Academic Events

Report on CC2 Presentation by Assembly Group 1

DATE: 19/11/2024
SUBJECT: Knowledge and Curriculum
TOPIC: Critical Thinking: Critically Examine Role of Hidden Curriculum in Celebrations, Rules, Discipline.
Topics covered by participants:

Sidrah Khokar	Introduction of Curriculum and Hidden Curriculum
Shakirah Shaikh	Objectives of Hidden Curriculum
Soni Yadav	Role of Hidden Curriculum in Celebrations
Amal behlim	Role of Hidden Curriculum in Rules
Sidrah Shaikh	Role of Hidden Curriculum in Discipline
Roshni Rajbhar	Conclusion
Allyshan Faridi	–
Sadaf	–

On 19th, November, a group presentation was conducted as part of our assignment, where GROUP 1 presented the PPT presentation on the Topic Critical Thinking: Critically Examine Role of Hidden Curriculum in Celebrations, Rules, Discipline The presentation aimed to explore critical thinking of hidden curriculum, with each member contributing to different sections to provide a comprehensive overview.

The group displayed strong teamwork and cohesion, with smooth transition between sections. Visual presentation was well-designed and enhanced the overall understanding of the topic. Participants were well-prepared and confident, effectively engaging the audience.

CONCLUSION:

The group PPT presentation on the Hidden Curriculum effectively highlighted its significant impact on rules, discipline and celebrations within educational settings. Through thorough research, clear visuals, and cohesive teamwork, the presenters conveyed complex concepts in an engaging manner. Overall, it was a well executed effort that provided valuable insights.

Report on CC2 Presentation by Assembly Group 2

DATE: 19/11/2024
SUBJECT: Knowledge and Curriculum
TOPIC: Critical Thinking: Critically examine role of hidden curriculum with reference to school rituals ,rules and discipline

Participants:

Aqsa	Present
Naziya	Present
Lubna	Present
Muskan	Present
Nahid	Present
Uzma	Present
Sadiya	Absent

The Role play “What We Learn Without Knowing” focused on the idea of the hidden curriculum, which includes lessons students learn in school that are not part of the regular subjects. The characters in the skit—Aqsa, Nazia, Muskan, Lubna, and Nahid—discussed how school teaches more than just academics. They talked about teamwork, respecting rules, and how to cooperate with others, all of which are learned without being directly taught. The skit showed that these lessons are important but sometimes go unnoticed.

The characters helped explain different aspects of the hidden curriculum, with Aqsa being thoughtful, Nazia questioning things, Muskan observing, Lubna adding humor, and Nahid being practical. They also discussed how some lessons, like questioning authority, are important for critical thinking. The skit encouraged the audience to think about the lessons they learn every day and whether they are helpful or not. It was a fun and engaging way to understand how school shapes us in ways we don’t always realize.
In conclusion, the skit, accompanied by the PPT presentation, successfully explored the concept of the hidden curriculum, shedding light on the unintended lessons that students learn throughout their school years. It encouraged critical thinking and reflection, inviting students to question the rules and norms they encounter and consider their broader impact. Through its combination of humour, diverse perspectives, and thought-provoking ideas, the skit effectively communicated the importance of the hidden curriculum in shaping students’ growth, both academically and personally.

Report on role Play and Presentation (Assembly Group 3)

Date: 19/11/2024
Subject: Knowledge and Curriculum
Topic: Critical Examine the Role of Nation, State and School in Curriculum Construction

Name of Student	Present or Absent
Farhana Shaikh	Present
Soni Shaikh	Present
Shaheen Kazi	Present
Kiran Yadav	Present
Pooja Kushwaha	Absent(Health issue)(given content)
Farhana Sayyed	Absent

On 19th Nov., we presented assignment.
We are assembly group 3, and we presented PPT and Role play on out topic. Our topic was “Critical Examine the Role of Nation, State and School in Curriculum Construction

Firstly we presented PPT., and did the explanations on that and the student takes the topic and explains that topic briefly.

