ICSSR (MHRD, New Delhi)
VISUALISING 21ST CENTURY EDUCATIONAL MILIEU:
ACHIEVING SKILL COMPETENCE THROUGH UNCONVENTIONAL PRACTICES
17th & 18th December, 2018
ABOUT THE CONFERENCE
Unconventional teaching practices goes beyond textbooks and four walls to make learning more than a rote sport having limitless possibilities to improve the educational process. It aims to give the students an in-depth exposure of the subjects and fill the educational experience with enlightening values. It brings lessons to life replacing stale traditional methods of conveying information with innovative technologies such as tablets, interactive whiteboards, Panel Discussions, Debates, Role Playing, Film Viewing etc. It helps prepare students become culturally competent, caring and contribute local and global citizens. Unconventional practices are not just about technology driven classrooms but about continuous and comprehensive evaluation, cross-curricular connections, linking curriculum to life, development of skills and values, civic engagement, integrative and social responsibility.
Education is being revolutionised everyday by technology and being made accessible to the untapped masses. It has allowed education to be brought outside the Individual learning is acknowledged. It is constantly opening up the new frontiers in education.
The only question that remains for forward-thinking teachers is what new technologies will emerge and how will they be utilized. The teachers who adopt these unconventional practices are the conceptual innovators laying the groundwork for future generations of teachers. They work on modification of classroom practices to help the learners understand and take charge of improving their own learning processes. Unconventional Classroom is a viable option that will reignite your passion for teaching and send you back to the classroom with tons of new teaching strategies and ideas.
Dr. Akhtar H. Rizvi
(President, Rizvi Education Society)
Adv. (Mrs.) Rubina A. H. Rizvi
(Director, Rizvi Education Society)
Dr. Gyanprakash Arya
Dr. Radhika Vakharia
Dr. Rakhi Sawlane (9820162524)
Mrs. Spoty Karthik (9869350399)
Rizvi Education Society is a non-profit educational society devoted to education, training, research and consultancy. It was established in 1985 with the College of Arts, Science and Commerce and Rizvi High School. In thirty-one years, it has spread its wings and branched into various professional colleges producing stalwarts for the country.
Rizvi College of Education was started in 2003 under the aegis of Rizvi Education Society. In a span of fifteen successful years, it has made a remarkable progress in the educational fraternity. It has emerged as a premier institute offering B.Ed. Course and various add-on courses, creating teachers equipped with the latest trends and technologies in education. It provides dynamic training programs that empower teachers to meet the challenges in the ever changing global scenario. The credit for the success of this institute rests with its President – Dr. A. H. Rizvi, whose vision and endeavour to make a difference in the society led to the establishment and growth of the college. Rizvi College of Education is affiliated to University of Mumbai since 2003 and has been approved by NCTE (Code No.123005). Rizvi College of Education is an Un-Aided Muslim Minority English Medium College.
SUB THEMES OF THE CONFERENCE
Subtheme 1- Strengthening the Workforce through Leadership Development
Leadership in any education organisation plays a very important role. We have often seen that the quality of leadership is attributed to the heads of an institution. However in an educational setup leadership as a quality has to be nurtured amongst staff as well as students. A few ways of empowering one to be leaders of tomorrow is through encouraging them to construct their own knowledge, exploring their expertise through presentations, use of Socratic questioning to ignite the spark of learning through an inquisitive manner, learning and teaching through role models, taking up responsibility, service learning, metacognitive strategies etc. Using different unconventional ways, one can cultivate leadership qualities which will enable the future leaders to face the world with confidence thereby empowering them with skills of global citizenship.
Subtheme 2 – Breakthrough beyond the boundaries by Distance Learning
Distance Learning is accessible, affordable and useful in social, intellectual and workforce development contexts. Through Distance Learning, learners have become global citizens and are exposed to the international and cross-cultural aspects of their studies. It has facilitated unconventional practices in education through students’ authentic engagement with the world class material, improved perception of learning, stronger sense of community among students and reduction in withdrawal or failure. Academic institutions worldwide are expanding their repertoire of developing distance education courses due to its primary positive outcome as the ability to attract learners who would otherwise be prohibited from learning opportunities due to geographic, financial and personal limitations. Learners now have untapped learning opportunities and experiences to strengthen their credentials that would intellectually engage, increase sensitivity and even add skills and knowledge that are attractive to potential employers.
