LOWER SECONDARY TEACHER TRAINING CURRICULUM (10 MONTHS)

IN-SERVICE

His Majesty's Government Ministry of Education & Sports

National Centre for Educational DevelopmentSanothimi, Bhaktapur

2004

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ENGLISH LANGUAGE TEACHING

Table of Contents

S. N. Contents Page

1 Introduction 12 Points of Departure 13 Structure of Curriculum 14 Activities for School-Based Training and Distance Mode

Training2

5 Evaluation 46 Module 1: Training Centre Based and School Based

(English language Teaching)6

7 Module 2 : Distance Mode ( Subject Specific and Generic ) 17

Part – One : Subject Specific 17

Part– Two : Generic 248 Module 3 : Training Centre Based and School Based

(Generic English language Teaching)36

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Lower Secondary Teacher Training CurriculumEnglish Language Teaching

1. Introduction

This competency-based curriculum has been developed in line with the three broader aims for developing the lower secondary teachers with additional content knowledge, application skills, and attitudinal changes in them. This ten months secondary teacher-training curriculum is designed on the basis of teaching competencies identified by the Training Need Assessment (TNA). It consists of three modules. The first and the third modules both consist of two segments: training centre-based training (training centre based) followed by school based training. Second module is based on distance learning. The curriculum has been designed specifically to address the needs of in-service lower secondary English language teachers.

2. Points of Departure

Over the years, curriculum has been developed in a specific approach but the present curriculum has embraced some departures. These departures can be noticed in the following ways:

• Competencies based curricular contents• Sociological orientation through generic contents• Focus on inclusiveness• Application focus through school based exercises• Blend of content and its teaching skill during training centre based training• Focus on content knowledge through distance mode materials• Focus on action research and project work• Arrangement of sharing and reflection sessions • Arrangement of port folio assessment of the trainee/teachers

3. Structure of Curriculum

The structure of curriculum and training hours are given in the following table.

Module 1 Module 2 Distance

Mode(Knowledge

focus)

Module 3 Total HoursTraining Centre

Based(Knowledge and

skill focus)

School Based

(Application focus)

Face-to-face(Knowledge

and skill focus)

School Based

(Application focus)

3

132 Hours (1 Month)

198 Hours (1.5

Months)

660 Hours (5 Months)

132 Hours (1 Month)

198 Hours (1.5

Months)

1320 Hours

(10 Months)

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4. Activities for School Based Training and Distance Mode Training

The school based training activities are as follows.

1. Planning / preparations for school based training(Participants will prepare a detailed action plan for overall activities that they should perform during the period of school based training (1.5 month). They will finalize the plan /action plan in 1st workshop.)

2. Action research (in any one selected area )3. Case study (in any one case)4. Classroom teaching at least 30 classes 5. Project work/field visit (any one selected area)6. Teaching materials preparation/collection/use (on the basis of lesson plan, at least 15 different items)7. Classroom teaching (peer) observation (at least 5 classes) and report writing8. Daily Journal of 1.5-month duration9. Exhibition of performed activities 10. Presentation of the activities.11. Physical improvement of school12. Organization of at least 6 co-curricular/extra-curricular activities 13. Exhibition of students work. (Learning materials, creative activities etc)14. Meeting with parents/stake holders/community members15. Sharing meeting with staff/ colleagues/HM/SMC16. Construction, conduction and analysis/item analysis of achievement test

(Participant will construct an achievement test, administer in the school, analyze the result, perform item analysis, then they will prepare a report)

17. Work-shops: 3 timesFirst workshop on• Orientation and planning of the school based training programmes.Second workshop on • Review of planned programmes, supports on needed area, sharing of experiences.

Third workshop on • Exhibition, demonstration and presentation of performed works, prepared materials,

reports etc• Experience sharing/self-evaluation of overall activities• Activity-wise final evaluation of participants works by supervisor/monitor.

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Note 1: Training Centres will collect reports prepared by participants. Selected reports/innovative ideas from all over the country will be collected and shared at various levels.

Note 2: Trainee teachers receive support from the training centers during the school-based training. Trainers will guide all the three workshops. He/she will facilitate/support trainee teachers in various aspects. Besides, HT or peer teacher will support and provide feedback to the trainee teachers.

The distance mode training activities are as follows.

1. Work shopFirst workshop on

• orientation and planning of distance mode training• pre-test• demonstration and observation of class

Second workshop on • review on planning• support/facilitation from

external expert • mid-term test

• demonstration and observation of class

• Sharing of experience

Third workshop on • presentation of works• final evaluation of overall activities• post-test

2. Daily journal3. Project work4. Case study5. Action research6. Note making

Learning Tools1. SLM2. Audio cassette and CD3. Video cassette and CD4. Web sites5. Correspondence (letters, e-mail etc.)6. Phone in (local/central)7. Video conference

Note 1: Training Centres will collect reports prepared by participants. Selected reports/innovative ideas from all over the country will be collected and shared at various levels. Note 2: Trainee teachers receive support from the training centers during the distance mode training. Trainers will guide all the three workshops. He/she will facilitate/support trainee teachers in

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various aspects. Besides, HT and peer teachers will support and provide feedback to the trainee teachers.

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5. Evaluation

The Evaluation scheme for 10 month training is given in the following table.

Module Training Full marks Pass marks RemarksExt Internal External Int

Module 1 1.Training Centre Based2.School Based

50 50100

30 3060

Module 2 Distance mode 50 50 30 30Module 3 1.Training Centre Based

2.School Based50 50

10030 30

60Total 150 350

500

Pass requirements• 60% - 69% Third division• 70% - 79% Second division• 80% - 89% First division• 90% and above Distinction

The evaluation scheme for school-based training is given in the following table.

SN Activities Marks1 Workshop (3 times, planning, participation, exhibition, presentation) 152 Teaching including lesson plan 203 Action research 54 Case study 55 Project work/field visit 56 Teaching materials collection, preparation, use 107 Daily journal 58 Classroom observation (peer) 59 Achievement test construction, administration and analysis of result/

item analysis, report writing5

10 Co-curricular/extra curricular activities 511 Activities concerning improvement of physical facilities 512 Activities concerning enhancement of Community relationship 513 Exhibition of students work 514 Meeting with colleagues/HM, sharing of ideas 5

Total 100

Note 1: The activities 11 and 12 are to be included only in module 3.Note 2: The marks of activities 6 and 9 will be 15 and 10 respectively for module 1.

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The internal evaluation scheme for training centre-based training is given in the following table. SN Items Marks Remark1 Participation 52 Unit Test 203 Project work/assigned work 104 Demonstration/exhibition 55 CAS* (competency assessment scale) 10

Total 50 *Competency Assessment Scale (CAS) 1. Well performed 2. Moderately performed 3. Ill performed 4. Not performed at all

The internal evaluation scheme for distance mode training is as following.

SN Activities Marks Remarks1 Workshop 152 Daily journal 53 Case study 54 Action research 55 Note making 56 Mid-term test, post test 15

Total 50

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Module 1Training Centre Based and School Based (English Language Teaching)

Course DescriptionThis course aims to equip teachers with competence in ELT. The competence include knowledge, skill, and practices related to teaching different language skills, grammar and literature for language development, preparation and use of instruction materials, using textbook, ‘beyond method aspects’ (e.g. planning, classroom management, large class, evaluation techniques, and counseling), and professional development through reflective teaching and action research.

Objective: On the completion of this course the trainees/teachers are expected to:

1. show understanding of the difficulties in different aspects and skills of ELT relevant to the Nepalese context

2. describe recent ELT methods and techniques3. experience and reflect on the methods and techniques demonstrated by

facilitators4. adapt the learned techniques to make short demonstration in the training and

apply them in their classroom5. discuss, explain and plan on ‘beyond method aspects’ in the training and

implement them in the class6. develop the attitude of sharing experience with their fellow colleagues to help

each other7. reflect on their teaching, learners’ ways of learning for better performance and

professional development8. conduct action research/s to find out solutions of the problems that occur in

their classroom9. show ability of diversity management (e.g. for deaf and/or visually impaired

students)

Course Delivery Approach: The facilitator/s will do the following activities:

1. respect teacher’s individual opinion and encourage them to discuss issues, problems to find out solutions2. provide theoretical frame for understanding the concepts and/or theorize the concepts presented by the teachers3. help teachers come out with their own ideas of teaching language skills, etc. and engage them in experiential learning activities4. relate demos and examples to actual classroom teaching, and seeks alternatives from the teachers5. use his/her experience less and teachers experiences more in discussing different aspects of ELT6. help them develop positive attitude towards ELT and grow professionally

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Required competencies for teacher’s development

Competencies assessment criteria for

training centre based training

Competencies assessment criteria for

school based training

1. Teaching listening: Competencies (15 hrs for 1 month training centre based training)

- Handle cassette players efficiently for the purpose of teaching listening- Demonstrate how teacher can use their

own voice in order to teach listening skills in stead of using cassettes

- Teach listening following the three (pre-, while-, and post-) stages

- Demonstrate a variety of techniques to teach listening

- Plan and design activities to teach particular listening objectives and/or exercises from secondary curriculum and/or Grade 6-8 textbooks

- Prepare teaching materials for teaching listening.

