to prepare students for life rather than merely for examinations. They elaborated on how students learn better and explained various learner-centred approaches that can make classrooms more engaging and meaningful.
The session also provided the teachers with an overview of previous National Education Policies, the National Education Policy (NEP) 2020, and the National Curriculum Framework (NCF). Through detailed explanations, the teachers understood how competency-based education aims at creating capable and responsible citizens who can contribute positively to the nation’s progress. The statement, “Thinking Equals Learning,” was one of the key highlights of the session and served as an eye-opener for the participants.
The resource persons further explained the step-by-step implementation of NEP 2020 in the daily curriculum. Teachers were guided on framing Learning Outcomes, incorporating Bloom’s Taxonomy into classroom teaching, and effectively using the Gradual Release of Responsibility (GRR) model to enhance student learning and participation.
The second day’s session focused on competency-based assessment. After invoking God’s blessings, several interactive activities were conducted to help teachers better understand the concepts involved. The sessions were highly appreciated by the participants as they made learning practical, engaging, and enjoyable. Teachers also gained deeper insights into Formative Assessment and its significance in monitoring and improving student learning.
The workshop concluded with a session on preparing more effective lesson plans aligned with competency-based education. The teachers expressed great enthusiasm and appreciation for the practical knowledge, innovative strategies, and valuable guidance received during the two-day training programme. The sessions inspired the staff to adopt more creative, student-centred, and competency-based approaches in their classrooms, thereby making learning more meaningful and effective for students.
The programme came to a successful close with the vote of thanks, after which the principal and vice principal felicitated the resource persons with mementoes as a token of gratitude and appreciation for their dedicated efforts. The In-service training session proved to be highly enriching, informative, and motivating, leaving the teachers empowered with renewed confidence, deeper understanding, and a stronger commitment towards implementing competency-based education effectively in the school.