Sub-Theme 3 – Using Quality principles to enhance the fundamentals of learning and performance in K-12 classrooms
The traditional conception of a teacher leading a lesson with a piece of chalk, vigorously scratching formulas, themes or motifs across a chalkboard, is ingrained in most of our minds. We grew up in a classroom where knowledge came from two sources: the instructor and the textbook. Those may never change, but their ability to educate has been made easier with forward-thinking. Unconventional teaching methods used to supplement traditional lesson plans have been made possible by the implementation of technology. What was once thought impossible in collaboration and research has become common place and education as a whole is better for it. Unconventional means of catering to K-12 education can inculcate and go beyond using quality principles to enhance the fundamentals of learning and performance. This shall include continuous improvement strategies and Six Sigma – practical applications and value-based lessons learned by the students. Applying the Baldrige Criteria to improve performance and transform systems and also using Professional Learning Communities as a tool for supporting continuous improvement makes a class unconventional. Further, quality issues and global trends could be explored toward improvements in education of K-12 classrooms.
Sub Theme 4 – Implementation of innovative strategies to promote effectiveness in education
Innovating Education does not only mean seeking innovation for teaching methods, but it means addressing the challenges and concerns of education in a more diagnostic and comprehensive manner. Promoting creativity and incentivizing innovation is the way ahead. As the education segment of the country is in a transition stage, with a large number of schools adopting finest teaching-learning practices from across the world. When we think of innovation nowadays, we usually think of technology. However, in a field such as education, it’s just as important to focus on innovations in areas such as child psychology, learning theories, and teaching methods. There’s quite a bit of evidence that technology, when used in the right way, helps students learn. While technology, in and of itself, does not always spur innovation in the classroom, there are countless innovative ways to use technology to better teach and engage students. Some examples of using technology include and go beyond: Mobile Technology, 3D Learning, Assisting Special Needs Students, Flipped Learning.
Apart from this, focus on STEM, practical education and Soft Skills could be a part of innovative practices. Area of Assessment is equally important andwhat innovations can educationist look at to suggest alternate ways of assessments that are robust yet do not pressurize students and teachers. In conclusion, the goal isn’t Innovation, the goal is Effectiveness. We need to strive for innovation is because we want to be effective.
Subtheme 5 – Social Justice and Psychological wellbeing in Inclusive Education
The scope of this sub theme is to unveil the interconnection among social justice, psychological wellbeing and inclusive education. It is important in unconventional teaching practices that educationist should understand that social justice and psychological wellbeing are very complicated phenomenon and as such we need to describe the importance of both content in inclusive education. Educational researches suggest that the core of wellbeing is the subjective experience of social sufficiency of individual existence. On the other hand, the practice of the inclusive education is loaded with many social expectations, one of the main being to support psychological development and social consistency of the person. In the basis of exclusion stands the social diversity of the person. Negative feelings in the excluded individual provoke a decrease of psychological wellbeing. Thus, if we educationist wants to increase the effectiveness of the inclusive education, we would need to improve the psychological wellbeing of the individual. The improving would be realized through social justice and psychological support, mainly in classroom and in the family.
Sub Theme 6 – Undertaking Research practices for quality enhancement
Educational research can play important role in bringing new ideas and understanding related to their developing practices. Research based ideas also brings arguments, between ideas and arguments must be carefully selected and strategically integrated with in our course. Classroom practices as a process involves multiple agents and their interactions with in the classroom as a system. The process can be manifested in diverse format and structure and its effectiveness can be influenced by numbers of factors both internal and external to the classroom. Research on various fields such as Curriculum and its implementation, Instructional context, Theoretical and methodological part, Teaching-learning strategies, Questioning and responses in classroom can give better perspectives. Thus systematic and strategic research practices bring high quality of framework to reflect on these practices taking into account of our cultural and national diversity.
