DIET –PALAKKAD
H S –ENGLISH –DRG-TRAINING MODULE
28th October 2008
PURPOSE
The purpose of the DRG is to strengthen the capacity of a team of trainers by applying
principles of constructivist learning, and develop a variety of training
Methodologies and facilitation skills; developing learning objectives and designing performance oriented lesson
Plans. The DRG Training is based on the principle that everyone has something to share, and by including the active input of
participants, interest and efficacy is increased.
Training of Trainers- COURSE OBJECTIVES
1. Share experiences of the previous cluster-4.
2. Develop participants’ capacity to plan, organize, and conduct training to assess the linguistic competence of the learners based on their
Products/constructs/performance.
3. Enable the RPs to plan and design strategies to process methods to boost confidence of pupils to use language.
4. Enable participants to make use of performance based/oriented lesson planning to facilitate
construction of knowledge.
5. Equip participants with knowledge of effective training methods and develop
skills to use them.
6. Identify effective ways to monitor and evaluate training sessions and their thrust areas.
7. Help participants develop training plans for unit 5 in class VIII/IX/X.
METHODOLOGY
The training approach is based on principles of constructivist pedagogy with a focus on peer
review during all the steps of planning, organizing, and conducting a training/learning
event. The course models a variety of effective training methodologies, including
simulation, practice, discussion, brain-storming, buzz groups, case studies, , visualization in participatory programming (VIPP), and presentation.
STRUCTURE: sessions from 10 am to 4.30 pm
MATERIALS AND TOOLS: Each session includes an introduction, learning objectives,
participatory methodologies, and activities.
TIME: 9.30 am to 4.30 pm.
SCHEDULE.
9.30 AM TO 10 AM : Registration
10 AM TO 10.30 AM : Review.
10.30 am to 10.40 am : Tea break
10.40 am to 11.30.AM : Assess the level of language competency of the pupils in written task based on their term
evaluation answer scripts.
11am to 12.20 pm : Critically examine the strength and weakness of bail out strategies implemented to improve
Language competence of the pupils.
12 .20 pm to 1. pm :Planning activities /strategies to address the thrust area –performance based activities.
2 pm to 4.30pm : Planning the unit 5 for class –VIII/IX/X, presentation/ discussion and refinement.
INSTRUCTIONAL PLAN
Session no/
title
Time
Learning objectives
Content
Training method/Process
Materials
SESSION 1
Review of the last cluster.
SESSION 2
SESSION 3
SESSION 4
SESSION 5
9.30 to 11.30
11.30
to
12.20.pm
12.20
to 1.30pm
2 to 3pm
3 TO 4
Critically examine the strength and weakness of the bail out strategies implemented to improve
Language competence of the pupils
To enable the RPs recognize the importance of performance based activities for use of MI in learning development
To sensitise participants about various performance based activities, its importance in constructivist paradigm as a non-conscious language acquisition process.
To enable the participants to conduct a group discussion in a classroom
Comprehensive unit plan by the participants in groups for unit 5 in class VIII/IX/X.
Unit plans class VIII/IX/X/Refinement
Analyse importance of transaction strategies and examine the effectiveness of strategies implemented.
Group and individual responses to reach at consensus on
the importance of performance based activities.
Pantomime /debate/group discussion.
Developing thinking skills through six thinking hat method of Edward de Bono.
UNIT 5-Class VIII/IX/X
Group presentations
*After the initial interaction RP asks the participants to evaluate and recall the thrust area of the previous clusters and examine the strength and weakness of the strategies implemented to improve
Language competence of the pupils-teacher training, cluster training, O.S.S.
*RP asks, “How do we assess their effectiveness in pupil performance?
RP concludes that it has to be made based on learners’ products/constructs/responses.
*RP groups the participants to four or five groups and supply the answer scripts of class X for evaluation.
*RP invites the group responses about their findings,
Where do the learners stand in terms of language competency?
What are the major problems of our learners?
*RP consolidates the discussion on the major issues /difficulties of the learners and incomprehensive nature of the evaluation method.
*what were the focus areas of the clusters held so far?
RP lists the focus areas of the previous clusters in the chart.
*After the participants’ responses, RP shares his/her own experience and the changes he/she made in the transaction strategy, the discussion is consolidated on the following point:
We addressed many areas lesson planning, yet there needs to be more focus on performance based activities to enable the teacher to modify his/her strategies to apply multiple intelligence principles and develop an inclusive transaction strategy.
*RP issues copies of a newspaper report and initiates a discussion on the incident.
* RP groups the participants into theme based groups:
1)violation of social liberty in public place
2)violation of social liberty at home
3)violation of social liberty at work place
4) Violation of social liberty at school.
*RP asks the groups to discuss and find an instance of violation of social liberty in the theme got which has to be presented in the form of a pantomime.
*when the presentation is made, the other participants are asked to identify the following:
1) Theme 2) scene 3)characters
4) Possible conversation.
*RP initiates a discussion on the relevance of such activities in a classroom and concludes that such activities make class more democratic giving a chance even to the so-called backward children who may excel in performance based activities.
*RP asks the participants to read the read the passage ‘On the Rule of the Road’ in Unit V and asks if we have such examples in our social life where social liberty is violated for the interest of individual liberty/minority.
*RP suggests a topic for group discussion,’ Are hartals & strikes a violation of social liberty?’
*RP analyses the simulation activity on the basis of the constructivist pedagogy:
“Can we call this a constructivist class room activity?”
*RP introduces six thinking hat method in group discussion:
-Each member is given one minute to talk under each hat.
-discussion starts with a blue hat-
overview of the issue
What is the situation?
Why we are here?
Red hat thinking-express feelings
What do you think about it?
White hat thinking-facts and figures.
What are the facts in this matter?
Black hat thinking- logical –difficulties and problems.
Is it the only possible solution?
What will happen in future?
What are the risks?
Yellow hat thinking-constructive thinking, making things happen.
What is your proposal and suggestion ?
What is the best possible thing to do?
Green hat thinking-new ideas, options, alternatives.
What are the alternatives to this problem?
What can be a new approach to this problem?
What are the other options and choices?
Conclusion –blue hat thinking
What is the outcome of this discussion?
What is the solution and what is the next step?
RP divides the participants into three groups and assign the task of comprehensive unit plan for class –VIII/IX/X
Groups present unit plans, followed by discussions and refinement.
Performa on a chart.
Answer scripts.
Marking scheme.
*Format on the chart.
Copies of news paper report.
Paper pieces with topics to group participants (4)
Check list.
Check list
CPTA Module
Text book/hand book of class –VIII/IX/X
Comprehensive unit plans.
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