RIESI
68
edits
Changes
Jump to navigation
Jump to search
Line 1:
Line 1: + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
Te Teacher professional development (view source)
Revision as of 14:21, 28 April 2023
, 14:21, 28 April 2023no edit summary
'''Teacher Professional Development'''
'''Dr Hitesh C Bhakat'''
Topics/ areas
1. The concept and Needs of Teacher Professional Development,
''' (ఉపాధ్యాయ వృత్తిపరమైన అభివృద్ధి యొక్క భావన మరియు అవసరాలు)'''
2. The means of professional development ''' (వృత్తిపరమైన అభివృద్ధి సాధనాలు)'''
3. Dimensions and skills for Teacher Professional Development (ఉపాధ్యాయుల వృత్తిపరమైన అభివృద్ధి కోసం ప్రమాణాలు మరియు నైపుణ్యాలు.)
4. Areas and strands of Teacher Professional Development (ఉపాధ్యాయుల వృత్తిపరమైన అభివృద్ధి అంశాలు మరియు వాటి పరిధి .)
5. Learning Styles, Strategies and Classroom Behaviour (అభ్యసనా శైలి, ప్రణాళిక మరియు తరగతి గదిలో ప్రవర్తన)
'''The main objectives of this area are:'''
to develop among the participants the ability:
a. to observe and reflect in a structured way on their classroom practice.( వారి తరగతి గది అభ్యాసంపై నిర్మాణాత్మక మార్గంలో పరిశీలించడానికి మరియు ప్రతిబింబించడానికి.)
b. to modify their teaching strategies in the light of self-evaluation. (స్వీయ-మూల్యాంకనం వెలుగులో వారి బోధనా వ్యూహాలను సవరించడానికి. )
c. to enable them to undertake sustained independent academic work. (వారు నిరంతరం విధ్యా విషయక కృత్యాలను స్వతంత్రంగా చేసుకోవటానికి వీలు కల్పించడం)
d. to enable them to locate their teaching in the wider context and to reflect on, discuss and evaluate the growing needs of English language education.
విస్తృత సందర్భంలో వారి బోధనను గుర్తించడానికి మరియు ఆంగ్ల భాషా విద్య యొక్క పెరుగుతున్న అవసరాలను ప్రతిబింబించడానికి, చర్చించడానికి మరియు మూల్యాంకనం చేయడానికి వారిని అనుమతిస్తుంది.
e. to acquire specific trainer skills in order to further their professional growth. (వారు శిక్షకులుగా ఎదగడానికి మరియు వారి వృత్తి లో మరింత నైపుణ్యాలను పొందడం కొరకు.)
e. to enable them to horn their language and skills for classroom transaction. (తరగతిగది వ్యవహరాలను అనుకూలంగా మార్చు కోవడానికి వారి భాష నైపుణ్యాలను మెరుగు పరచుకొనే వీలు కల్పించడం.)
# to develop confidence, self-esteem and belief in their own ability to work independently.<span lang="EN-US">Teacher Professional Development</span>
(ఆత్మవిశ్వాసం, ఆత్మగౌరవం మరియు స్వతంత్రంగా పని చేసే వారి స్వంత సామర్థ్యంపై నమ్మకం పెంపొందించుకోవడం.)
'''Session: Teacher Professional Growth'''
'''Framework'''
Hargreaves and Fullan (1992, p.IX), “the teacher is the ultimate key to educational change and school improvement.” Teachers do not simply implement the curriculum. They define and refine the curriculum; they interpret and transform the curriculum in a way that makes learning more manageable for the learners. Hence, it is what teachers think and do at the classroom level that eventually determines what learners learn in the classroom.
[విద్యాపరమైన మార్పు మరియు పాఠశాల అభివృద్ధి లో ఉపాధ్యాయులదే ప్రముఖ పాత్ర ఉంటుంది . ఉపాధ్యాయులు పాఠ్యాంశాలను అమలు చేయడంతోపాటు వాటీని నిర్వచిస్తారు మరియు మెరుగుపరుస్తారు; వారు పాఠ్యప్రణాళికలను అర్థం చేసుకుంటారు మరియు నేర్చుకునేవారికి మరింత సులభంగా ఉండే విధంగా
అందిస్తారు.విద్యార్థులు ఏమి నేర్చుకొంటారు అనేది తరగతి గది స్థాయిలో ఉపాధ్యాయులు ఏమి ఆలోచిస్తారు, ఏమి చేస్తారు అనే దానిని బట్టి నిర్ణయించబతుంది.)
[Richards, J. C. & Renandya, W. A. (2002). (eds). ''Methodology in Language Teaching- an anthology of current practice.'' CUP.]
Professional development is ‘‘a process of continual INTELECTUAL, EXPERIENTIAL and ATTITUDINAL growth of teachers’’ (Dale L. Lange).
వృత్తిపరమైన అభివృద్ధి అనేది ‘‘ఉపాధ్యాయుల యొక్క నిరంతర మేధోపరమైన, అనుభవపూర్వకమైన మరియు వారి వైఖరి కి సంబంధించిన ప్రక్రియ.
{| class="wikitable"
|+
|[[File:Minu.jpg|center|frameless|190x190px]]
|
|
|
|}
[[File:Minu 2.png|center|frameless|137x137px]]
'''Dimensions of Teacher professional Development'''
Psychological: to look within or creating awareness of the strengths and weakness and developing positive attitude;
Professional: display of teaching skills: enhancement of skills, appreciation of language system, literature and culture of the target language.
'''Needs for Teacher Professional Development'''
Professional development is one’s evaluation of one’s own classroom performance and getting feedback and keep updating.
'''Needs for Updating'''
To increase knowledge base of the teacher
'''Content''' – (విషయము)
(a) referencing, (సూచించటం) (b) research, (పరిశోధన) (c) optimum reading (comprehensible input), (తగినంత పఠణం) (d) awareness lg elements, (అంశాల పైన అవగాహన) etc…
'''Pedagogy'''- (భోధన విధానం) (a) Inquiry learning, (పరిశోధనాత్మక అభ్యసన) (b) creative and critical thinking,(నిర్మాణాత్మక మరియు వివరణాత్మక మైన ఆలోచన) (c) problem solving, (సమస్య సాధన) etc
'''Assessment-''' (మదింపు) (a) CCA, (b) assess of learning, (c) assessment for learning, (d) Feedback
'''ICT''' integration and other soft skills (Soft Skills are a combination of Personal Attributes and Interpersonal Skills. Soft Skills are influenced by personal attributes and are directly dependent on interpersonal skills. While Personal Attributes, such as profession Integrity, usually cannot be changed for a professional person, Interpersonal Skills, such as Communications Skills, can be developed.)
'''(Video /audio clip to be inserted) '''
'''Means for Teacher Professional Development'''
* Attending In-service Training, Workshops, Seminars, Conference (వృత్యంతర శిక్షణ, వర్క్‌షాప్‌లు, సెమినార్‌లు, కాన్ఫరెన్స్‌లకు హాజరవటం)<span lang="EN-US">Teacher Professional Development</span>
* Academic Writing- Papers, Articles ( విద్యాసంబంధమైన రచనలు) <span lang="EN-US">Teacher Professional Development</span>
* Creative Writing- Story, Poems, novels, drama, etc (సృజనాత్మక రచనలు)
<span lang="EN-US">Teacher Professional
Development</span>
* