training module

DIET –PALAKKAD
H S –ENGLISH –DRG-TRAINING MODULE
12th August 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 lesson
plans; using library ,IT lab, audio-visuals. 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 in view of focused thrust area –process analysis
2. Develop participants’ capacity to plan, organize, and conduct training.
3. Introduce participants to principles and concepts of constructivist pedagogy.
4. Develop participants’ capacity to make use of library and information technology for the
construction of knowledge.
5. Equip participants with knowledge of effective training methods, visual aids and
skills to use them.
6. Identify effective ways to monitor and evaluate training sessions.
7. Help participants develop training plans-comprehensive unit plans exploring the possibilities
of IT and library.


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: 6 sessions

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 11 AM : Review.
11 am to 11.10 am : Tea break
11.10 am to 1 pm :Simulation –std VIII- unit 4 –Can we stop earthquakes?
1 pm to 2 pm : Lunch break
2 pm to 4.30. pm :Planning comprehensive unit plans- class VIII,IX,X.

INSTRUCTIONAL PLAN

Session no/
title
Time
Learning objectives
Content
Training method/Process
Materials
SESSION 1

Review of the last cluster.

















SESSION 2
IT and library in English language acquisition.






1 hour





















2 Hours
Share the outcomes of the last cluster and recall the thrust area.



















Recognize the importance of IT and library in language transaction and acquisition process
Process analysis and importance of changing transaction strategies.
















Explore the uses of IT/library in construction of knowledge.
*RP asks, “Are our clusters effective and useful?”
*RP invites individual responses and consolidates the discussion on the focal point that it is the RPs responsibility to make it live, resourceful and rich.

*what was the focus area of the last cluster?
*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:
*Process analysis was the focal point, CCE enable the teacher to modify his/her strategies to apply multiple intelligence principles and develop an inclusive transaction strategy.


*Shows the video clippings of the devastation caused by an earthquake.

*RP asks,” What caused this devastation?”
“Why does an earthquake happen?”
“Where does it happen?”
“Are we insulated from earthquakes and such other natural calamities?”
“Does human intervention in nature cause natural calamities?”
“Can we stop a natural calamity like earthquake?”
“What all aspects should we study to know more about earthquakes”

*RP consolidates the discussion in the following line:
A detailed study demands to factor in the following; a)History of earthquakes
b) Causes of earthquakes, c) effects of earthquakes, d) methods to combat earthquakes.
*RP asks the groups to collect information on topics assigned to them from the passage ‘Can we stop earthquakes?’ in the text for class VIII.
*Participants sit in groups and take notes on the points of their topic individually.
* Participants share ideas and consolidate.
*Participants prepare a short paragraph.
* RP asks,” Can you present your write up as a seminar paper?”
“What do you want to make it a seminar paper?”
* Groups are given sufficient time to refer to internet/library/reference material copied from internet.
* GroupWise presentations are made to edit the product.
*RP initiates a discussion on the modalities of a seminar.
*Arrangements are made for a seminar on earthquake.
*welcome speech by one participant.
* Groups are called up on to present their seminar paper.
*Discussion follows and moderator (one participant to be selected) consolidates.
*vote of thanks by one participant.
* Seminar report has to be prepared
after the presentations.
*RP analyses the simulation activity on the basis of the constructivist pedagogy:
“Can we call this a constructivist class room activity?”
*Analysis made based on checklist.
**RP postulates the following points to conclude the session:
*Reference skill is very important, every child should be enabled to use school library effectively.
* Use of IT in English Language transaction is to be promoted .









Charts/BB













*Video clippings
*L c d projector
*Computer
*VIII STD course book
*Hand Book
*BB/charts

*Issue tips for grouping
*CD Files copied to computer/ Internet facility.


















































Check list






















Seminar is, generally, a form of academic instruction, either at a university or offered by a commercial or professional organization. It has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate. This is often accomplished through an ongoing Socratic dialogue with a seminar leader or instructor, or through a more formal presentation of research. Normally, participants must not be beginners in the field under discussion (at US universities, seminar classes are generally reserved for upper-year students, although at UK and Australian universities seminars are often used for all years). The idea behind the seminar system is to familiarise students more extensively with the methodology of their chosen subject and also to allow them to interact with examples of the practical problems that always crop up during research work. It is essentially a place where assigned readings are discussed, questions can be raised and debates conducted. It is relatively informal, at least compared to the lecture system of academic instruction.
In some European universities, a seminar may be a large lecture course, especially when conducted by a renowned thinker (regardless of the size of the audience or the scope of student participation in discussion).