Subtheme 7 – 21st Century Assessment in Education: Moving Beyond the Conventional Methods
Reforming assessment is essential in enabling any systemic change in education. So the conventional modes of assessment in education need upgradation in this 21st century knowledge based society. This is essential to ensure that learners are prepared for a rapidly changing and ever-connected community, society and world. With the wide spread adoption of 21st century skills in our schools it becomes imperative that we shift assessment strategies from measuring discrete knowledge to measuring creativity, critical thinking, problem examining and information gathering as well as making informed, reasoned decisions while using technology. So, alternate assessment strategies which are authentic, comprehensive and performance based need to be adopted. Assessment should measure the gap between standards and students’ competencies through multiple strategies. This spectrum of strategies should be flexible and contextualized so that it becomes relevant for the learners as it is recommended in NCF 2005. A balanced approach including assessment for learning, assessment as learning and assessment of learning is ideal for optimizing teaching as well as learning. In addition to the conventional strategies, alternate strategies like rubrics, performance-based assessment; portfolios and technology based student response systems provide a great platform for the transition in assessment process. Acknowledging the learners’ stake in her/his learning through self-assessment and peer assessment is also significant. Papers critically evaluating the assessment and selection procedures adopted in competitive exams like NEET, JEE etc. are also invited.
Sub theme 8 – Any other relevant aspect related to the theme of the conference, not covered in the sub-themes above
The construct of Unconventional practices in education is large and has many sub-constructs with respect to the field of Education. Any other area, relevant to the main theme and not included in sub-themes can be dealt in this sub-theme.
Dr. Shivendra Gupta
Hon. Vice Chancellor,
Veer Narmad South Gujrat University,
His Educational qualifications include: B.E. (Civil), M.A, Ph.D. (History), M.B.A. (Marketing), M.A. (Distance Education), Post Graduate Diploma in Journalism, Post Graduate Diploma in Higher Education, Post Graduate Diploma in Distance Education, Post Graduate Diploma in Human Resource Management and Diploma in Jyotish (Astrology & Palmistry) Dr. Shivendra Gupta was elected Fellow, Institution of Engineers, India on Nov., 2017. This is the highest qualification in engineering in India. He worked for more than 20 years in ‘Roads & Building Department’, Govt. of Gujarat before opting for V.R.S. He has taught as a visiting faculty in prestigious institutions. His other interests include, Cricket, Weight training, Reading Hindi, Urdu & English poetry. He has two published works on cricket. Dr. Shivendra Gupta was appointed as a member of the ‘Governing Council’ of the state of Gujarat in June, 2018. This is the highest decision-making body in the state in Higher Education.
GUEST OF HONOUR
Shri. Ramendra Gupta
Ex Chairman & MD,
Uranium Cooperation of India ltd,
Mr. Ramendra Gupta served as the Chairman and Managing Director at Uranium Corporation of India Ltd. since June 2000. Mr. Gupta started his career in gold industry of India and later became Managing Director in Kolar Gold Fields. He serves as an Independent Director of SMS Infrastructure Limited. As a part of Indian delegation, Mr. Gupta has visited many countries like Sweden, Australia, UK, South Africa, Canada, France and Poland. With many strategic assignments of Indian nuclear industry, he has represented the country in IAEA, Mongolia, Russia, Kazakhstan, South Africa and Nambia. He is a member of Mining, Geological and Metallurgical Institute of India (MGMI), Indian Nuclear Society (INS) and fellow of Indian Geophysical Union. Mr. Gupta has presented a number of technical papers in national as well as international conferences. He is the recipient of “National Design Award in Mining Engineering – 1999” for his “Outstanding contribution in the field of Engineering design” from Institution of Engineers (India). Mr. Gupta is B.Sc.(Hons) in Mining Engineering in 1972.