- Construct valid and reliable test items to evaluate their students’ listening skill

Contents- Different kinds of listening texts and

their pedagogical implication- What makes listening difficult?- Listening sub-skills:

- getting the gist - retrieving specific information, etc.- Steps of teaching listening: Pre- While-

and Post- Different techniques of teaching listening

(practical)- Preparation of teaching listening materials

(practical)- Different kinds of listening games

(practical)- Ways of testing/ evaluating listening and

construction of test items (practical)

Share their ideas and explain what’s listening, its nature, sub-skills and texts

Use both cassettes and their own voice in their practice of teaching listening

Respond to the facilitator’s demos and make short demos of their own to teach listening by following the three steps

Describe and design activities to teach listening objectives and/or exercises from secondary English curriculum and/or Grade 9 and 10 textbooks

Produce more valid and reliable test items that can be used for testing listening

Help learners develop listening skill by using cassettes and their own voice if the cassettes are not available

Adapt the techniques learned in the training, to teach listening

Engage the class in interesting activities while teaching listening

Encourage the learners to listen to English program in TV & radio

Make continuous evaluation of their learners by conducting listening tests

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2. Teaching speaking: Competencies (20 hrs for 1 month training centre based training)

- Demonstrate teaching speaking through different techniques

- Divide the class into several groups and or in pairs, give them appropriate

tasks and help them to do the tasks- Play different kinds of language games

(foe teaching speaking) with their learners in the class

- Teach/use drama to help students develop their language competencies

- Display a range of activities (e.g. drill, role play, simulation, communicative activities) to teach speaking

- Plan and design different activities to teach particular speaking objectives and/or exercises from secondary English curriculum and/or Grade 6-8 textbooks

- Prepares teaching materials for teaching speaking

- Constructs valid and reliable test items to evaluate his students’ spoken English

Contents- Components of spoken language

(pronunciation, stress and intonation) and their relevance in teaching speaking

- Steps of teaching speaking: presentation, practice and evaluation

- Different techniques of teaching speaking (practical): - drills (e.g. imitation, cue, substitution),

- communication games, - information gap activities (e.g. describing pictures, talking through maps) - role play and simulation- Preparation of teaching speaking

materials (practical)- Ways of evaluating speaking and

construction of test items (practical):- reading aloud

- interview - role play, describing pictures

Share their ideas and explain what’s speaking, its nature, and components

Responds to the facilitator’s demos and makes short demos of their own to teach speaking by following the three steps

Describe different techniques of teaching, and design activities to teach speaking objectives and/or exercises from secondary English curriculum and/or Grade 9 and 10 textbooks

Produce more valid and reliable test items that can be used for testing speaking

Adapt the techniques learned in the training, and develop their own exercises to teach speaking

Engage the class in interesting group and pair works and in other activities while teaching speaking

Talk less and let students talk more

Play different language games with their learners to make learning lively easy

Discourage the use of learners’ L1 in the class

Encourage the learners to speak English even outside the classroom

Use CAS by conducting speaking tests for teaching purpose

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3. Teaching reading: Competencies (25 hrs for 1 month training centre based training)

- Arrange their lesson into pre- while- post stages of teaching reading and teach accordingly

Share their ideas and explain what’s reading, its nature, sub-skills and texts

Adapt the techniques learned in the training, and develop their own exercises to teach reading

- Show different ways of teaching vocabulary not only in isolation but also in context

- Set specific tasks to retrieve specific information from a reading text, transfer the information in some other mode (e.g. table), and help learner do the tasks

- Plan and design activities to teach particular reading objectives and/or texts from secondary curriculum and/or Grade 6-8 textbooks

- Prepare teaching materials for teaching reading

- Construct valid and reliable test items to evaluate his students’ understanding of reading texts

Contents - Different kind of reading text and their

pedagogical implication- Different reading sub-skills and their

pedagogical implication:- scanning

- skimming- Steps of teaching reading (Pre-, While-

and Post-)- Different techniques of teaching reading

and vocabulary (practical)- Preparation of materials for teaching

reading and vocabulary (practical)- Different kinds of reading games

(practical)- Different kinds of vocabulary games

(practical)- Ways of testing/ evaluating reading and

construction of test items (practical)

Responds to the facilitator’s demos and makes short demos of their own to teach reading by following the three steps

Describe different techniques of teaching reading, and design activities to teach reading objectives and/or exercises from secondary English curriculum and/or Grade 9 and 10 textbooks

Produce more valid and reliable test items that can be used for testing reading

Help learners learn vocabulary not in isolation but in context of the reading texts

Encourage learners to read the texts and help them to understand, rather than reading the texts and explaining them to the learners

Discourage the use of learners’ L1 in explaining the text

Encourage learners to read English books in addition to the textbooks

Implement CAS by using their own test items

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4. Teaching writing: Competencies (30 hrs for 1 month training centre based training)

- Differentiate between different kinds of writing and various ways of teaching them

- Relate grammar teaching with teaching writing

Share their ideas and explain what’s writing, its nature, mechanics and types

Adapt the techniques learned in the training, and develop their own exercises to teach writing

- Demonstrate variety of techniques to teach writing skills

- Display different ways of correcting student’s work including home works

- Plan and design activities to teach particular objectives and/or particular type of writing letter, essay, adverts etc. from secondary English curriculum and/or Grade 6-8 textbooks

- Prepare teaching materials for teaching writing, etc.

- Construct valid and reliable test items to evaluate his students’ written English

Contents- Different kinds of writing texts and their

pedagogical implications- paragraph

- letter - essay - dialogue - newspaper stories - advertisement- Different techniques of teaching writing

(practical)- writing with the help of clues (pictures, words, maps, etc.)

- substitution and expansion tasks - oral preparation - parallel writing - controlled, guided and free- Preparation of materials for teaching different kinds of writing (practical)- Different kinds of writing games (practical)- Correction techniques (practical)- Ways of testing/ evaluating writing and

construction of test items (practical)

Respond to the facilitator’s demos and make short demos of their own to teach writing

Describe different techniques of teaching writing, and design activities to teach writing objectives and/or exercises from secondary English curriculum and/or Grade 9 and 10 textbooks

Produce more valid and reliable test items that can be used for testing writing

Engage the class in interesting activities in teaching writing

Help learners learn to write by providing clues

Correct learners’ piece of writing and provides them with feedback

Encourage creativity in the learners’ writing by providing them with different examples, and asking them to write diary, etc.

Make continuous evaluation of their learners by conducting writing tests

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5. Teaching grammar: competencies (10 hrs for 1 month training centre based training)

- Teach grammar inductively and communicatively

- Play grammar games to make grammar teaching more interesting

- Plan and design activities to teach grammar exercises from Grade 6,7 and 8 textbooks

- Prepare materials to teach grammar- Construct valid and reliable test items to

evaluate their learners’ grammatical competence

Share their ideas and explain form-function relationship, pedagogical implication of different types of grammar, and different methods of teaching grammar

Adapt the techniques learned in the training, and develop their own exercises to teach grammar

ContentsForm function relationship (practical)Inductive and deductive teaching of grammar

(practical)Different methods and techniques of teaching

grammar (practical)- Communicative grammar teaching

(practical)- Preparation of materials for teaching

grammar (practical)- Grammar games (practical)- Combining grammar teaching with

writing skill (practical)- Ways of testing/ evaluating grammar and

construction of test items (practical)

Respond to the facilitator’s demos and make short demos of their own to teach grammar

Design activities to teach grammar exercises from Grade 9 and 10 textbooks

Produce more valid and reliable test items that can be used for testing grammar

Engage the class in interesting activities (e.g. games) in teaching grammar

Help learners to learn grammar by engaging them in using grammar rules rather than explaining them

Make continuous evaluation of their learners by conducting grammar tests

6. Teaching literature: Competencies (15 hrs for 1 month training centre based training)

- Experience and explains how to teach poetry, fiction and drama for language development

- Demonstrate different techniques of teaching poetry, fiction and drama for

Reflect on what’s literature and why it should be taught at the secondary level

Share their views

Implement their knowledge of what’s literature for better teaching

Adapt the

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language development - Make plan to teach particular poem/s,

stories, etc. from Grade 6-8 textbooks- Prepare teaching materials for teaching

poems, etc.- Construct valid and reliable test items to

evaluate his students’ understanding of literary pieces

Contents:- Difference between poetry fiction and

drama and its pedagogical implications (practical)

- Different techniques of teaching poetry, drama and story (practical)

- Preparation and use of teaching materials (practical)

- Different kinds of lesson plan for teaching literature (practical)

- Ways of testing/ evaluating literary genres and construction of test items (practical)

on teaching/ using literature for language development

Respond on demos of teaching literature, and give their own demos by preparation and planning

Contribute in preparing more valid and reliable test items for evaluating their learners

Explore the problems in teaching literature and plan, prepare and design activities to address the problems

techniques they were exposed to during the training to use in their class

Prepare their own materials and design activities to teach more interestingly by using different techniques

Create interest among learners for reading and enjoying literature by encouraging them to read literary works through extensive reading

Prepare their own test items to use for CAS in the class

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7. Professional development: Competencies (17 hrs for 1 month training centre based training)

- Discuss on different methodology of ELT and decide which should be applied in a particular classroom situation

- Describe the importance of instructional materials, their selection, collection, construction, adaptation and use

- Be familiar with the secondary curriculum in general and the secondary English curriculum in particular

- Reflect on the spirit of the secondary English curriculum and find out how textbooks reflect this spirit in their topics and exercises and/or activities

- Show understanding of why teaching language skills (LSRW) is more important than learning just grammatical rules

- Compare and contrast different language teaching approaches, methods and techniques

Participate in the discussion of different ELT methodology

Share their experience of the importance and use of teaching materials

Analyze the present secondary English curriculum

Find out the relationship between the English curriculum and Grade 9 and 10 textbooks

Teach according to the spirit of the curriculum

Use textbook to achieve the goal set in the curriculum and not following the textbooks blindly

Modify the textbook exercises to suit their learners

Use their own teaching materials and blackboard multipurpose

- Find the difference between different language skills and its pedagogical implication

- Use the blackboard effectively (e.g. drawing pictures, making tables, playing games)

- Reflect on their own teaching for better teaching in future

- Conduct action research for professional development

- Organize para-teaching activities (debate, poetry recitation, wall magazine, etc.) for enhancement of student’s creativity

- Advise learners not only on their academic problem but also on their personal problems

- Compare and contrast English with the native language of the learners, and teach accordingly

- Motivate and encourage their learners to learn more through different activities (e.g. songs, games, puzzles)

Show an understanding and use of instruction materials, particularly blackboard

Discuss and explain different ways of reflective teaching, and ways of doing action research

Discuss and share their ideas on pastoral care

Understand the mechanism of

Carry some action research

Find out their learners’ problem and advise them to address the problem

Handle large class effectively

Conduct some contrastive analysis to find out the likely difficulties for their learners