Shaheen:- Critically Examine the Role of Nation State and School in Curriculum Construction
Soni:- The Importance of Critical Thinking in Curriculum Development
Farhana:- The Role of the Nation: How National Interests Shape Curriculum
Kiran:- The Role of the State: Centralized vs Decentralized Curriculum Policies
Shaheen:- Examining Biases and Assumptions in Curriculum Design

And After PPT presentation, we did role play, we’re following students plays the role:-

Village Headmaster:- Shaheen
Urban Teacher:- Soni
Rural Student:- Kiran
Villager:- Farhana Shaikh

In this role we explain about urban and rural school and curriculum discussion, where the headmaster plays their role and the students ask about their studies and the villager clear his doubts about the new courses and says ” Will our children find job after studying these subjects. ” And we ended our role play with slogan i.e. “Education is the key to a brighter future. ”

CONCLUSION:
The group PPT presentation on the Role of Nation, State and School in Curriculum Construction effectively highlighted its significant impact on rules, discipline and celebrations within educational settings. Through thorough research, clear visuals, and cohesive teamwork, the presenters conveyed complex concepts in an engaging manner. Overall, it was a well executed effort that provided valuable insights

Report on role Play and Presentation by Assembly Group 04

DATE: 19/11/2024
SUBJECT: Knowledge and Curriculum
TOPIC: Critical Thinking : Critically Examining the Role of the National Curriculum Framework

Participants in role play and presentation

Name	Roll no.	Topics covered by participants
Rubab kojar	23	Introduction of national curriculum framework 2005 and major shift
Hasina Ashtikar	04	Need of national curriculum framework 2005
Ayeda shaikh	38	Needs of national curriculum framework 2005
Shama Khan	20	Objectives of NCF 2005
Mehreen Khan	17	Objectives of NCF 2005
Aiman Sayyed	32	Objectives of NCF 2005
Mariyam Khan	15	Objectives of NCF 2005
Nazish Ansari (participate in presentation)	02	Conclusion

On 19th November, our group conducted a role play and presentation on the topic:
“Critical Thinking: Critically Examine the Role of National Curriculum Framework
2005.” The role play effectively illustrated the shift in education before and after NCF 2005, highlighting the transition from rote memorization to a more student-centered, critical thinking approach. We incorporated creative elements to engage the audience, reflecting the dynamic and interactive nature of modern teaching methods under NCF 2005.
The presentation provided a comprehensive overview, starting with an introduction to NCF 2005, followed by an explanation of its objectives, needs, and major shifts. We discussed how the framework emphasizes child-centered learning, connecting knowledge to real-life situations, reducing the curriculum burden, and fostering critical thinking. In addition, as one of our group members was absent, we included her voice recording in the PPT to present the conclusion, ensuring a smooth and complete delivery of our topic.

Conclusion:
The group role play and PPT presentation on “Critical Thinking: Critically Examine the Role of National Curriculum Framework 2005” effectively demonstrated the transformative shift in education introduced by NCF 2005. Through engaging visuals, thorough explanations of its objectives, needs, and major shifts, and cohesive teamwork, we highlighted how NCF 2005 promotes student-centered learning, critical thinking, and real-world connections. The presentation successfully conveyed the importance of these changes in fostering a more dynamic and meaningful educational experience. Overall, it was a well-executed effort that provided valuable insights into the impact of NCF 2005 on the modern education system.

ASSEMBLY GROUP NO – 5

DISCRIPTION OF THE ROLE PLAY :
THE TOPIC OF THE ROLE PLAY WAS ENACTED CURRICULUM AND AND ITS IMPORTANCE . THE ROLE PLAY WAS DONE BY ALL THE 6 MEMBERS IT MAJORLY EMPHASIZED THE INTERACTION BETWEEN PARENTS, TEACHERS, STUDENTS, CURRICULUM DEVELOPER AND POLICY MAKER .