Shri. K.S Mishra
GST and Central Excise,
Mr. Mishra is MA History and LLB. Mr. K.S. Mishra joined civil services in 1986 and his journey as an IRS officer commenced since then. Mr. Mishra has taken over several offices across India in the spam of his service of 32 years. He has been regularly invited by Doordarshan as a special guest speaker for their shows. He has also conducted several shows on Akashwani. He is well known for his path breaking cases in the GST Tribunal of Mumbai (previously known as Customs and Central Excise) against law breaking corporate companies on India. Besides is passion for his job, Mr. Mishra is a very renowned Poet and a writer. His poetries in Hindi and Sanskrit are published in several books.
Dr. Srivaramangai Ramanujan
Scientist and HOD,
Department of Information Technology,
University of Mumbai.
Dr. Srivaramangai is a Scientist and presently the Head department of Information Technology, University of Mumbai. She is a M.Sc. in IT along with SET and Ph.D in the same subject. Her benchmark research is in the field of Machine Intelligence. Dr. Srivaramangai has been recipient of several awards and holds key positions in many committees of University of Mumbai like member of RRC, Member of Academic Council, Member of BOS and Chairman M.Sc. IT Examinations. Besides her profound passion for teaching, Dr. Mangai is a renowned Bharatanatyam dancer of India.
Dr. Coomi Veviana
Centre for Connection Education and Management,
Retired Professor and Head of the Department of English,
University of Mumbai.
Dr. Vevaina has two Ph.D. degrees to her credit – one in Literature and the other in Education. She has published 9 books and 58 papers that have appeared in peer-reviewed national and international journals and critical anthologies. Several students have completed their Ph.D., M.Phil. and M.A. thesis and dissertations under her guidance. She has been declared as among the ten best Canadian critics in the world by the International Journal of Canadian Studies, Ottawa and has facilitated the establishment of Canadian Studies Centres in India and Europe. Her current areas of interest in literature include Post-structural theory, Gender Studies, Children’s Literature, Ecocriticism, Ethical Criticism, Cultural Studies, Spatial Criticism and New Literatures in English. In the field of Education, she is deeply involved in innovative, learner-centric curriculum designing, teaching pedagogy and evaluation techniques. In 2013, her book on Education, Source full Intelligence: Understanding Uniqueness and Oneness through Education was selected as among the eighteen best books published in the U.S.A. in 2013. Her most recent book What Children Really Want has been hailed as a path-breaking innovation by educationists, parents, writers and psychologists from across the world.
She is the recipient of several awards and positions like:
Member on the English Advisory Board of the Sahitya Akademi; selected among 35 global educationists involved in changing educational paradigms; Foreword Reviews, U.S.A. declared her book Source-full Intelligence: Understanding Uniqueness and Oneness through Education as among the eighteen best books published on Education in the United States; the Higher Education Forum honoured her with the G.S. Rao Memorial Award for her outstanding contribution to the teaching of English in India;The University of Mumbai selected her as one of the best teachers and researchers in the University; Faculty Enrichment Fellowship from the Shastri Institute, for syllabus designing and exchange programmes with Canadian universities.
TECHNICAL SESSION II
Ms. Asllesha Thakur
New Delhi, India.
Asllesha Thakur is a passionate educationist with over two and half decades of experience in the education sector. She is the CEO of Lead Innovation. She specializes in setting up schools, transforming schools into high performing organizations, evangelizing better parenting and empowering educators. Asllesha has conceptualized and implemented large scale training programs for teachers. Over the past two decades she has trained more than 24000 teachers across the whole country in over 1100 schools. She has designed an innovative program called Talk Smart for language acquisition, that has helped many young students to improve their English language skills. She has been involved in developing curriculum based on Reggio Emilia and Harvard University’s Making Learning Visible approach. She has presented numerous papers all over the world-in Saudi Arabia, Japan, Germany, Singapore on issues related to education. In India she has spoken in different forums such as the CII, the Wipro Partners Forum, Digital Learning, Gray Matters Symposium etc. Asllesha was awarded the “Woman Super Achiever in Education” by ASSOCHAM in July 2017. She won the “Thought Leader in Education Award” in the World Education Congress in June 2016, “Woman Entrepreneur in Education Award” by DNA Education Awards” in 2016, and “Leading Woman Entrepreneur Award” at the 6th Annual Women Leaders Conference 2015. She is also the recipient of Governor of Uttar Pradesh Award for Meritorious Performance in Education in 1992.