Conduct some

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- Demonstrate different kinds of warming up activities (e.g. telling anecdotes, ice-breakers, brain-teasers)

- Prepare yearly plan, monthly plan, unit plan and lesson plan, and for teaching learning purpose

- Show the ability for classroom management in terms of furniture arrangement, group work, pair work, and large class

Contents- Different kinds of ELT curriculum

(practical)- Curriculum and textbook (practical)- How to use textbook (practical)- English sounds and their production

(practical)- Contrastive analysis and error analysis

(practical)- Instructional material: collection,

preparation, storage and use (practical)- Different kinds of planning (practical)- Classroom management (practical)- Modern technology in ELT- Action research (practical)- Counseling and pastoral care (practical)

English sound production for teaching purpose and produce them Show an understanding of contrastive and error analysis can help teacher for better teaching

Share their experience on classroom management and large class for better teaching

Participate in the discussion of how to use textbook and L2 learners strategies of learning L2

error analysis to find out the weak area/aspect in their own teaching

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Teaching method:Following approaches/methods should be followed to deliver the contents

- participatory approach throughout the course- experiential learning by the trainees followed by practical activities- facilitation by the trainer/s

All these should be carried out through interesting activities such as- buzz group activity- group and pair work- mind-map task- warming up activities (e.g. anecdotes, jokes, games and songs, ice-breakers,

mind-teasers)- mini-lecture, Currain style lecture- discovery technique- case study and project works

Instructional materials:In addition to the instructional materials for daily use following should be used

- reference materials - electronic equipments (e.g. OHP, power point, computer)

Evaluation of the participants:- individual record of the trainee teachers- observation by the trainer- peer observation- journal and diary by both facilitator/s

Evaluation of the course:- mood meter- diary and journal by both facilitator and trainees- questionnaires- letters

* The term ‘practical’ means practice by the participants whatever they have learned or experienced for example they have to make demonstration, produce teaching materials and test items, do contrastive and error analysis.* CAS: 1. Well performed 3. Ill performed 2. Moderately performed 4. No performance at all

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References1. Anderson & Lynch. (1991) Listening. Oxford University Press, Oxford.2. Bryan D. (1991) Teaching Writing Skills. Longman, London.3. Bygate, M. (1987) Speaking. OUP, Oxford.4. Carter & Long (1991) Teaching Literature. Longman, London.5. Celce-Murica, M. & Larsen-Freeman, D. (1983) The Grammar Book: An ESL/EFL Teacher’s

Course. Newbury House Publication, London6. Cook, V. (2001) Second Language Learning and Language Teaching. Arnold, London.7. Cross, D. (1992) A Practical Handbook of Language Teaching. Prentice Hall, New York.8. Cross, D. (1995) Large Classes in Action. Prentice Hall, New York.9. Doff, A. (199) Teach English: A trainer’s book. CUP, London.10. Ellis, R. (1991) Understanding Second Language Learning. Blackwell, London.11. Ferguson, M. (1999) Poems in your Pocket. Longman, London.12. Frank & Rinvolucri (1983) Grammar in Action. Pergamon Press, Oxford.13. Gimson, C. (1978) An Introduction to English Pronunciation. ELBS, New Delhi.14. Grant, N. (1991) Making Most of your Textbook. Longman, London.15. Harmer, J. (1991) The Practice of English Language Teaching. Longman, London.16. Harrison, A. (1991) A Language Testing Handbook. Longman, London.17. Heaton. J.B. (1991) Writing English Language Test. Longman, London.18. Hughes, A. (1978) Testing for Language Teachers. CUP, Cambridge.19. Hunard et al. (1983) A Training Course for TEFL. OUP, Oxford.20. Ladhouse, G.P. (1987) Role play. OUP, Oxford University Press21. Lazar, G. (1993) Literature and Language Teaching. CUP, Cambridge.22. Lazar, G. (2002) A Window On Literature. CUP, Cambridge.23. Lee, W.R. (1993) Language Teaching Games and Contests. Longman, London.24. Lindstromberg, S. (1997) The Standby Book: Activities for the language classroom. CUP,

Cambridge.25. Malley & Duff. (1990) The Inward Ear. CUP, Cambrdige.26. Nunan D, (????) Principles of Syllabus Design. CUP, Cambridge.27. Nunan, D. (1991) Language Teaching Methodology. Prentice Hall, New York.28. Nuttal, C. (1996) Teaching Reading Skills in Foreign Language. Heinemann, London.29. Rai et al. (2000) English Grade 9 –10. Ministry of Education, HMG, Nepal.30. Rai V. (1995) Fundamentals of Applied Linguistics. Hira Books, Kirtipur.31. Rai V. (2000) Psycholinguistics and Sociolinguistics. Hira Books, Kirtipur.32. Rai, V. (1998) ELT Materials and Practices. Bhundi Puran Prakshan, Kathmandu.33. Rai, V. (2002) Teaching Literature. Bhundi Puran Prakshan, Kathmandu.34. Rai, V. (2003) ELT Methods. Bhundi Puran Prakshan, Kathmandu.35. Richards & Lockhart (1995) Reflective Teaching in Second Language Classroom. CUP,

Cambridge36. Secondary English Curriculum (1989). Ministry of Education, HMG, Nepal.37. Secondary English Curriculum (2000). Ministry of Education, HMG, Nepal.38. Sophie & Pavlou (2003) Assessing Young Learners. OUP, Oxford.39. Thompson, L. (ed) (1996) The teaching of Poetry. Casell, New York.40. Tribble, C (1996) Writing. CUP, Cambridge.41. Ur, P (1988) Grammar Practice Activities. CUP, Cambridge.42. Ur, P. (1984) Teaching Listening Comprehension. CUP, Cambridge.43. Wallace, M. (1991) Training Foreign Language Teacher. CUP, London.44. White, R.V. (1991) The ELT Curriculum. Basil Blackwell, Oxford.45. Woodward, T. (1992) Ways of Training. Longman, London.46. Wright et al (1983) Games for Language Learning. CUP, Cambridge.

Wright, A. (1990) Visual Materials for the Language Teachers. Longman, London.

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Module 2 Distance Mode

Part One: Subject Specific (English Language Teaching)

Course DescriptionThis course aims to equip teachers with knowledge of the different aspects of ELT. The aspects include knowledge and practices related to teaching different language skills, grammar and literature for language development, preparation and use of instruction materials, using textbook, ‘beyond method aspects’ (e.g. planning, classroom management, large class, evaluation techniques, and counseling), and professional development through reflective teaching and action research.

Objectives On the completion of this course the trainees/teachers are expected to show understanding of

1. Aspects and areas of teaching four language skills relevant to the Nepalese context

2. Teaching grammar3. Teaching literature for language development4. ELT methods and techniques5. L2 learner6. ELT curriculum7. English sounds and their recognition and production8. Error analysis and contrastive analysis9. Classroom management and pastoral care10. Reflective teaching and action research

Course Facilitation Approaches

The facilitation of this course is in distance mode.

Content Delivery Mode• SLM• Audio /Video cassette/CD• Web page /Internet and E-mail • Correspondence• Audio conference• Video conference• Phone-in program• Workshops

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1. Teaching listening: CompetenciesThe teacher explores the nature, scope and difficulty in teaching listening skill in context of Nepal for pedagogical purposes.

Contents- What’s listening?- Bottom-up and top-down views of listening- What makes listening difficult?- Different kind of listening texts and tasks and their pedagogical implication- Different techniques of teaching listening

- dictation and beyond dictation - jigsaw listening - Harmer’s approach - teaching strategies- Ways of testing/ evaluating listening

- administrative aspects - teacher or cassette player- tasks or test types - listen and fill in

- listen and draw - listen and tick

- listen and answer - listen and transform information

2. Teaching speaking: CompetenciesThe teacher strengthens their capabilities by exploring the nature, scope and difficulty in teaching speaking skill in context of Nepal for pedagogical purposes

Contents- What’s speaking?- Difference between speaking and writing- Components of spoken language (pronunciation, stress and intonation) and their

relevance in teaching speaking- Different techniques of teaching speaking:

- different kinds of drills (e.g. imitation, cue, substitution), - communication games, - information gap activities (e.g. describing pictures, talking through maps) - role play and simulation - reaching consensus- Ways of evaluating speaking:

- reading aloud - interview - role play, describing picture/s

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3. Teaching reading: CompetenciesThe teacher explores the nature, scope and difficulty in teaching reading skill in context of Nepal for pedagogical purposes.Contents

- What’s reading?- Why do we read?- How do we read?- What makes reading difficult?- Top-down and Bottom-up approaches of reading- Different kinds of reading

- intensive and extensive reading - silent reading and reading aloud - faster reading and comprehension- Different kind of reading text and their pedagogical implication

- Ways of testing/ evaluating reading 4. Teaching writing: CompetenciesThe teacher explores the nature, scope and difficulty in teaching writing skill in context of Nepal for pedagogical purposes.

Contents- What’s writing?- What makes writing difficult?- Mechanics of writing (e.g. spelling, punctuation)- Writing and grammar- Different kinds of writing texts, their layouts, and their pedagogical implication

- paragraph - letter - essay - dialogue - newspaper stories - advertisement- Different techniques of teaching writing

- writing with the help of clues (e.g. pictures, words, maps) - substitution and expansion tasks - oral preparation - parallel writing- Correction techniques- Ways of testing/ evaluating writing

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5. Teaching grammar: competenciesThe teacher diagnoses the nature, scope and difficulty in teaching grammar in context of Nepal for pedagogical purposes

Contents- Form-function relationship- Descriptive vs. prescriptive grammar and their pedagogical implication- Different methods and techniques of teaching grammar

- inductive vs. deductive methods - communicative grammar teaching- Ways of testing/ evaluating grammar

6. Teaching literature: Competencies The teacher strengthens their abilities by exploring the nature, scope and difficulty in teaching literature for language development in context of Nepal for pedagogical purposes.