MEMBERS	ATTENDANCE
FATIMA GHALTE	PRESENT
RUKAIYA SHAIKH	PRESENT
HOORBANO SHAIKH	PRESENT
BUSHRA MULLA	PRESENT
RABIYA SHAIKH	PRESENT
MEHNAZ KHAN	PRESENT

Report on Presentation by Group 6

Subject: Knowledge and Curriculum
Topic: Critical Thinking: Critically Examine the Relationship with Curriculum Framework, Syllabus, and Textbooks
Date of Presentation: 29 October 2024, Tuesday

On 29th October 2024, Group 6 delivered an insightful presentation on the topic Critical Thinking: Critically Examine the Relationship with Curriculum Framework, Syllabus, and Textbooks as part of the subject Knowledge and Curriculum. The presentation aimed to explore the essential role of critical thinking in the alignment of these components and its importance in shaping effective education. Below is a summary of the contributions made by each group member:

1. Introduction: Juveria Shaikh provided a strong opening, highlighting the significance of the topic in the context of education.
2. Meaning and Definition: Mansi Jaiswal elaborated on the concept of critical thinking with clear definitions and practical interpretations.
3. Objectives: Afreen Ahmed explained the objectives of integrating critical thinking into educational frameworks.
4. Characteristics of Curriculum Framework: Almas Khan detailed the essential features of a curriculum framework, emphasizing its foundational role.
5. Characteristics of Syllabus: Aisha Kazi described the distinctive traits of a syllabus, underlining its purpose and structure.
6. Characteristics of Textbook: Sumaiyya Shaikh outlined the features of textbooks and their relationship with curriculum and syllabus.
7. Evaluation of Alignment: Laiba Ansari analyzed the alignment between the curriculum framework, syllabus, and textbooks.
8. Promotion of Critical Thinking: Rafat Aaliya Sayyed presented strategies to promote critical thinking through these educational elements.
9. Feedback Mechanism: Sheetal Rathod discussed the importance of feedback in fostering critical thinking in the learning process.
10. Conclusion: Surekha Chavan summarized the presentation effectively, leaving a lasting impression on the audience.
11. Presentation Design: Ayesha Siddiqa Sayyed prepared the PowerPoint presentation, which was visually appealing and well-structured.

The team demonstrated exceptional teamwork and a thorough understanding of the topic. The presentation concluded with an interactive session, reflecting a deep engagement with the audience. The feedback received from faculty and peers was overwhelmingly positive, with particular praise for the clarity and relevance of the content presented.

Group 6’s presentation was an excellent example of collaborative effort, critical thinking, and effective communication, contributing significantly to the learning experience in the subject Knowledge and Curriculum.

INDUCTION PROGRAMME FY.B.ED. 2024-26

Venu – HKCE Auditorium
Date – 28th September ‘ 2024
Time – 10:30 am – 02:30 pm

AGENDA

Sr.No	Activities	Time
1	Lighting of the Lamp
2	Assembly by SY Students	9:30 am to 9.45am
3	Felicitation by SY students	9:45am to 9:55am
4	Principal’s Speech	9:55 am to 10:00 am
5	Faculty Introduction	10:00 am to 10:15 am
6	Student’s Introduction	10:15; am to 11:00 am
7	B.Ed. Course Orientation (By Principal Ma’am)	11:00m to 11:30 am
8	Vote of Thanks (By GS Miss Samrin of S.Y.B. Ed)	11:30 am to 1:00pm
9	Campus Visit	1:00 pm to 1:05 pm
10	Break	1:15 pm to 1:30 pm
11	Non- inflammable Cooking Competition by S.Y.B.Ed. Students	1:30 pm to 2:30 pm

An Induction Programme was organised by Humera Khan College of Education for F.Y.B. Ed student year 2024 – 2026. The event was In the presence of all the faculty members were there including SY.B.Ed students in charge. The programme began with the assembly presented by S.Y Students.
On Behalf of Principal Dr. Masarrat Ali Saheb Dr. Avani Kanakia Ma’am has introduced our dearest Principal. An introduction session was conducted for the F.Y.B.Ed students where they introduced themselves with academic qualifications, interest area and why did they join B.Ed Course. Our Chief Coordinator Prof. Varsha Gamare presented the B. Ed Course Orientation. All the respected faculty members of HKCE introduced themselves with their qualifications, area of specialization, subject expert. The S.Y.B.Ed Students Miss Samrin and Miss Saniya organised F.Y. B.Ed students for the campus visit and at the end there was food feast organised by the S.Y.B.Ed Students for all the students and staff.
An Induction programme for FY.B.Ed (First Year Bachelor of Education) students serves as an introduction to the course, college, and teaching profession. It helps students transition smoothly into the academic environment, familiarize themselves with the expectations, and engage with the community.