TECHNICAL SESSION IV
Ms. Varsha Hooja
Varsha Hooja graduated with Psychology Honours and trained as a Special Educator at The Spastics Society of India, now called ADAPT (Able Disabled All People Together). She has been working in the field of disability for over three decades in the areas of teaching, teacher education and Community Services and is at present a Trustee and Chief Executive Officer of the organisation. She has been a team member of the Four Nation Research Project, ‘Developing Sustainable Inclusive Education Policy and Practice’ under Founder Chairperson Dr. Mithu Alur. She was the Head of Inclusive Education and Health Needs Coordinator (IEHNCO) in the Indo German Project, Shiksha Sankalp. She is also General Secretary of the All India Regional Alliance for Inclusive Education (AIRA), convened by Dr. Alur.
A short profile of ADAPT
ADAPT, formerly The Spastics Society of India (SSI) was set up in 1972 by Dr. Mithu Alur to address the educational needs of children with Cerebral Palsy. Following Dr. Mithu Alur’s thesis which found that there was no policy for the education of disabled children, SSI reoriented its goals and objectives and Dr. Alur set up the National and Asian Resource Centre for Inclusion (NRCI), which demonstrated how disabled children could be educated in regular schools through inclusive education. Today, ADAPT provides services that include assessment, treatment, education, support services for inclusion, counseling vocational guidance and training, advocacy and awareness, women’s empowerment programmes and employment training. Over 3,000 children and 10,000 families in Mumbai and over 100,000 around the country have benefited from our services and 18 of the Indian states have services based on our first model. Dr. Alur has played a major role in bringing a shift in the education policy of children with disabilities and has been nominated to many National level Committees including the Central Advisory Board of Education (CABE), which is the highest advisory board on education in India.
TECHNICAL SESSION IV
Dr. Hutoxi Randeria
English Language Consultant
Dr. Hutoxi Randeria is a free-lance English Language consultant associated with the British Council in various capacities since the last fourteen years. Her area of specialization is Applied Linguistics and ELT, with special focus on English Language Testing and Assessment. She began her teaching career twenty threemyears ago as a lecturer at MTB Arts College, Surat followed by a lecturership at the Veer Narmad South Gujarat University, PG Dept. Surat and later at the PG Dept. of English, SNDT Women’s University. Besides being associated with the British Council in a freelance capacity, she currently teaches ELT as a Visiting Professor at SNDT Women’s University Mumbai and is on their Board of Studies for English Literature and Language. She has also co-written a television shows called “Angrezi Mein Kehete Hai” for a popular TV channel.
She began her scholastic career at Lourdes Convent High School, Surat and went on to study English Honours at MTB Arts College. She’s a gold medalist English BA honours student and a double gold medalist in MA English honours. Her PHd thesis on a comparative study of Indian Parsi literature and American Jewish Literature won her the best thesis prize at the American Studies Center, Hyderabad.
She’s passionate about reading and travelling.
CALL FOR PAPERS
|Abstracts (maximum 300 words) and full papers
(maximum 3000 words in MS Word.docx format) should be sent to firstname.lastname@example.org
Formatting guidelines are as follows:
Times New Roman/Krutidev
Heading Font Size
Content Font Size
- Abstract Submission: By 22nd November 2018
- Approval of Abstract: By 26th October, 2018
- Full Paper Submission: By 30th November, 2018
- Main Conference: 17th and 18th December, 2018
- Last date to register: 10th December, 2018
| Conference Registration link will be sent via email once the Abstract of the paper is selected. Last date for registration is 10th December, 2018.
Registration fees include:
Breakfast, Lunch and Tea
per participant and presenter
|Teachers, Teacher Educators, Principals and Other Delegates||
Research Scholars and Students (B.Ed. and other colleges)
Delegates have to make their own travel arrangements. Accommodation could be arranged on prior intimation.
All selected and registered papers of the conference will be published in Conference Proceedings with ISBN. The papers will be Peer Reviewed. Papers must be original and will be screened for plagiarism.