Contents:- What’s literature?- Different genres of literature- Characteristics of poetry- Difference between poetry and prose- Characteristics of story- Characteristics of drama- Characteristics of essay- Why teach literature at the secondary level?- Teaching literature for language development- Ways of testing/ evaluating literary genres

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7. Professional development: CompetenciesThe teacher develops and strengthens their professional capabilities by exploring other aspects of ELT as mentioned in the contents.

Contents- What’s curriculum?- What’s ELT curriculum? - Different kinds of ELT curriculum- Curriculum and textbook- Textbook analysis and use- Different methods, approaches and techniques of ELT- English sounds and their production- Contrastive analysis and error analysis- L2 learner - Instructional material: collection, preparation, storage and use- Different kinds of planning- Classroom management - Reflective teaching- Action research- Counseling and pastoral care

Methodology:1. self learning materials2. e-mail and internet 3. phone-in4. presentation5. correspondence

Evaluation:- written exam- reports by the trainee- observation by the resource person/expert- presentation by the trainee in contact sessions

*In order to develop a taste in English literature the trainee-teachers should be provided with and encouraged to read English literature during their training period. Followings are the suggested literary works which they may read and enjoy. They need not read all of them or take exam. They are expected to read them and write their views and/or comments on them. The trainer can select some other literary works that are available and interesting to the teachers.

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Poems:- Mother to Son (Langston Hughes)- The Road Not Taken (Robert Frost)- Ode to Autumn (John Keats)- London (William Blake)- Journey of the Magi (T.S. Eliot)

Stories- The Luncheon (Somerset Maughm) - The Last Leaf (O Henry)- A Hunger Artist (Franz Kafka)- The grief (Anton Chekov)- The Dancing Partner (Jerome K Jerome)

Drama- Death of a Salesman (Arthur Miller)

Novel- The Mayor of Casterbridge (Thomas Hardy)

Travel- Travels in Nepal: The Sequestered Kingdom (Charlie Pye-Smith)

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References1. Abrams, M.H. (1999) A Glossary of Literary Terms. Harcourt Asia Pte Ltd,

Singapore. 2. Anderson, A & Tony Lynch. (1991) Listening. Oxford University Press, Oxford.3. Bygate, M. (1987) Speaking. OUP, Oxford.4. Byrne D. (1991) Teaching Writing Skills. Longman, London.5. Carter & Long (1991) Teaching Literature. Longman, London.6. Celce-Murica, M & Larsen-Freeman, D. (1983) The Grammar Book: An

ESL/EFL Teacher’s Course. Newbury House Publication, London.7. Cross, D. (1995) Large Classes in Action. Prentice Hall, New York.8. Dubin & Olshtain (1991) Course Design. CUP, Cambridge.9. Ellis, R. (1991) Understanding Second Language Learning. Blackwell, London.10. Gimson, A. C. (1976) An Introduction to English Pronunciation. Edward Arnold,

London.11. Harmer, J. (1994) The Practice of English Language Teaching. Longman, London.12. Heaton. J.B. (1991) Writing English Language Test. Longman, London.13. Hughes, A. (1989) Testing for Language Teachers. CUP, Cambridge..14. Kanasakar, T. (1998) A Course in English Phonetics. Orient Longman,

Hyderabad.15. Lazar, G. (1993) Literature and Language Teaching. CUP, London.16. Nunan D, (1990) Syllabus Design. CUP, Cambridge.17. Nunan, D. (1991) Teaching Language Methodology. Prentice Hall, New York.18. Nuttal, C. (1989) Teaching Reading Skills in a Foreign Language. Heinemann,

Oxford.19. Rai V. (2000) Psycholinguistics and Sociolinguistics. Hira Books, Kirtipur.20. Rai V. (2002) English Sounds and Structures. Hira Books, Kirtipur.21. Rai, V. (2001) ELT Materials and Practices. Bhundi Puran Prakshan, Kathmandu.22. Rai, V. (2002) ELT Methods. Bhundi Puran Prakshan, Kathmandu.23. Rai, V. (2003) Teaching Literature. Bhundi Puran Prakshan, Kathmandu.24. Richards & Lockhart (1995) Reflective Teaching in Second Language Classroom.

CUP. Cambrodge.25. Richards, J. & T. Rodgers (1988) Approaches and Methods in Language

Teaching. CUP. Cambridge.26. Secondary English Curriculum (2000). Ministry of Education, HMG, Nepal.27. Sprat, M. (1994) English for the Teacher. CUP, Cambridge.28. Tribble, C. (1996) Writing. OUP, Oxford.29. Wallace, M. (1991) Training Foreign Language Teachers. CUP, Cambridge.30. White, R.V. (1991) The ELT Curriculum. Basil Blackwell, London.31. Wilkins, D.A. (1974) Second Language Learning and Teaching. Edward Arnold,

London.

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Part Two: Generic English

Course Description:This course aims to equip teachers with in-depth knowledge of generic contents. The contents include knowledge about diversity management, collegial learning, extended professional capabilities, globalization practices in teaching, instructional planning, resource management, personnel and professional dealing with stakeholders of education, classroom research, and evaluation techniques. Various modes will be adopted to deliver the contents. An external examination will be administered to test the achievement of the trainee teachers at the end of the course.

Course Objective: On the completion of this course the trainee/teacher will be able to get in-depth understanding of:

1. classroom diversities2. educational approaches to diversities management 3. educational and instructional planning4. interactive teaching/learning process5. inter and intra personnel dealings6. students' evaluation7. classroom/action research/teacher research/experiential research

Course Facilitation Approaches

The delivery of this course is in distance mode.

Content Delivery Mode• SLM• Audio /Video cassette/CD• Web page /Internet and E-mail • Correspondence• Audio conference• Video conference• Phone-in program• Workshops

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Competency 1: Diversity management

Teacher diagnoses the existence of different forms of social diversities such as gender, regionalism, caste, ethnicity, language, children with disabilities, war affected children, child worker and child labor, learning abilities and disabilities, learning style, emotional state, value differences, and cultural as well as religious differences in a class

Contents: Concept of gender

• concept of WID, WAD, and GAD• concept of patriarchy • approaches to gender justice in education• gender mainstreaming approach• implication of gender concept in classroom teaching and children's learning

Concept of caste• religious concept of caste division• functional concept of caste division• critical concept of caste division• humanist concept of caste division• caste issues• caste mainstreaming approach• approaches to caste justice in education• implication of caste concept in classroom teaching and children's learning

Concept of ethnicity• ethnic and caste groups• tribal and indigenous (ethnic) people• tribal and indigenous people's mainstreaming approach• tribal and indigenous peoples' (ethnic) issues • approaches to ethnic justice in education• implication of ethnicity concept in classroom teaching and children's learning

Language management• uni-lingual approach• language colonialism• language movements• language issue • bi-lingual approach to language management • multilingual approach to language management• regional language approach to language management• Pedagogical approach to language justice in education such as language transfer

approach, language immersion approach, language submersion approach, language co-existence approach, language conservation approach, language promotion approach

• implication of language management concept in classroom teaching and children's learning

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Culture management• Mono and cultural plurality• cultural colonialism• cultural movements• cultural issues in education• pedagogical approaches to cultural justice in education such as multiculturalism,

cultural conservation, and cultural promotion• implication of cultural management concept in classroom teaching and children's

learningDisability management

• concept of disability• forms of disabilities • issues associated with disables• approaches to disability justice in education• implication of disability management concept in classroom teaching and children's

learning

Child labor management• child worker• child labor • worst forms of child labor • child at risk• implication of child labor management concept in classroom teaching and children's

learning

Other forms of diversity management• deviance, learning styles, emotional state, and war affected children• Cross cutting issues• implication of other forms of diversity management concept in classroom teaching

and children's learningInstructional materials

• Thematic readings • Comprehension questions• Sample of classroom/action research/teacher research/experiential research

Approach to content evaluation • Post reading presentation• Comprehensive exam• Write up from the trainee-teachers' journal• Presentation of classroom/action research/teacher research/experiential research

Trainer/supervisor guidelines for the evaluation of the content• Organize presentation sessions• Asks experts to assess individual presentation of the trainee- teachers• Collects classroom/action research /teacher research/experiential research • reports presented by the trainee-teachers• Assess research reports with the help of experts in roster• Documents individual performance of the trainee-teachers in his/her personal profile

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Competency 2: Collegial learning

Teacher explores different approaches to knowledge construction and reconstruction for their professional updating Contents:Concept of knowledge construction

• Ancestors' approach to generation and distribution of knowledge• Construction of knowledge through hidden curriculum• Vigotsky's concept of social construction of knowledge • Cognitivists concept of generating knowledge • Dewey's construction and reconstruction of knowledge• Commonalities and differences in the concept of generating knowledge• implication of the concept of knowledge construction in classroom teaching and

children's learningTheories of school learning

• Cooperative learning• Mastery learning• Problem based learning• Outcome learning• Implication of theories of school learning in classroom teaching

Instructional materials• Thematic readings • Comprehension questions• Case study about learning process of two students, one boy and one girl

Approach to content evaluation• Post reading presentation• Comprehensive exam• Write up from the trainee-teachers' journal• Presentation of cases • Deriving educational implication from the cases

Trainer/supervisor guidelines for the evaluation of the content• Organize presentation sessions• Asks experts to assess individual presentation of the trainee- teachers• Collects cases presented by the trainee-teachers• Draw educational implications from the cases for teacher training

Competency 3: Extended professional capabilities

Teacher develops his/her professional capabilities by understanding ancestral approach to learning and draws implication for classroom teaching

Contents:Documentation of inherited and acquired learning

• Ancestral approach to teaching through parables, puzzles, analogical presentation etc.• Culture of silence • Critical understanding • Dialogue and discourse• Collegiality• Reflective practice

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Ancestral approach to research and innovation • Ancestral approach to reflective research• Ancestral approach to Para-psychological quest of terrestrial and celestial beings• General peoples' approach to research on herbs, architectural designs etc• General people's approach to hand over the knowledge from generations to

generations • implication of ancestral approach to research in classroom teaching and children's

learningInstructional materials

• Thematic readings • Comprehension questions• Good questions to be asked

Approach to content evaluation Post reading presentation• Write up from the trainee-teachers' journal• Presentation of trainee-teachers • Deriving educational implication from the presentation