Objective

• To Introduce students about the Ed program structure, subjects, and the pedagogical methodologies they will encounter during their studies.
• To provide a foundational understanding of the philosophies and theories of education that will shape their approach to
• To encourage students to start thinking of themselves as future educators and understand the responsibilities of a
• To help students appreciate the multifaceted role of a teacher, including instructional, managerial, and mentorship
• To Create awareness about current challenges in education, such as inclusivity, digital literacy, and evolving teaching methodologies, to prepare students for the modern
• To promote a strong sense of ethics and professionalism that will guide students in their teaching careers

Significance
The significance of FY.B.Ed induction programme lies in its role as an introduction to the teaching profession and to the expectations of a B.Ed course.
It familiarizes students with the role and responsibilities of a teacher, creating a mindset focused on educational goals, ethics, and values. Students are introduced to the curriculum, teaching methodologies, and pedagogy, helping them develop the foundational knowledge needed for their studies. The programme fosters interaction between students, faculty, and experienced educators, encouraging networking and mentorship that can shape their professional development.
It helps students understand the broader educational environment, including policies, institutions, and the societal role of education, especially in the Indian context. Starting a B.Ed programme can be overwhelming, and the Induction helps in reducing anxiety and creating a sense of belonging, motivating students to engage actively in their course.
The induction often includes workshops and activities aimed at developing communication, leadership, and classroom management skills, essential for a future teaching career. It encourages students to set personal and professional goals for the B.Ed journey, ensuring they stay focused on what they want to achieve as educators.
Overall, the induction programme lays a solid groundwork for the students’ academic and professional journey.

Learning Outcome/Reflection
The induction program for the FY.B.Ed course aims to provide a strong foundation for aspiring teachers, equipping them with the necessary skills, knowledge, and mindset to excel in the field of education. Upon completion of the induction program, students will have a clear understanding of the course objectives, teaching methodologies, and the role of a teacher in shaping young minds. They will develop essential skills in classroom management, lesson planning, and effective communication, while fostering a reflective and learner-centred approach to teaching. Additionally, the program instils a sense of professionalism, ethical responsibility, and a commitment to continuous learning, preparing students to navigate the challenges of the teaching profession with confidence and competence.

Orientation Program for semester 3 

Venue: HKCE Classroom
Topic: Orientation Semester – III
Date: 26th August 2024
Humera Khan College of Education organized Orientation for S.Y.B.Ed semester III on 26th August 2024.

Agenda:

Sr.No.	Particulars	Faculty Names	Time
1	Orientation for semester – III	Dr. Massarat Ali	9:30-10:30
2	Assessment for Learning Course Orientation	Asst. Prof. Varsha Gamare	10:30-11:30
3	Pedagogy of School subjects-II Course Orientation	All Faculty	11:30-12:30
4	Language Across Curriculum Course Orientation	Dr. Sandhya Sarwade/Asst. Prof. Shenaz Khan	12:30-1:00
5	Project Based Orientation	Asst. Prof. Avani Kanakia/Asst. Prof. Vikas Yadav	1:30-2:30

Objectives:

• Help students understand what to expect in their third semester, including the subjects, assignments, and exams they will be dealing with.
• Offer advice on how to manage their time, study effectively, and balance their coursework with other responsibilities.
• Encourage students to connect with their peers, teachers, and staff to create a supportive learning environment.
• Give students a chance to ask questions and address any worries they might have about the upcoming semester.

