Modern Public School Empowers Teachers with Educart’s Workshop on Competency-Based Pedagogy

As Indian classrooms transition from traditional content-heavy instruction to more holistic, outcome-oriented education, Modern Public School, Shalimar Bagh, took a significant step toward this transformation. On 28th June 2025, the school hosted a dynamic Teachers’ Training Workshop in collaboration with Educart, focusing on Competency-Based Pedagogy and Question Design. The workshop was led by Ms. Ranjana Rai, a seasoned IB educator and CBSE Resource Person, with session coordination by Ms. Akanksha.

The training was attended by a motivated group of educators who came together to unpack the intricacies of aligning classroom instruction with NEP 2020 and competency-based learning frameworks. With NEP emphasizing conceptual understanding and higher-order thinking, this workshop came at a timely moment for educators seeking to modernize their pedagogy and assessment styles.

The session opened with the distribution of Educart subject-specific books, which served as hands-on material for teachers to engage in question design exercises. These resources helped educators practically explore the structure and formats of competency-based questions, offering clarity on how to craft well-aligned application and analytical tasks for students.

Throughout the two-hour workshop, Ms. Ranjana Rai guided teachers through an in-depth exploration of:

• Learning Outcomes and Constructive Alignment
• Bloom’s Taxonomy as a tool for scaffolded learning
• Techniques to shift from rote memorization to analytical and evaluative questions
• Classroom examples to better understand real-world, cross-disciplinary applications
• Effective feedback practices that close learning gaps

Teachers participated in group discussions, peer feedback activities, and hands-on question framing, resulting in a rich exchange of ideas rooted in classroom reality.

Feedback from participants reflected deep appreciation for the practical, actionable nature of the training. Teachers noted that the session helped them look at question papers not just as assessment tools, but as a powerful extension of learning objectives. Vice Principal and senior academic staff at the school also appreciated the initiative and expressed interest in conducting more such workshops focused on differentiated instruction, integrated learning, and student wellbeing in the future.

This workshop was more than just a CPD session, it was a confident step toward building future-ready classrooms, where assessments are purposeful, instruction is inclusive, and every student’s learning journey is valued.