Content
and the duration of the Teacher Empowerment Program ( TEP )
| MODULE 1: Human Development Psychology
|
Duration: 5 Days |
This module provides a foundation for understanding the development
in children. It focuses on the basic psychological processes
like brain and learning, memory, creativity, impact of emotion
and motivation on learning—all of which influences in
the holistic development of the child. This module forms the
foundation for the further framing of curriculum planning and
implementation.
| MODULE 2. What: Curriculum Development |
Duration: 5 Days |
Curriculum development is an ongoing process. In this module
the components of curriculum planning are discussed with the
developmental level of the child in view. Keeping the national
curriculum framework in mind the module has been designed to
enable the teachers to create their own curriculum within the
prescribed syllabi.
| MODULE 3. How: Methods and Class
Management |
Duration: 6 Days |
The effectiveness of the curriculum planning lies in the process
of instructional delivery. This section takes the teachers into
the different pathways of learning efficiently. Classroom management
principles and methodologies of facilitating learning effectively
are experienced by the teachers.
| MODULE 4. Self : Managing Self
and Others |
Duration: 4 Days |
In the journey of balancing between their work and home teachers
often forget that they need to look within themselves. Who am
I? How do I learn? What am I doing here? How well do I relate
to others? Several questions are left unanswered. This module
is specifically designed create self awareness, understand one’s
learning style, emotional well being and perform well in life.
The sessions are implemented as follows:
- Learning Styles:
People learn in different ways, and understanding their own
learning style will help them solve problems, set goals, deal
with new situations in more efficient way. Participants learn
to appreciate their learning styles as well as others too. Sensitivity
to group process and needs of other members is explored. Experience
how learning styles can be used to solve problems.
- Brain, mind and world:
Get an insight into the working of the brain with respect to
how learning takes place in children. Understand that experiences
change the neuronal pathways in the brain and how brain based
principles have implications for the classroom settings.
- Emotion and motivation:
Understand that emotions play an important role in the cognitive
development of the child. Be able to appreciate the relationship
between motivation and achievement. Learn the principles of
creating a highly motivating and secure environment for children
for effective learning.
Social Constructivism: Construction
of new ideas is formed when child actively interacts with the
environment. Understand how adults can facilitate the process
by providing an appropriate learning environment, collaborative
learning approach thereby extending their ‘zone of proximal
development’.
- Creativity:
Understand
and experience the process of creativity and how it can be nurtured
in the schools. Realize the factors which block creativity in
children.
Flow: Understand that learning is optimal when there is a close
match between the level of challenge and the set of skills you
need to meet the challenge. Be aware of the principles to create
a more engaging and absorbing experience for children.
- Teaching for Understanding I
:
Addresses the concept of understanding, shows why it is important
and why it is so difficult to achieve. Teachers experience how
their own understanding takes place and be able to create similar
situation in the classroom so that children understand well.
Learn to use engaging activities and experiences and understand
how knowledge and skills can be applied to new situation.
- Teaching for understanding II
:
A framework for curriculum design is discussed that lays out
the essential ideas involved in teaching for understanding.
Teachers work collaboratively to reflect on their curriculum
practices and refine their approaches to plan and teach for
understanding.
- Planning Tools:
The conceptual
tools for designing curriculum for different age group of children
are elaborated. Teachers understand how to track learner’s
progress and address to troublesome knowledge. Use the tools
for making lesson plans in groups.
- Knowledge Acquisition I
:
Strategies for declarative knowledge acquisition are elaborated.
Teachers understand the steps involved in strategies like concept
mapping and mind mapping and how to assess children’s
maps. Understand the difference between traditional note-making
and the use of specific strategies for learning and assessing.
- Knowledge Acquisition II:
Learn how to acquire procedural knowledge and the importance
of effective practice schedules for internalizing the learning.
Understand how to integrate, refine and extend knowledge by
using strategies in different learning contexts and be able
to analyze by applying specific thinking processes.
- Assessment and Evaluation:
Understand that assessment is essential in the teaching learning
process because it gives feedback about children’s understanding
and teachers’ performance of delivering instructions.
Know about various assessment methods and the criteria for assessing
children’s performances. Learn to plan assessment and
evaluation for different subject areas.
- Learning Disability and ADD:
Make teachers aware about the mental health of children and
sensitize them of the possible problems like learning disability
and attention deficit disorder they could encounter in their
classrooms. Enable to identify children having problems and
be able to give appropriate remediation.
- Multiple Intelligences I:
Understand the individual differences in children by recognizing
their multiple intelligences and using it as a tool for teaching
and learning in the classroom. Know how the theory of multiple
intelligences can be used to individualize instruction and assessment.
Develop lesson plans for the subject areas.
- Multiple Intelligences II:
Understand how to plan and evaluate individual and group project
works for different age groups of children. Teachers work in
teams and prepare different types of multiple intelligences
projects.
- Time Management:
Managing
time is about getting a balance in life. Participants develop
their planning skills, set goals and prepare an action plan
for themselves.
Team Work: Appreciate and
cultivate the skills and attitudes that lead to effective team
work. Understand the individual role within a team and how it
contributes to the group processes.
- Collaborative learning:
Understand how to foster positive attitudes and perceptions
about learning climate and classroom tasks so that children
learn proficiently. Teachers experience collaborative learning
method that can be used in the classrooms where children and
teachers co- construct the sessions. Understand the benefits
of collaboration, different types of collaborative structures
and how to assess group work.
- Integrated Curriculum planning:
Understand the need to integrate subject areas so that learning
is holistic. Plan lessons using the integrated curriculum planning
approach and make presentation to the group.
- Curriculum Mapping:
Learn
how to create a big picture for each student's journey through
his or her years of learning. By mapping the curriculum teachers
provide a zoom lens into this year's curriculum for a particular
class and a wide-angle lens to see the K-12 perspective.
- Interpersonal Relationship:
Explore one’s roles with respect to other people around
in the school. Understand what is role efficacy and how to increase
the efficacy of his or her role. Importance of contribution
to the team in a situation is experienced.
- Team Presentation:
Teachers
work in groups on different projects assigned to them and make
presentation to their peers for feedback and suggestions. Experience
the need to listen to students and give feedback.
- Understanding one’s emotions:
Highly effective workflow and accomplishment results when emotional
and intellectual energies are synergized. Teachers understand
their self, their emotions and how high emotional competence
can motivate them and children to greater heights. Understand
how to give and receive feedback.
^Top |