Significance:

• It helps students start the new semester smoothly, reducing any worries or confusion about what’s ahead.
• Students become better prepared for their studies, which can lead to better grades and more confidence.
• Orientation helps students understand what they need to achieve in the semester and why each subject is important.
• By learning about the resources and support available, students are more likely to stay interested and motivated.
• Addressing any questions or concerns right away helps prevent problems from getting bigger later on.

Content:

• The orientation started at 10 AM. Our Principal, Dr. Massarat Ali, introduced us to the Semester 3 orientation.
• After that, Prof. Varsha Gamare explained the Assessment for Learning course, talking about each unit and why they are important for both this course and our future.
• Each teacher then presented their own pedagogy subjects.
• Sandhya and Prof. Shehnaz Khan gave an orientation for the Language Across Curriculum course.
• Finally, Dr. Avani ma’am and Prof. Vikas introduced the project-based orientation, explaining each unit and its content clearly.

Learning Outcomes:

Students deepen their knowledge of pedagogical theories and practices, learning how to effectively plan and deliver engaging lessons that cater to diverse learners.
Students learn how to design and evaluate curriculum plans that align with educational standards and promote student learning and development.
Students develop skills in designing various assessment tools, interpreting assessment data, and providing constructive feedback to students to enhance their learning outcomes.
Students acquire skills in managing classroom dynamics, fostering a positive learning environment, and effectively addressing behavior issues to promote a conducive learning atmosphere.

Humera Khan College of Education on 26th August 2024 conducting a practice teaching demonstration by prof. Avani Kanakia and Prof. Vikas Yadav.

Venue: HKCE Classroom
Topic: practice teaching demonstration
Date: 26th August 2024
Objective:

• Lesson Planning: Develop and present a well-structured lesson plan that includes clear learning objectives, instructional strategies, and assessment methods.
• Content Delivery: Demonstrate effective communication skills by delivering content clearly and engagingly, using appropriate teaching aids and materials.
• Student Engagement: Employ techniques to actively involve students in the learning process, such as questioning, discussions, or interactive activities.
• Classroom Management: Showcase strategies for maintaining a positive and productive classroom environment, including managing student behavior and facilitating group work.
• Differentiation: Adapt teaching methods to meet the diverse needs of students, providing support for different learning styles and abilities.
• Assessment and Feedback: Use formative assessment to evaluate student understanding and provide constructive feedback to support their learning progress.
• Reflection: Reflect on the teaching demonstration to identify strengths and areas for improvement, showing an understanding of how to continuously enhance teaching practices.

Significance:
Skill Development:
Mastery: Regular practice helps in mastering teaching techniques and strategies. It allows educators to become more effective in delivering content and managing classrooms.
Confidence: Builds confidence in teaching abilities and helps in handling various classroom situations with greater ease.
Improved Teaching Effectiveness:
Refinement: Continuous practice enables teachers to refine their teaching methods, making lessons more engaging and effective.
Adaptability: Helps teachers become more adaptable and responsive to different learning needs and classroom dynamics.
Professional Growth:
Ongoing Learning: Encourages ongoing professional development and lifelong learning. Teachers who practice regularly are more likely to stay updated with new educational strategies and technologies.

ContentHumera Khan College of Education conducted practice teaching demonstration on 26th August 2024 and it was conducted by Prof. Avani Kanakia and Prof. Vikas Yadav
The workshop started at 11:00 am in the morning and lasted till about 12:30pm in which various information about practice teaching demonstration Avani Ma’am explained about practice teaching and told what topics are in practice Teaching .Then she is explaining one by one. The first lesson plan is that you have 10 lessons and 5 lesson plans for the co teaching and also It has to be done on them basis And after that you have to make blueprints like question paper and after that the teacher told how many marks are there for the topics then the teacher explained the lesson plan sheet and told what are the core values and how to write. It’s kind of After that, the head explained how to do set induction and gave some mathematical examples and explained it very well. After that, all the teachers and students took a picture together.