Trainer/supervisor guidelines for the evaluation of the content• Organize presentation sessions• Asks experts to assess individual presentation of the trainee- teachers• Collects experiences presented by the trainee-teachers• Draw educational implications from the trainee-teachers' experiences

Competency 4: Knowledge of value and beliefs systems

Teacher strengthens his/her ability by understanding peoples' values and beliefs systems and the way these systems are developed and continuedContents: Value/belief systems

• Value system of diverse groups of Nepal such as male and female, caste groups, ethnic groups, disabled people, child labor, victimized people, religious groups, and psychic people

• Myths and science of traditional value/belief systems• Myths and science of modern value/belief system• Value and belief systems about teaching profession• Ethics and morals of teaching profession• implication of teachers' value/belief systems in classroom teaching and children's

learning

Educative process to celebrate different value/belief systems• Approaches to learn different value/belief systems• Approaches to appreciate different value/belief systems• Approaches to prepare critical masses to analyze contemporary value/belief systems• Approaches to develop mosaic value/beliefs system • Different approaches to eliminate corporal punishments• Implication of different value/belief systems in classroom teaching and children's

learning

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Instructional materials• Thematic readings • Comprehension questions• Good questions to be asked

Approach to content evaluation • Post reading presentation• Write up from the trainee-teachers' journal• Presentation of trainee-teachers • Drawing educational implication from the presentation

Trainer/supervisor guidelines for the evaluation of the content• Organize presentation sessions• Asks experts to assess individual presentation of the trainee- teachers• Generate value/belief systems of the trainee-teachers towards gender, caste, ethnicity,

language, disability, child labor, and deviant peoples' issues• Draw educational implications from the trainee-teachers' and trainer/supervisor's

value/belief systems

Competency 5: Educational planning

Teacher develops and strengthens his/her knowledge about educational planning Contents:Concept and process of plan

• Plan and planning• Components of plan• Planning process• Plan development process• implication of planning in classroom teaching and children's learning

Educational plans of Nepal • Grassroots' education plan (SIP, VEP, VDP)• Intermediary education plan (DEP, DDP)• National education plan• Education sectors of development plans• implication of educational plans in classroom teaching and children's learning

International education plan • Jomtein plan• Dakar plan • Other plans• implication of international plans in classroom teaching and children's learning

Educational and instructional materials• Available materials in the market • Materials that can be created and developed • Low cost and no cost materials• implication of educational/instructional materials in classroom teaching and children's

learningPlanning process

• PRA (participatory rural appraisal)• RRA (rapid rural appraisal)• PLA (participatory learning and action)• PA (planning and action)

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• implication of different planning processes in classroom teaching and children's learning

Information system and its uses• EMIS (education management information system)• TMIS (teacher management information system)• SMIS (student management information system)• GMIS (geographical management information system)• implication of information systems in classroom teaching and childrenen's learning

Instructional materials• Thematic readings • Implied questions• Good questions to be asked

Approach to content evaluation• Post reading presentation of the trainee-teachers• Write up from the trainee-teachers' journal• Drawing educational implication from the presentation• Number and quality of good questions

Trainer/supervisor guidelines for the evaluation of the content• Organize presentation sessions• Asks experts to assess individual presentation of the trainee- teachers• Draw issues raised by trainee-teachers related to educational and instructional

planning and information management system• Find out measures to address the issues and document them in the individual profile

of the trainee-teachers

Competency 6: Communication and organization

Teacher develops and strengthens knowledge about communication and organization Contents:Motivation theory

• Maslow's theory• Herberg's theory• Educational implication of the contemporary theories• implication of motivation theory in classroom teaching and children's learning

Management theory• Theory of X• Theory of Y• Theory of XY

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• Theory of Z• Educational implications of the contemporary management theories• implication of management theory in classroom teaching and children's learning

Leadership theories• Trait theory• Behavioral theory• Contingency theory• Power and influence theory• Agency view of leadership• Structure view of leadership• Duality view of leadership • Educational implications of the contemporary leadership theories• Implication of leadership theories in classroom teaching and children's learning

Instructional materials• Thematic readings • Exemplar cases of leadership theory• Exemplar cases of management theory• Exemplar cases of motivation theory

Approach to content evaluation • Post reading presentation of the trainee-teachers• Quality examples given by the trainee-teachers related to different theories • Comprehensive questions • Write up from the trainee-teachers' journal• Drawing educational implication from the presentations

Trainer/supervisor guidelines for the evaluation of the content• Organize presentation sessions• Asks experts to assess individual presentation of the trainee- teachers

Competency 7: Learning facilitation skills

Teacher develops and strengthens knowledge about content delivery Contents:Different approaches to learning facilitation skills

• Traditional approach• Low tech approach• Hi-tech approach• implication of different forms learning facilitation skills in classroom teaching and

children's learningContemporary approaches to use media/technology in the classroom

• In the SAARC region• In the western world• In the private schools of Nepal• Implication to Nepali classrooms• implication of media/technology in classroom teaching and children's learning

Concept of multiple intelligenceso Logical/ mathematical intelligenceo Verbal/linguistic intelligence

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o Inter-personal intelligence o Intrapersonal intelligenceo Visual/spatial intelligence

Instructional materials• Thematic readings

Approach to content evaluation • Post reading presentation of the trainee-teachers• Comprehensive questions • Write up from the trainee-teachers' journal• Drawing educational implication for media/technology use in the classroom

Trainer/supervisor guidelines for the evaluation of the content• Organize presentation sessions• Asks experts to assess individual presentation of the trainee- teachers

Competency 8: Inter and intra personal dealing

Teacher develops and strengthens his/her knowledge about inter and intra personal dealings

Contents:Approaches to dealing children

• Ancestral approach to dealing children• Behaviorist approach to dealing children• Gestaltian approach to dealing children• Constructivists approach to dealing children• Implication of different approaches to dealing children in classroom teaching and

learningDeviance theory

• Biological theory• Psychological theory• Sociological theory• Labeling theory• Theoretical implications for inter and intra personal dealings• Implication of deviance theory in classroom teaching and children's learning

Personality type of the people• Introvert type• Extrovert type• Amivert type • Implication of personality type in classroom teaching and children's learning

Guidance and counseling • Ancestral approach to guidance and counseling• Theories of guidance and counseling• Educational implication of the theories• Contemporary approaches to guidance and counseling • Implication of guidance and counseling in classroom teaching and children's learning

Instructional materials• Thematic readings • Built in comprehensive questions• Exemplars of theoretical implications in education

Approach to content evaluation

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• Post reading presentation of the trainee-teachers• Comprehensive exam• Write up from the trainee-teachers' journal• Drawing educational implications from different theoretical approaches to inter

and intra personal dealings with childrenTrainer/supervisor guidelines for the evaluation of the content

• Organize presentation sessions• Asks experts to assess individual presentation of the trainee- teachers• Record theoretical drawings of individual trainee-teachers' in his/her personal profile

Competency 9: Human rights education

Teacher develops and strengthens his/her knowledge about human rights Contents:

Human rights• Education as human rights • Context for the origin of human rights • Issues raised by human rights organizations of Nepal and abroad• Educational implications of human rights movements• implication of human rights in classroom teaching and children's learning

Peace movements of the world • Ancestral concepts and movements of peace• sarvodaya concept and movements of peace• International peace forum and its movements• Educational implications of peace movements for Nepali classrooms• implication of movements in classroom teaching and children's learning

Instructional materials• Thematic readings • Built in comprehensive questions• Exemplars of theoretical implications in education

Approach to content evaluation • Post reading presentation of the trainee-teachers• Comprehensive exam• Write up from the trainee-teachers' journal• Deriving educational implications from different theoretical approaches to classroom

instructionTrainer/supervisor guidelines for the evaluation of the content

• Organize presentation sessions• Asks experts to assess individual presentation of the trainee- teachers• Record theoretical drawings of individual trainee-teachers' in his/her personal profile

Competency 10: Reflection of owns own performance

Teacher develops and strengthens his/her knowledge about classroom and action research /teacher research/experiential research

(This competence requires teachers' practical involvement either in action/classroom/teacher research/experiential research)Contents:

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Action and classroom research• Concept and scope• Focus• Approaches• Data/information triangulation techniques• Data interpretation techniques• Report writing techniques• implication of action research in classroom teaching and children's learning

Post research support • Harnessing the system• Outsourcing • In-house system• implication of research support in classroom teaching and children's learning

Self-supervision and monitoring for research and teaching• Normative approach• Self paced indicative approach• Career path approach• implication of self supervision and monitoring in classroom teaching and children's

learningInstructional materials

• Thematic readings o Exemplar classroom and action research /teacher research/experiential research

reportsApproach to content evaluation

• Post reading presentation of the trainee-teachers• Presentation of classroom/action research /teacher research/experiential research done

by the trainee-teachers • Write up from the trainee-teachers' journal

Trainer/supervisor guidelines for the evaluation of the content• Organize research reports presentation sessions• Asks experts to assess individual presentation of the trainee- teachers• Record issues and solutions raised by individual trainee-teachers' research in his/her

personal profile

Competency 11: evaluation of students' abilities

Teacher develops and strengthens his/her ability to knowledge about formative and summative evaluation Contents:Formative and summative evaluations

• Concept and process• Approaches • Implications of formative and summative evaluation in children's learning and

teaching

Assessment of the teacher made questions of his/her school• Question set for subjectivity assessment• Question set for objectivity assessment

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• Question set for creativity generation and/or analytical understanding• Preparation of sample questions for each of the above category• implication of teacher made questions in classroom teaching and children's learning• Practical assignment for the analysis of teacher made questions

Instructional materials• Thematic readings • Exemplar questions of each of the above category

Approach to content evaluation • Post reading presentation of the trainee-teachers• Presentation of the analysis of teacher made questions• Presentation of exemplar questions of each of the above category • Write up from the trainee-teachers' journal

Trainer/supervisor guidelines for the evaluation of the content• Organize presentation sessions• Asks experts to assess individual presentation of the trainee- teachers• Record individual trainee-teacher-made exemplar questions in his/her personal profile

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Module 3Training Centre Based and School Based (Generic English)

Course description:This course aims to equip teachers with generic competencies in ELT. The competencies include knowledge, skill, and practices related to diversity management, collegial learning, extended professional capabilities, globalization (localization + globalization) practices in teaching, instructional planning, resource management, personnel and professional dealing with stakeholders of education, classroom research, and evaluation techniques.

