Indus Training And Research Institute
Indus Training And Research Institute
University of Bath
University of Glasgow
International Baccalaureate
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Understanding Teaching and Learning (UTL) (3-5 hrs)
The session on UTL aims at understanding the teaching process through relating to the teacher’s personal learning experiences; analyzing how learning happens; practising the simple principles of learning through activities; discussing what successful teaching and learning mean; understanding and analyzing one’s own styles of teaching and the role of values in a teacher’s life.


Teachers as Designers of Instruction

Programme & Sesion Planning (PSP) (9 hrs)
The module aims to help teachers become designers of instruction: understanding the process of designing programmes and lesson plans thoroughly; writing and understanding the difference between aims and objectives, components of a comprehensive plan; detailed practice in designing lessons.


Teachers as Leaders of Learning

A – Effective Teaching- Learning Strategies – Part I & II (12 hrs)
The module incorporates hands-on experience on how to make content accessible to learners; how to ensure all learners are learning; methods to enhance learning engagement and high order thinking in the classroom. Trainees will experience the principles behind using these strategies and learn and practise, using these strategies in groups. Trainees will get to present an activity in which they will use the strategies learnt, to show its practical implications in the classroom.

B – Inquiry and Problem Based Learning – Part I & II (9 hrs)
Learners learn best when they ask questions and seek answers on their own through an inquiry. This module looks at analysing Inquiry-based learning, constructivism, and how the approach can be practised effectively in the classroom. Trainees will be taken through the process of Inquiry through discussions, examples, videos and case studies.

C – Critical and Creative Thinking (CCT) (6 hrs)
This module focuses on the development of creative and critical thinking skills. The main focus is to enable teachers to think out of the box and bring freshness and creative thinking to teaching and learning in the classroom.

D – The Multi-ability Clasroom (MaC) – Part I & II (12 hrs)
Different people have different needs. However, this aspect is ignored in most schools. It is now imperative to understand that different children have not only different needs, but also varied interests, learning styles, abilities, intelligences, talents and different levels of mastery at any given point of time. This module thus focuses on what Differentiated Instruction is, why personalising learning is crucial in today’s context and how it can be effectively implemented in any classroom.

E – Project and Concept Based Learning (PCBL) (9 hrs)
Projects and concept-teaching make learning come alive for learners. However, projects and concept-teaching must be well planned with clear objectives and outcomes for each learner in the group. This hands-on module aims to enable trainees to understand the nuances and methods of executing a successful project-based learning plan. Trainees will execute project and design concept maps to experience the whole process, first hand.


Teacher as Classroom Manager

A – Clasroom Communication (CCM) (6 hrs)
CCM aims to enhance positive and meaningful interaction among teachers and learners in a classroom and out of it. This module aims to empower the teacher to positively enhance the classroom and school environment, using active listening skills.

B – Classroom and Behaviour Management (CBM) (6 hrs)
Teachers find it increasingly difficult to manage a classroom effectively due to several factors. Often, a teacher starts off enthusiastically with great ideas and plans, but is unable to implement them due to ineffective communication and behaviour management. The module analyzes teacher behaviour that influences and impacts a classroom and learning experiences.

C – Conflict Resolution and Management in Schools (CRM) (6 hrs)
CRM aims to empower learners to deal with various conflict situations that arise between students, students and teachers and between colleagues. The module will help trainees define their understanding of what Conflict and Conflict Resolution means; analyze the nature of conflict and study it thoroughly through discussions and activities.


Teacher as a Resource Person

A – Instructional Tools Around Us (ITA) (4 hrs)
The module looks at how seemingly simple, inexpensive and easily available resources like the blackboard, newspapers, and display boards can make the teaching/learning process interesting and meaningful and provide peripheral learning opportunities.

B – Using the Outdoors for Learning (UOL) (4 hrs)
In most schools, field trips are usually an annual event and hardly bring any deeper meaning other than recreation. UOL will motivate teachers to look at outdoor education from a new and refreshing perspective. The module gives several hands-on exercises on creatively incorporating outdoor activities frequently into daily lesson plans.


Teachers as Assessors of Learning

A – Assesment for Learning (AFL) (6 hrs)
This module focuses on developing a complete understanding of how assessments can be designed and implemented as an on-going process, to gauge and determine learner progress and consequently raise learners’ standards of performance. The module incorporates hands-on practice in creating effective and thoughtful assessment tools, customized to the needs and abilities of the learners with emphasis on giving constructive feedback.

B – Assesment of Learning (AOL) (6 hrs)
The module focuses on thinking of creative ways to design summative tests and examinations that are reliable and give an accurate picture of the learner’s progress.


Teachers as Developing Professionals

A – Evaluation of Program and Practice (EPP) (6 hrs)
This module focuses on Principles of Evaluation, Evaluating Plan and Practice and Professional Development. Trainees will reflect on practice – evaluate plans, observe selected sessions (videos) and evaluate them. Trainees will practice the art of giving and receiving feedback.

B – Reflective Practice (RP) (6 hrs)
Teachers can hope to grow professionally and be successful only if they are equipped with the skills to enable deep reflection of all their thoughts and behaviours in their classroom, or in schools, about the outcomes and effective results of learning.

C – Teacher Portfolio (6 hrs)
Trainees will reflect on what it means to be a professional, will create their own teaching philosophy statement, create a teaching portfolio, examine their CVs , their goals – both short term and long term – and create a plan for their continuing professional development.


Teachers as Instructional Supervisors

Coaching and Mentoring (C&M) (6 hrs)
This training module enables staff in senior positions to become effective instructional supervisors. It focuses on how to become effective coaches and mentors to newer teachers. The sessions incorporate several mock observation and feedback sessions for providing the trainees a first hand experience in effective instructional supervision.


Teachers as Thinkers

Perspectives and World view (P&WV) (15 hrs)
We firmly believe that a good teacher must have a world view. The P&WV sessions focus on providing the teachers a rich platform to broaden their horizons of thought. Trainees reflect on their own self-development through highly interactive sessions, with Reading, Case Studies, Video clips and Personal Stories of change and networking.


Subject Method Specialists

Teachers will be trained on subject-specific approaches and methods by subject experts, on request. Training will be customised based on the needs of the schools/teachers.


On-going evaluation & Follow-up (as required by the Schools)

On-going evaluation and follow-up sessions involve classroom observation by mentors and feedback and discussions. Follow-up sessions and their frequency are customized to the school’s requirements. Teachers maintain a teacher portfolio, which is reviewed and discussed with mentors during the follow-up sessions.


Mentoring

Ongoing mentoring is provided to teachers during the course of the programme. Groups of 4 to 5 teachers are assigned to a mentor, who provides feedback on lesson plans, followed by extensive feedback on practice and helps the trainee in her overall professional development.


Contact Details :

Office Phone: 080-22895982, 22895862, 22895981
Email: taniya.khurana@itari.in



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