Learning Outcomes

• Use Action Verbs: Start each outcome with a clear, measurable action verb such as “analyze,” “compare,” “demonstrate,” or “evaluate.” This helps in setting clear expectations and assessing whether the students have achieved the outcome.
• Be Specific: Clearly define what students will be able to do. Avoid vague terms and focus on concrete skills or knowledge.
• Consider Bloom’s Taxonomy: Use Bloom’s Taxonomy to ensure that your outcomes address different levels of cognitive skills, from basic recall of facts to higher-order thinking skills like analysis and synthesis.
• Ensure Measurability: Outcomes should be assessable. Think about how you will measure whether students have achieved the outcomes, whether through tests, projects, presentations, or other assessments.

Farewell Party Report

Venue: HKCE Classroom
Topic: Farewell Batch 2022-2024
Date: 27th July 2024

Humera Khan College of Education on 27th July 2024 gave the farewell for the batch of 2022-2024 the Farwell was organised by F.Y.B.Ed students

Agenda for the Farewell

SR.NO	EVENTS	STUDENTS
v	Anchoring	Miss Unaiza and Miss Samrin
1.	Welcoming the students	All
2.	Lamp Lighting	Faculty
3.	Mumbai University Song	All
4.	Nakalchi Bandar (Mimicry)	Miss Anmol
5.	Dumb Charades	Miss Zulekha and Miss Taranum
6.	Baloon Bursting	Miss Unaiza and Miss Samrin
7.	Nach Baliye (Paper Dance)	Miss Saniya
8.	Solo Dance	Miss Sandhya
9.	Blastt	Miss Saniya and Miss Ruqaiya
10.	Bhagam Bhag	Miss Saniya and Miss Iqra
11.	Kabhi Alvida na Kehna	Miss Taranum
12.	SunhereAkshar (Golden Words)	Miss Anmol and Miss Parveen
13.	Journey of HKCE	Miss Anmol and Miss Parveen
14.	Farewell speech	Miss Saniya
15.	Vote of Thanks	Miss Anmol
16.	Prize distribution for games	Miss Unaiza and Miss Samrin
17.	Prize Distribution certificate	Miss Unaiza and Miss Samrin
18.	National anthem	All

The Farewell party was organised by F.Y.B.Ed. students for their departing seniors on 27th July 2024 the party started from 1pm onwards and the senior students were welcomed by the students and faculty members.

Objective:
1.Celebrate Achievements:

• • • • Recognize and applaud the accomplishments and contributions of the individuals leaving.
      • Highlight specific milestones, awards, and significant projects completed.

2.Cherish Memories:

• • • • Create an environment to reminisce and share memorable moments and experiences.
      • Provide opportunities for attendees to reflect on their journey and the bonds they’ve formed.

3.Show Appreciation:

• • • • Express gratitude towards the individuals for their hard work, dedication, and impact.
      • Acknowledge the support and guidance provided by mentors, colleagues, and peers.

4.Provide Closure:

• • • • Offer a sense of closure to the departing individuals, marking the end of a chapter in their lives.
      • Ensure that the individuals feel valued and respected as they transition to their next phase.

5.Inspire and Motivate:

• • • • Share words of wisdom and encouragement to inspire confidence and optimism for the future.
      • Highlight potential future opportunities and the bright prospects

The objective of this farewell party is to celebrate the outstanding achievements and contributions of our departing members, cherish the memorable moments we’ve shared, and express our heartfelt appreciation for their dedication and hard work. We aim to foster lasting connections, provide a sense of closure, and inspire our friends and colleagues as they embark on their next exciting journey.”

Significance:

The significance of this farewell party lies in its ability to honor and recognize the achievements of our departing members, providing them with a heartfelt send-off. It offers a moment for everyone to reflect on shared experiences, express gratitude, and strengthen the bonds that have been formed. By celebrating the journey together, we create lasting memories and a supportive network that extends beyond this moment, ensuring that both the departing and remaining members feel valued and connected.”

Acknowledgment and Recognition:

• • • • It formally recognizes the contributions and achievements of the individuals who are leaving, showing them that their efforts were valued and appreciated.

Closure and Transition:

• • • • It provides a structured way to say goodbye, offering a sense of closure to both the departing individuals and those who remain. This helps in making the transition smoother.

Emotional Expression:

• • • • It creates an opportunity for colleagues, friends, and peers to express their feelings, share memories, and convey their best wishes in a supportive environment.