Objective: On the completion of this course the trainee/teacher will be able to:

1. identify classroom diversities;2. deal classroom diversities in just and equitable manner;3. develop skills to prepare educational and instructional planning;4. inculcate skills for interactive teaching-learning;5. promote inter and intra personnel dealings;6. develop skills for student centered evaluation;7. equip with research and reflection skills and8. promote collegial learning and collaborative undertaking in school.

Course facilitation approach: Teacher educator will

• generate teachers' individual concepts• develop conceptual commonality and points of departure of the concepts • provide theoretical frame for understanding the concepts and/or theorize the concepts

presented by the teachers• help teachers draw examples from the subjects that they teach in school• generalize classroom discussions• Raise good question(s) for further investigation/learning during school based training

periods.

The curricular contents may not be applicable to all subjects. In this situation teacher educator/trainer will select the applicable and/or adjustable contents and accommodate in his/her schedule under the given timeframe for each competencies However the teacher educator/trainer needs to be sensitive about the provisioned generic contents and try to apply them in his/her subjects.

In using this generic curriculum, teacher educator/trainer should (a) discuss the concept of each content that are specified in each competencies (b) prepare/facilitate trainee teachers to apply the knowledge and skill in classroom, and (c) ensure that trainee teacher has developed desired attitude towards the intended content of each competencies mentioned in the generic curriculum.

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Competency 1: Inclusion/celebration of different forms of social diversities in the classroom (12 hrs for 1 month)

Requirements for a professional teacherCompetencies

assessment criteria for

training centre based training

Competencies assessment

criteria for school based training

Competency 1Teacher diagnoses the existence of different forms of social diversities such as gender, regionalism, caste, ethnicity, language, children with disabilities, war affected children, child worker and child labor, learning abilities and disabilities, learning style, emotional state, value differences, and cultural as well as religious differences in a class in relation to the specific subject.

Contents:Social and classroom diversities

• Concept of social and classroom diversities• Approaches to identify classroom

diversities• Misconceptions about classroom diversities• Different approaches to address classroom

diversities in teaching subject specific

Different approaches to understand diversities in relation to ELT (Researches show that English language learning is affected by which caste/community the learner belongs to (Caste/ethnic group), what their L1 is (Language), where they live (Region), what’ their sex (Gender), and what strategies they follow to learn English language (Learning style). The teacher educator will specifically cover these areas.)

• Gender diversity• Caste diversity• Ethnic diversity• Language diversity• Culture diversity• Topographical/regional diversity• Disability • Livelihood diversity including child worker

and child labor • Deviance • Learning styles• Emotional state

Each teacher reflects his/her classroom situation and identifies various forms of social diversities

S/he participates in discussion and lists the reasons for these forms of diversities

S/he explores educational problems that are associated with these diversitiesS/he prepares strategies to address each form of diversities

S/he develops action plan to address these diversities

Each teacher implements his/her action plan to address the encountered diversity (ies) and documents the experience

S/he prepares the list of applicable measures to address the social diversities through educative and non-educative processesS/he shares his/her experience with other stakeholders of education

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• War affected children • Value differences• Religious differences• Cross cutting issues• Diversity specific issue• Implication of diversities in subject specific

teaching and learning

Different approaches to identity management • Concept and principles of social inclusion

and exclusion• Approaches to re-learning and de-learning

social inclusion and exclusion in education• Approaches to identify diversity specific

identities• Approaches to manage diversified

identities• Multilingual/multi-cultural approaches to

ELT(There is quite a lot of literature on the difference between monolingual and bilingual or multilingual learners’ of learning a second or foreign language. The same is true between mono-cultural and bicultural or multicultural learners.)

• Conflict management skill• Humanistic and social justice approach to

identity management• Implication of identity management in

subject specific teaching and learning

Abuses and taboo management• Forms of abuses (physical, sexual,

emotional, linguistic, caste, ethnic, religious, bulling)

• Taboos • Ways to ensure abuse and taboo free

classrooms• Implication of abuse and taboo

management in subject specific teaching and learning

Teaching method:• Conceptual discussion• Group work to identify classroom

diversities• Issue discussions• Collaborative teaching• Reflection sessions to find out the ways to

address classroom diversity related issues

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Instructional materials:• List of reference materials that deals with

social and classroom diversities• Exemplar list of classroom diversities

Evaluation process• Portfolio assessment for individual record

keeping• Individual reflection • List of individual/group approaches to

address classroom diversities

Competency 2: Collegial learning (6 hrs for 1 month)

Requirements for a professional teacherCompetencies

assessment criteria for

training centre based training

Competencies assessment

criteria for school based training

Competency 2Teacher explores collegial resources, identifies different processes to harness them, and uses those resources for improved teaching and professional updating

Contents:Socio-psychological composition of teachers/lived society

• Knowledge construction, reconstruction, and distribution systems of teachers/lived society

• Roots of conflicting ideas/psyche• Implication of socio-psychological

composition of teachers/lived society in subject specific teaching and learning

Approaches to harness knowledge of different groups of people

• Rapport building skills• Discussion generation and management

skills• Ego management skills• Anonymity management skills • Consultation skills• Outsourcing skills• Implication of knowledge harnessing

system in subject specific teaching and learning

Each teacher identifies his/her human, physical, and financial resources to be shared with colleagues

S/he visualizes risks of using the resources for improved teaching and professional updating

S/he develops plan to minimize risks of using collegial resources

S/he develops his/her action plan to identify, harness, and use of human, physical, and

Each teacher implements his/her action plan to identify, harness, and use human, physical, and financial resources for improved teaching and professional updating

S/he documents the process of human, physical, and financial resources for improved teaching and professional updating

S/he documents teachers' approaches to learning

S/he documents

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Approaches to use collegial learning in classroom • Individual and group approach to

knowledge generation from different stakeholders of education

• Different approaches to shared learning and teaching

• Implication of collegial learning in subject specific classroom teaching

Theories of Learning • Nativist theories: (a) Chomsky’s

Universal Grammar and SLA, (b) Krashen’s Monitor Theory

• Environmentalist theories: Schuman’s Pidginization Hypothesis and Acculturation Model

• Ineractionist theories: Givon’s Functional –Typological theory

• Implication of theories of learning in ELTTeaching method:

• Group work to identify different approaches to explore human, physical, and financial resources of the teachers

• Collaborative teaching• Identification of the teachers' individual

and group resources• Reflection sessions to find out different

ways to use the explored resources for improved teaching and professional updating

Instructional materials:• Message laden folk stories, proverbs, and

statementsEvaluation process

• Record of individual/group resources in portfolio assessment form

• Participation in collaborative learning• Individual reflection about collegial

undertaking for improved teaching and professional updating

financial resources for improved teaching and professional updating

S/he documents his/her friends' approach to learning

S/he reflects and documents his/her personal approach to learning

the approaches of students' learning

S/he shares his/her experience with other stakeholders of education

S/he documents the evidence of improved teaching and professional updating

Competency 3: Extended professional capabilities (15 hrs for 1 month)

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Requirements for a professional teacherCompetencies

assessment criteria for

training centre based training

Competencies assessment

criteria for school based training

Competency 3Teacher develops his/her professional capabilities through documentation, interactions, reflection, and research in their subject areasContents:Documentation of personally inherited and acquired learning with specific reference to ELT.

• Documentation of oral history• Documentation of ELT literature review• Documentation of experiences• Documentation of individual and group

case studies in ELT• Documentation of interactive information• Individual/group plan for the

documentation of experiences, interactions, and cases

• Implication of personally inherited and acquired learning in ELT

Generation of stakeholders' knowledge and skills• Approaches to panel discussion• Approaches to outsourcing resources• Approaches to organize interaction

sessions• Individual/group plan for knowledge and

skill generation form different stakeholders of education

• Implication of knowledge generation skills in subject-specific teaching and learning

ELT classroom research (More practical activities on this aspect will be done on the third phase of the training.)

• Reflective approach to research• Action research/classroom research in

ELT• Research/experiential research• Research by students• Collaborative research• Individual/group plan for classroom

research

Each teacher develops his/her plan for the documentation of reviewed literature, classroom experiences, interactions, and cases

S/he prepares individual/group plan for classroom research

S/he develops individual/group plan for knowledge generation from different stakeholders of education

S/he shares his/her research and/or research like works related to teaching and learning

S/he plans for his/her research work in the classroom

Each teacher documents reviewed literature, classroom experiences, interactions, and cases

S/he implements individual/group plan for knowledge and skill generation form different stakeholders of education and documents the obtained knowledge and skills

S/he implements individual/group plan for classroom research and documents the process, findings, and post research interventions

S/he prepares a list of best experience, knowledge, skill, research findings, and educational interventions

S/he shares his/her experience,

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• Implication of classroom research in specific subject areas

Teaching method:• Lecture and discussion for conceptual

clarity• Group discussion for the identification of

different approaches to documentation, discussion, and research

Instructional materials:• Samples of documentation• Sample of classroom research

Evaluation process• Record of individual/group plan for

classroom research • Record of individual/group plan for the

documentation of reviewed literature, classroom experiences, interactions, and cases

• Record of individual/group plan for classroom research

knowledge, and skills with other stakeholders of education

Competency 4: Application of knowledge and skills in the classrooms (10hrs for 1 month)

Requirements for a professional teacher Competencies assessment criteria for

training centre based training

Competencies assessment

criteria for school based training

Competency 4Teacher strengthens his/her ability to generate and apply operating-environmental (contextual), local, national, and global knowledge in their subject areasContents:Techniques of generating/operating environmental (contextual), local, national, and global knowledge and skills

