SRINAGAR, JULY 18: Reinforcing its commitment to competency-based and learner-centric education, the State Council of Educational Research and Training (SCERT), J&K, Divisional Office Kashmir, today successfully concluded a three-day Capacity Building Programme (CBP) on Experiential Learning in Mathematics.
The programme was organized by the Department of Education in Science and Mathematics, SCERT Divisional Office Kashmir, under the leadership of Syed Shabir Ahmad, Joint Director, SCERT, Divisional Office Kashmir.
The programme was designed in the cascading mode of professional development, wherein Master Resource Persons (MRPs) from various District Institutes of Education and Training (DIETs) and Schools of Kashmir Division were trained to further conduct similar capacity-building programmes for Mathematics teachers in their respective districts. This multiplier approach is expected to ensure wider dissemination of innovative pedagogical practices and strengthen classroom teaching across the Union Territory in line with the vision of the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF).
Speaking on the occasion, Joint Director, SCERT Divisional Office Kashmir, appreciated the efforts of the Department of Education in Science and Mathematics for organizing the programme and reaffirmed SCERT’s commitment to continuous professional development of teachers. He expressed confidence that the cascading approach would significantly enhance the reach and impact of experiential pedagogy, ultimately contributing to improved learning outcomes in Mathematics across schools of Jammu & Kashmir.
The training programme was coordinated by Gulzar Ahmad Dar, Senior Academic Officer, SCERT J&K, who emphasized that experiential learning is central to developing conceptual understanding, critical thinking, creativity and problem-solving abilities among learners. He highlighted that the cascading model adopted by SCERT would enable the knowledge, skills and innovative teaching practices acquired during the programme to reach thousands of Mathematics teachers through district-level training initiatives.
The first technical session focused on Experiential Learning in Mathematics, introducing participants to the principles of activity-based, inquiry-driven and competency-oriented teaching. The session highlighted practical classroom strategies for connecting mathematical concepts with real-life situations, thereby making learning engaging, meaningful and learner-centred.
The second session was conducted by Dr. Khalid, Lecturer in Mathematics, who demonstrated the pedagogical applications of Origami in Mathematics. Through interactive paper-folding activities, participants explored innovative approaches to teaching geometry, symmetry, fractions, measurement and spatial reasoning using simple, low-cost teaching-learning materials.
On the second day, Sheikh Bashir conducted an intensive hands-on session, providing participants with practical exposure to experiential classroom strategies. Through collaborative activities and classroom simulations, the participants learned to design engaging Mathematics lessons that promote exploration, logical reasoning and conceptual understanding.
Abdul Rashid Malla, demonstrated a wide range of innovative Mathematics activities and low-cost teaching-learning materials. Participants actively developed and practiced classroom-ready activities that can be effectively replicated in schools to foster joyful and meaningful learning experiences.
The third day commenced with an engaging session by Sheikh Mohammad Iqbal on Brain Teasing Mathematics, where participants explored mathematical puzzles, games and logical challenges aimed at enhancing analytical thinking, creativity and higher-order problem-solving skills among students.
The valedictory technical session was conducted by Tariq Ahmad Deca , who showcased a variety of innovative Mathematics activities and demonstrated practical classroom techniques for simplifying abstract mathematical concepts through experiential and participatory approaches. The session further reinforced the importance of using locally available resources to make Mathematics interactive, inclusive and enjoyable.
Throughout the three-day programme, participants actively engaged in discussions, peer learning, reflective exercises, group work and practical demonstrations. The emphasis remained on equipping the Master Resource Persons with the knowledge and confidence required to effectively implement and subsequently replicate the training in their respective districts under the cascading model.
During the valedictory session, Javaid Ahmad Banday, Assistant Professor SCERT-JK, Central underscored the importance of embracing experiential learning across all disciplines, with particular emphasis on Mathematics, in consonance with the transformative vision of the National Education Policy (NEP) 2020. He stressed that experiential pedagogy fosters conceptual understanding, critical thinking, creativity and problem-solving skills, and urged the participants to serve as catalysts in implementing these learner-centric approaches in their classrooms through the cascading mode of teacher training.
The programme concluded with a collective commitment by the participants to carry forward the objectives of the training by conducting district-level programmes and promoting experiential, competency-based and activity-oriented Mathematics education in classrooms throughout the Kashmir Division.