Strengthening Bonds:

• • • • It reinforces the bonds between colleagues and friends, highlighting the positive relationships built over time. This can lead to a stronger network that extends beyond the current context

Encouragement and Motivation:

• • • • It serves as a platform to inspire and motivate the departing individuals, sending them off with positive energy and confidence as they embark on their next journey.

Celebration of Memories:

• • • • It allows everyone to reminisce about shared experiences and memorable moments, creating a collective sense of joy and nostalgia.

Boosting Morale:

• • • • For those remaining, seeing their colleagues celebrated and appreciated can boost morale and foster a positive work or study environment.

Creating Lasting Impressions:

• • • • A well-organized farewell party leaves a lasting impression on the departing individuals, ensuring they leave with fond memories of their time spent and the people they interacted with.

Content:

• • • 1. The farewell organised for the graduating students consisted of kind of a mixed feelings the farewell started around 1pm in the afternoon. The farewell started with welcoming the students which was followed by the fun ice breaking activity which was the mimicry where students were asked to pick chits were their classmates name were present and they have to act according to that.
      2. Then next comes the game of Dumb charades the classic but yet fun to play.
      3. The fun activity were balloon popping skills were checked were group made of two students were asked to pop balloon using their back
      4. Paper dance or nach baliye checked the balance of the students in pairs
      5. A mesmerising solo dance was nothing but an outstanding performance
      6. Games like and blast and bhagam bhag put the students into run for the win
      7. Kabhi alvida na kehna a poetry which would certainly have put every departing students a phase to recall their whole journey, the bitter sweet journey of two years
      8. Golden words were students were asked to pick chits which either had sorry or thankyou written on it, and students had to say sorry or thankyou to that student or faculty which they were meaning to say for a long time
      9. Journey of HKCE were students shared the journey full of rollercoaster with audience
      10. A farewell speech was delivered which encouraged the students for their journey ahead
      11. Vote of thanks was delivered by the students were each and every student and faculty was thanked who made this event possible
      12. Masarrat Ali ma’am gave a few words of wisdom to the students for their future ahead
      13. Distribution of the prizes for games and certificate distribution was done as a way of appreciating the efforts of our students
      14. Lastly the program ended with singing our national anthem after which the refreshment for the students and faculty was followed.

Learning Outcomes:

• • • • Opportunities to share memories and express gratitude help enhance public speaking and active listening skills.
    • • Planning and organizing the event involve teamwork, encouraging collaboration and coordination among participants.
    • • Understanding the importance of acknowledging and valuing others’ contributions fosters a culture of appreciation and respect.
    • • Reflecting on shared experiences and personal growth helps participants develop greater self-awareness and insight into their own journey.
    • • Strengthening existing relationships and forming new connections enhance networking skills, which are valuable in both personal and professional contexts.
    • • Managing different opinions and preferences during the planning process helps develop conflict resolution and negotiation skills.
    • • The experience of organizing a farewell celebration improves project management, organizational abilities, and attention to detail.
    • • Expressing and receiving appreciation fosters a positive mindset and reinforces the value of gratitude in daily interactions.

Microteaching Explanation Skill Orientation Workshop

Date: 4th March 2024
Organizer: Humera Khan College of Education
Objective:
The objective of the workshop was to enhance participants’ explanation skills in the context of microteaching, enabling them to effectively convey information and concepts to students.
Workshop Highlights:
1. Introduction to Effective Explanation: The workshop began with an introduction to the importance of clear and concise explanations in the teaching process. Participants learned how well-structured explanations can enhance student understanding and engagement.
The workshop focused on the key components of effective explanation, including breaking down complex concepts into simpler parts, using appropriate examples and visuals, and providing real-world applications to enhance relevance.
Participants learned techniques for delivering explanations in a clear and organized manner. This included using logical sequencing, providing step-by-step instructions, and using visual aids to support understanding.
The microteaching explanation skill workshop provided participants with valuable insights and practical strategies to enhance their explanation skills in the teaching process. By mastering effective explanation techniques, educators can create a more engaging and impactful learning environment for their students.