• Collection of oral history• Artifacts analysis• Analysis of ELT study findings• ELT book review• Observation and interaction • Appreciative inquiry• Critical inquiry• Problem posing skills• Value/belief identification skill• Implication of knowledge generation

S/he prepares the list of conflicting and compatible knowledge between science and myths that was encountered during teaching and learning processes

Each teacher develops his/her plan for the glocalization of the classroom knowledge/skillsS/he develops a list of contents in their areas of

Each teacher documents the mythical and scientific knowledge that s/he encounters during teaching and learning

S/he implements individual/group plan for the glocalization of the bookish knowledge/skills

S/he documents the best and worst experiences obtained from

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techniques in specific subject areasTechniques of applying environmental (contextual), local, national, and global knowledge and skills in specific subject areas

• Valuing knowledge and skills obtained from different sources

• Approaches to find out commonality and point of departures among different sources of knowledge and skills

• Contextualization skills• Localization skills• Globalization skills• Skills to find out local solution of the

national/international problems and vice versa

• Different approaches to eliminate corporal punishment

• Quest of science and context in myths and interpretations

• Subjective approach to teaching (reflective and empathetic approach to teaching)

• Implication of environmentally operated knowledge and skills in specific subject teaching and learning

Teaching method:• Brain storming individually and in group • Value clarifications sessions• Interpretation sessions from different

perspectives• Practical sessions for glocalization of the

classroom and contextual knowledge/skills

Instructional materials:• Artifacts• Value laden cultural stories, poems, songs,

essays, wisdom etc.• Collection of myths and truths

Evaluation process• Record of individual/group performance• Quality of individual/group plan for the

glocalization of classroom knowledge/skills

• Creative ideas of the individual teacher for the application of knowledge/skills in the classroom

interest at the individual and/or group level for teaching in the classroom

glocalization process

S/he documents the best and worst experiences obtained from subjective approach to teaching

S/he shares his/her experience, knowledge, and skills with other stakeholders of education

Competency 5: Planning and designing instructional activities (15 hrs for 1 month)

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Requirements for a professional teacher Competencies

assessment criteria for

training centre based training

Competencies assessment

criteria for school based training

Competency 5Teacher develops and strengthens his/her ability to instructional and educational planning in their subject

Contents:Review and assessment of education policies and plans (national, DEP, SIP, VEP etc)

• Thematic approach • Social approach • Political approach • Economic approach • Clientele approach • Integrated approach • Implication of different approaches to

policy and plan development in education

Review and assessment of curricular materials • Development of general and stakeholder

specific index and indicators (gender, caste, ethnicity, disability, regionalism, religion, child labor, language etc)

• Content analysis techniques• Development of learning grids• Approaches to draw thesis, anti-thesis, and

synthesis of each lesson• Use and misuse of textbooks in general and

ELT textbooks in particular (More elaborate and practical activities are in the third phase.)

• Implication of curricular material review in teaching and learning of specific subject

Collection, display, and management of educational and instructional materials with special reference to ELT

• Approaches to material collections• Innovative and creative approaches to

material development• Approaches to materials display• Approach to materials management for

classroom instruction• Storing and management of educational

material

S/he develops individual/group approach to assess education policies and plansS/he develops indicators and index to review curricular materials from different perspectives

S/he prepares individual/group report by assessing education policies and plans

S/he writes individual/group report by assessing curricular materials

S/he prepares individual/group list of use and misuse of textbooks, curricular, co-curricular, extra curricular, and reference materials

S/he collects, manages, and displays instructional materials in the form of exhibition

Each teacher implements his/her plan for individualized instruction in the classroom

S/he analyzes locally available educational policies and plans by using multiple perspectives such as social perspective, economic perspective, clientele perspective etc.

S/he collects, manages, and displays locally available instructional materials in the form of school exhibition

S/he documents process and experiences/lessons

S/he shares his/her experience, knowledge, and skills with other stakeholders of education

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• Implication of material, collection, display, and management in teaching and learning

(More practical activities in ELT material production and their use to teach specific language skill and grammar, etc. are in the third phase.)

Instructional planning for group and individualized learning

• Group and individualized instructional planning for irregular students

• Group and individualized instructional planning for learners of different capabilities and interests

• Planning for interactive learning• Implication of instructional planning for

individualized/ group learning and teaching

Teaching method:• Teaching through logical framework • Teaching through dramatization• Lecture and discussion

Instructional materials:• Education policy papers• Education plans• Curricular materials such as curriculum,

textbooks, teachers' guide, training manuals

• Example of logical frameworks Evaluation process

• Record of individual/group performance• Quality of individual/group scheme for

the assessment of educational and instructional plan and curricular materials

S/he develops group and/or individual plan for individualized instruction for the learners of different capabilities, interests, and needs

S/he prepares lesson plan individually for classroom instruction

Competency 6: Communication and organization (10 hrs for 1 month)

Requirements for a professional teacher Competencies assessment criteria for 1 month training centre

based training

Competencies assessment criteria

for 1.5 months school based training

Competency 6Teacher develops and strengthens communication and organization skills in their subject areas

Contents:

S/he prepares individual/group scheme to develop and strengthen communication skills

Each teacher implements all of his/her schemes and documents the obtained experiences

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Factors that affect second/foreign language learning

• Personality (introvert vs. extrovert/passive vs. active)

• Age• Motivation • Language aptitude and attitude• Implication in ELT

Social mobilization • Approaches to communication• Social auditing• Logical presentation techniques• Social mobilization techniques• Approaches to ensure

relationship between stakeholders' expectations from school

• Implication of social mobilization in subject specific teaching and learning

Taking and transferring educational leadership

• Approach to promote leadership • Approach to take leadership• Approach to transfer leadership• Decision making• Implication of leadership

transfer in teaching and learning of specific subject

Library/resource center management• Forms of library/resource center• Approaches to

establish/strengthen library/resource center for different categories of learners

• Implication of library/resource center in teaching and learning specific subject

Teaching method:• Reciprocal learning for shared

concept of communication, organization, leadership etc

• Brainstorming at group and individual level

Instructional materials:• List of the parent-figures from

S/he prepares individual/group scheme to develop and strengthen school organization

S/he prepares individual/group scheme to develop and strengthen educational leadership of different stakeholders of education from school to national level

S/he prepares individual/group scheme to develop and strengthen library/resource center to cater the diverse needs of different stakeholders of education

Each teacher identifies active and passive learners and mentions the basis of labeling the students that way

S/he identifies different ways to address educational needs of some of the active and passive students

S/he documents the dynamism observed in the classroom leadership (Who takes leadership? Why that student took leadership? Why not others?)

S/he draws lessons to be learnt

S/he shares his/her experience, knowledge, and skills with other stakeholders of education

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different walks of life for taking and transferring leadership

• Exemplar cases of social mobilization and library/resource center management

• List of cultural approaches to communication

Evaluation process• Record of individual/group

performance• Quality of individual/group

scheme

Competency 7: Learning facilitation skills (10 hrs for 1 month)

Requirements for a professional teacherCompetencies assessment criteria for training centre

based training

Competencies assessment

criteria for school based training

Competency 7Teacher develops and strengthens learning facilitation skills in their subject

Contents:Inter and intra subject linking skills

• Identification of clues for inter and intra subject linkages

• Generalization and differentiation skills

• Implication of inter and intra subject-linked teaching in learning

Voice rules for participatory teaching and learning

• Voice rule to take turn• Voice rule to give turn• Different approaches to generate

positive things from multiple voices

• Implication of voice rules for teaching and learning specific subject

Use of media/technologies in ELT classroom

• Handling large/small class• Handling varied age and

S/he prepares individual/group list to find out the areas of inter and intra subject linkages

S/he develops shared voice rules to be followed during training

S/he diagnose the traditional voice rules and draws implications for teaching and learning

S/he identifies traditional media/technology that can be used for teaching and learning

S/he prepares individual/group scheme to use media/technologies for handling different forms of classroom diversities

Each teacher implements all of his/her schemes and documents the obtained experiences

S/he identifies traditional media/technologies that are effective for teaching and learning

S/he draws lessons to be learnt

S/he shares his/her experience, knowledge, and skills with other stakeholders of education

47

achievement groups• Handling bilingual and

multilingual learners• Handling varied caste groups• Handling disabilities• Handling child labor• Handling different learning

culture and styles• Use of hi-tech such as overhead,

telephone, and other electronic media to handle different types of classroom

• CALL (computer assisted language learning)

• Implication of media/technology in ELT

Teaching method:• Development of shared voice

rule among the trainee-teachers• Individual sharing within five

minutes • Identification of clues for

thematic linkages in the sharing/presentation

• Preparation of the list (subject specific) for potential linkages

• Shared thematic linkages• Making individual/groups'

mockery plan for the use of media and technology to address classroom multiplicities

Instructional materials:• List of the contents that can be

linked to each other. For example, evolution theory and Avatar theory of Hindu mythology

• List of appropriate media and technology to address classroom multiplicities

Evaluation process• Record of individual/group

performance• Quality of individual/group plan

to use media/technology in the classroom

Competency 8: Inter and intra personal dealing (13 hrs for 1 month)

48

Requirements for a professional teacherCompetencies

assessment criteria for training centre based

training

Competencies assessment

criteria for school based training

Competency 8Teacher develops and strengthens his/her ability to deal students psychologically

Contents:Behavior observation and analysis skills

• Behavior observation forms• Classroom observation forms• Approaches to analyze classroom

activities • Approaches to analyze students'

behavior• Implication of behavior

observation in teaching specific subject areas

Identification of students and teachers' potentialities as well as deficiencies

• Approaches to hunt parents' teachers', and students' potentialities

• Approaches to detect deficiencies• Approaches to identify superior

and inferior complexities• Implication of identifying students'

and teachers' potentialities/deficiencies in specific subject teaching and learning

Mediation and facilitation skills with special reference to ELT

• Approaches to celebrate multiplicities

• Ways to address potentialities and deficiencies

• Ways to manage inferiority and superiority complexes

• Skills to engage students for further learning and doing

• Use of reward and punishment• Obstructive and unobtrusive

approach to give direction • Guidance and counseling skills• Ethical considerations for

mediation, facilitation, guidance, and counseling

• Implication of mediation and

S/he prepares individual/group list to deal students, parents, and teachers in a sensitive manner

