Shikshangan Education Initiatives Pvt Ltd.

We launched an ongoing project at Vidya Valley School in Pune, to emphasize a shift from textbook-driven teaching to curriculum-led learning. This focus—on aligning teaching with Learning Outcomes (LOs) rather than simply covering textbook content—is the systemic solution that helps teachers identify and prevent missing prerequisite knowledge (PRK) in the first place.

For a few years now, we have been highlighting the key focus educators need to maintain on pre requisite knowledge, having identified that as a critical step to bring all students up to speed, by plugging missing PRK. We also say with conviction that large part of this PRK is vocabulary of all subjects, because each word carries a special meaning or “knowledge “

What did this look like in practice?
On an energizing day of collaborative work, teachers engaged in a deep-dive exercise:
🔹 Curriculum Mapping
Teachers mapped Learning Outcomes from the Council syllabus to the first three chapters of their textbooks.
🔹 Diagnosing Gaps

They identified two critical disconnects:
• LOs that are not represented in the textbook
• Content that does not align to any LO
This simple but powerful analysis did something fundamental:
It shifted the teacher’s role from content deliverer to learning diagnostician.

This shift in paradigm is what allows for systematic diagnosis of missing PRK in students who are lagging behind, and targeted acceleration or remediation, on which I lay a huge emphasis. No child should be left behind …

A sincere thank you to Ipsita Rodricks, Director, Shekhar Pimplekhare, Advisor and Ranjana Desai Academic Consultant- Grades 1 to 5- for clearly articulating this need—something not many schools are able to identify with such precision.
And to Vidya Valley School for embracing this shift and giving us the opportunity to partner in this journey.

Let’s rethink how we teach—so every child has a fair chance to learn.

AI in the Classroom: Are we using it to generate content, or to transform learning? Shikshangan highlighted the best use of AI would be when it helps you are solving a teaching problem, not just a tech problem.

Most schools today are buzzing with AI tools. But are we using them to just save time, or to truly deepen student understanding?

We recently had the privilege of facilitating a workshop at Podar International School, Pune, with their futuristic Principal, Shehnaz Cottar. While the teachers were already familiar with tools like ChatGPT, Gemini, and tons of others to create text , images, videos, our session focused on a deeper goal: moving from "AI as a creator" to "AI as a pedagogical partner."

We framed the workshop around the three core pillars of the Teaching-Learning Cycle:

1️⃣ The Syllabus (What to teach): We explored how to use AI to identify the pre-requisite knowledge needed before introducing a new concept. Instead of just delivering the lesson, teachers can now use AI to uncover the "missing bricks" in a student's foundational knowledge base

2️⃣ Pedagogy (How to teach): We moved beyond basic content generation, ( Teachers are adept at creating GOs, film clips, story boards and so on) ..but we focused on using AI to design strategies that foster engagement and active participation, not just to deliver content but to create learning experiences.

3️⃣ Formative Assessment (The Game Changer): This was the heart of our discussion. When a student gives a wrong answer, what could be the root cause? We demonstrated how AI can act as a diagnostic partner, helping teachers identify the specific conceptual gap or missing foundational skill causing the error. This is where personalized intervention truly begins…..AI can help you know why the answer is wrong, and what is the missing prerequisite knowledge that needs to be plugged ..

A huge thank you to the team at Podar International School for their openness to this transformation.
Technology changes tools. Teachers change lives. When we combine the two, the potential is limitless. Will AI replace teachers ? The answer is NO. But AI can replace teachers who do not want to use AI !!

Over the past week, I had the opportunity to train teachers across three branches of Global Indian International School, Pune — Charholi, Hadapsar, and Balewadi.
In collaboration with the head office in Mumbai, and under the guidance of Renu Nargunde (Global Lead ,Learning & Development), the collective consensus was that we need to focus on non verbal ways of building healthy relationships between teachers and students, using classroom management theories as the foundation for this exploration.

A second key focus area that emerged was the need to raise the level of thinking in classrooms by adopting the Gradual Release of Responsibility model, empowering students to become more independent learners.

The sessions were highly interactive, filled with activities and practical, ready to use classroom strategies ,a timely initiative as the schools prepare to begin their new academic year.

The principals of the three branches — Ms. Reshma Shaikh (Charholi), Mr. Vijay Parihar (Hadapsar), and Ms. Munmum Chakraborty (Balewadi) — extended great support to the training engagement, and conversations with each were truly enriching.

A special mention goes to Renu Nargunde, who made a dedicated trip to Charholi for the first cohort’s session and helped set the right tone and energy for the series.

Overall, these were enjoyable and meaningful engagements, and I sincerely hope the learnings translate into sustained classroom pra

Some journeys in education do not really end — they simply evolve.

Recently, I was deeply touched to be felicitated by the management of the Kaveri Group of Institutes, which runs the Kalmadi Shamarao Schools in Pune. The occasion marked the Silver Jubilee of the Aundh-Baner campus, a school I had the privilege of establishing 25 years ago during my tenure as Academic Director.

My years with the institution were a period of intense building — beginning as Principal of a primary school, then leading the secondary school, briefly the junior college, and eventually overseeing the academic direction of multiple campuses while helping establish new schools and facilities.

What made the moment especially meaningful was standing alongside colleagues who were once part of that journey. Annapoorna Sarkar, the first Principal of the Baner school whom I had the privilege of appointing, and Pallavi Naik who followed her there — both educators whose caliber I trusted deeply. President Kushal Hegde remained a steadfast anchor throughout my twelve-year tenure, extending unwavering faith in the many initiatives we undertook.

And of course, Malati Kalmadi — my contemporary and collaborator through those formative years. We argued, debated, planned and executed countless ideas together, always with a singular focus: building meaningful learning spaces for young minds.

Time has taken us all in different directions in the field of education. Yet moments like these remind one that institutions, like families, carry memory with grace.

I am grateful that the Kaveri Group continues to remember and acknowledge those contributions. It was a warm and humbling walk down memory lane.....