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Micro Teaching Skill

The workshop was conducted by our experienced educator Prof Dr. Avani Kanakia at Humera Khan College of Education who shared various strategies to enhance our questioning skills in the classroom.
During the workshop, we learned about the importance of asking open-ended questions to encourage critical thinking and active participation among students. We also explored different types of questions, such as probing questions to delve deeper into a topic and clarifying questions to ensure understanding.
One of the key takeaways was the significance of wait time after asking a question. It allows students to process the question and formulate thoughtful responses. We practiced incorporating wait time into our teaching approach to create a more inclusive and engaging classroom environment.
Additionally, we discussed the use of higher-order thinking questions to challenge students and promote deeper understanding. This involved crafting questions that require analysis, evaluation, and synthesis of information, rather than just simple recall.
Overall, the workshop provided us with practical strategies to improve our questioning skills and foster meaningful discussions in the classroom.

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Orientation on Micro teaching for Fy.B.Ed Students

An Orientation Cum workshop on Micro teaching (Probing Skill) was organised at humera khan college of education for the Fy.B.Ed Students which was instructed by Our Prof. Vikas Yadav.
The microteaching probing skill workshop in college was a fantastic learning experience. Sir focused on developing effective questioning techniques to engage students and promote critical thinking. The workshop provided practical strategies and hands-on practice to enhance our probing skills. We learned how to ask open-ended questions, use follow-up questions, and encourage students to think deeper. Overall, it was an insightful and valuable workshop that will definitely benefit us in our future teaching endeavors.

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Orientation on Micro teaching for Fy.B.Ed Students

An Orientation Cum Workshop on Micro Teaching Skill ( Set Induction Skill ) was organized by humera khan college of Education on 1st March 2024 which was instructed by our Prof Dr. Sandhya Sarwade under the guidance of our Chief Coordinator Prof. Varsha Gamare Madam.
The set induction skill orientation. This session was all about understanding the importance of set induction in the teaching process. We learned various strategies to grab students’ attention and get them ready to learn. It’s like setting the stage for an amazing learning experience! We explored techniques like using props, asking thought-provoking questions, or even sharing interesting stories to engage students right from the start.

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Orientation on Micro teaching for Fy.B.Ed Students

An Orientation on Micro teaching for Fy.B.Ed Students was organized by Humera Khan College Of Education on 1st March 2024 in Hkce Classroom. It was conducted by our Chief Coordinator our Prof. Varsha Gamare.
During the micro teaching orientation, we were introduced to the concept of micro teaching and its significance in teacher training. We learned that micro teaching is a technique where we practice teaching in a controlled environment, focusing on specific skills or aspects of teaching. It’s like a mini version of teaching where we can make mistakes, get feedback, and improve our teaching abilities.
Overall, the micro teaching orientation skill in college were incredibly valuable. They provided us with the necessary knowledge and skills to become effective teachers.

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Workshop on Best out of Waste

On 24th February, Humera Khan College Of Education organised a Workshop on Best out of Waste Using colorful paper, our guest Sunny Rai made candles and flowers. He introduced several different paper craft ideas to the students and encouraged them to make the best out of waste materials.

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Orientation cum Workshop on MAH-CET/ELCT for B.Ed.

On 24th February, Humera Khan College Of Education organised an Orientation cum Workshop on MAH-CET/ELCT for B.Ed.
The students received instruction on exam pattern, eligibility criteria, important dates, syllabus, preparation tips, and more.

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Orientation program for Sem IV

On 15th February 2024, an orientation program was conducted for the S.Y.B.Ed students who were commencing their fourth semester at Humera Khan College of Education by our Principal Dr. Masarrat Ali including our faculty members our Chief Coordinator Prof. Varsha Gamare, Prof. Vidya Vishwakarma, Prof Dr. Sandhya Sarwade, Prof Dr. Avani Kanakia Ma’am and our Prof Vikas Yadav. The purpose of this program was to provide essential information, guidance, and resources to the students to ensure a smooth and successful semester ahead.