S/he observes each others' inter and intra dealings and prepares as well as presents behavior analysis report

S/he prepares a list of individual potentialities and deficiencies and shares it among trainee-teachers

S/he prepares individual/group plan to mediate and facilitate multiplicities related to inter and intra personal dealings

Each teacher implements his/her plan and documents the obtained experiences

S/he identifies teachers', students', and parents' potentialities as well as deficiencies of his/her school

S/he prepares a list mediation and facilitation approaches that worked and did not work well in dealing with different stakeholders of education especially students, teachers, and parents

S/he shares his/her experience, knowledge, and skills with other stakeholders of education

S/he draws lessons to be learnt

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facilitation skills in teaching specific subject areas

(The reasons for doing well or not well in English language learner depend on various factors. Therefore, these factors should be taken into account while developing behavior and classroom observation forms. Similarly, use of reward and punishment in ELT might be different from other subjects which should be dealt with.)Inter-personal dealing

• Approaches to be tolerant• Polite and simple approach to

presentation• Different approaches to deal with

parents, students and teachers• Approaches to maintain discipline• Implication of inter-personal

dealings in subject specific teaching and learning

Teaching method:• Observation and recording of

individual behavior of the trainee-teachers

• Analysis and presentation of observed behavior

• Individual sharing of his/her inter and intra personal dealing, guidance, and counseling

• Group report for shared understanding about inter and intra personal dealing

• Identification of sensitive areas of inter and intra personal dealings

• Discussion for the identification of shared approach to deal individual and group of students, teachers, and parents in a sensitive manner

• Individual/group plan to deal students, parents, and teachers in a sensitive way

Instructional materials:• List of gender, caste, ethnicity,

language, child labor, disability, topography, culture, settlement etc related derogatory words and sentences

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• List of sensitively used words such as physically challenged child instead of lame to address people of different contexts

Evaluation process• Record of individual/group

approach to inter and intra personal dealing

• Quality of individual/group plan to deal students, parents, and teachers of different background in a sensitive manner

Competency 9: Educative procedure for human rights protection (10 hrs for 1 month)

Requirements for a professional teacherCompetencies

assessment criteria for training centre

based training

Competencies assessment

criteria for school based training

Competency 9Teacher develops and strengthens his/her ability to apply educative procedure for human rights protection

Contents:Rights and legal provisions of diverse social groups

• Rights and legal provision for girls and women's education

• Rights and legal provision for Dalits' education

• Rights and legal provision for indigenous peoples' education

• Rights and legal provision for child labors' education

• Rights and legal provision for disabled peoples' education

• Implication of rights and legal provisions of different groups to teaching and learning

Peace approach to education • Active peace approach to teaching• Passive peace to teaching• Social justice approach to teaching• Modern and post modern approach to

teaching• Open and closed approach to teaching• Dual mode for mass education

S/he prepares shared list of child rights to education

S/he develops plan for peace approach to teaching

S/he designs plan to ensure education for non-schooled and school drop outs of his/her school catchments

Each teacher implements his/her plans and documents the obtained experiences

S/he identifies "culturally granted" rights of diverse social groups

S/he prepares a comparative chart of the "culturally granted" rights and contemporary legal provisions S/he shares his/her experience, knowledge, and skills with other stakeholders of education

S/he draws lessons to be learnt

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• Approach to ensure joyful learning• Implication of peace education in

teaching and learningTeaching method:

• Lecture and discussion• Individual/group work for the

identification of shared understanding about child rights to education from national and international conventions, commitments, and resolutions

Instructional materials:• Reports of international conventions,

treaties, and resolutions• Reports of national commitments on

international agendas • Hand outs for conceptual clarity

Evaluation process• Shared list of protecting child rights to

education• Quality of individual/group activities• Assessment of hold knowledge about

child rights to education

Competency 10: Reflection of owns own performance (13 hrs for 1 month)

Requirements for a professional teacherCompetencies

assessment criteria for training centre

based training

Competencies assessment

criteria for school based training

Competency 10Teacher develops and strengthens his/her practice for reflective teaching in specific subject

Contents:Reflective teaching in ELT

• What’s reflection?• Why reflection?• Ways of reflection• Self appreciation and criticism• Self supervision and monitoring• Implication of self reflection in ELT

Reflection by others • Group appreciation• Group criticism• Group supervision

S/he prepares shared list of different approaches to self reflection and improvement in teaching

S/he develops individual/group plan for classroom and action research

S/he designs critical approaches to teaching and learning

S/he prepares a list of creative approach to teaching and learning

Each teacher implements his/her research plans and other schemes

S/he documents the obtained experiences

S/he documents his/her students' and their parents' experiential research

S/he shares his/her

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• Group monitoring• Implication of others reflection in

teaching specific subject

Critical understanding• Conscientization• Banking concept of education• Approaches to critical understanding• Approaches to self updating• Implications of critical understanding

in teaching specific subjectAction research in ELT

• Concept of action research• Classroom research and action

research• Different approaches to action

research• Ways and means of action research• Implication of action research in ELT

Teaching method:• Individual and group reflection about

teaching and learning approaches• Lecture and discussion about critical

understanding• Individual/group work for the

development of classroom and/or action research proposal

Instructional materials:• List of different approaches to

reflective teaching and learning• Sample proposal for classroom and

action researchEvaluation process

• Shared approaches to self and group reflections

• Shared plan for the development of classroom and action research

experience, knowledge, and skills with other stakeholders of education

S/he draws lessons to be learnt

Competency 11: Evaluation of students' abilities (12 hrs for 1 month)

Requirements for a professional teacherCompetencies

assessment criteria for training centre

Competencies assessment

criteria for school

53

based training based trainingCompetency 11Teacher develops and strengthens his/her ability to conduct formative and summative evaluation

Contents:Approaches to formative and summative evaluations

• Approaches to formative evaluation including portfolio assessment

• Approaches to progress and regress recording and reporting

• Approaches to qualitative and quantitative analysis of the obtained information and data

• Verification of data and information obtained from different sources

• Recording the result of formative and summative evaluations

• Implication of formative and summative evaluations to teach specific subject

Participatory evaluation with special reference to ELT

• Concept and process• Feedback system in participatory

evaluation• Project work• Implications of participatory evaluation

in teaching specific subjectQuestion setting with special reference to ELT

• Question setting for subjectivity assessment

• Question setting for objectivity assessment

• Question setting for creativity generation and/or critical understanding

• Implication of questions setting in teaching and learning specific subject

Answer checking with special reference to ELT• Subjective approach to answer checking• Objective approach to answer checking• Group approach to answer checking• Implications of answer checking in

teaching and learning specific subject(More practical activities for different types of ‘question-setting, test item construction and test administration for testing different language

S/he prepares shared approaches to formative and summative evaluations

S/he develops individual/group plan for subjective, objective, and creative approaches to students' evaluation

S/he documents commonalities and differences of the evaluation approaches against the taught approaches to evaluation

Each teacher implements his/her plan for subjective, objective, and creative approach to students' evaluation

S/he prepares subjective, objective, and creative questions on his/her subjects to make question bank

S/he prepares innovative students' performance record system

S/he documents the obtained experiences

S/he shares his/her experience, knowledge, and skills with other stakeholders of education

S/he draws lessons to be learnt

54

skills and grammar, and marking scheme development are provided in the third phase.)

Score recording• Portfolio recording• Normative recording• Implication of score recording in

teaching and learning specific subjectTeaching method:

• Individual and group work for question setting and answer book checking

• Participatory discussion for conceptual clarity

Instructional materials:• Sample of formative and summative

approaches to evaluation• Sample of participatory approach to

evaluationEvaluation process

• Record of individual/group effort• Quality of individual/group approach to

formative and summative evaluation

Required competencies 12: Inclusion of life skills in education (6 hrs. for 1 month )

Requirements for a professional teacherCompetencies assessment criteria for 1 month face to

face training

Competencies assessment criteria for 1.5 months school based training

Competencies 1Teachers understand and apply different forms of life skills in the classroom teachingContents:Different forms of life skills

• Concept of life skill• Concept of livelihood skill• Continuum of the above skills• Educative approaches to promote

the above skillsTeaching method:

• Conceptual discussion• Group work to identify different

forms of life skills• Participatory discussion sessions

to find out different ways to teach life skills in the classroom

Instructional materials:• List of reference materials that

deals with various types of life

Each teacher encourages his/her colleagues to identify the possessed and/ or potential life skills to be taught in school

S/he collects and develops different approaches to deliver varieties of life skills

S/he explores problems related to the teaching and learning of different forms of life skills

S/he prepares strategies to teach different forms of life skills

S/he develops action plan to teach different forms of

Each teacher implements his/her action plan to impart different forms of life skills

S/he explores potential life skills that exist with the students, teachers and community

S/he develops plan to harness the local potentialities and implements the plan

S/he provides/promotes different forms of life skills to the students

S/he shares his/her experience with other stakeholders of education

55

skills• Exemplar list of different forms of

life skillsEvaluation process

• Portfolio assessment for individual record keeping

• Individual reflection • Inculcated and potential list of

different forms of life skills

life skills

Note: Competencies assessment scale (CAS):1. Well performed2. Moderately performed3. Ill performed4. Not performed at all

Appendix 1Exemplar diagnostic ability for the CAS of competency 1

1. forms of subject specific (Nepali, English, Science, etc.) classroom diversities that a trainee-teacher comes up with

2. different ways to identify subject specific diversities that a trainee-teacher comes up with

3. types of practiced approaches to manage diversities that s/he comes up with4. innovative approaches that s/he proposes for the management of subject specific

diversities

Exemplar diagnostic ability for the CAS of competency 21. types of collegial resources to share with others that a trainee-teacher comes up with2. list of the collegial resources that s/he shared with others3. list of the approaches to share collegial resources that s/he used in life4. plan to share collegial resources that s/he develops

Note: Teacher trainer will develop such exemplars for rest of the competencies

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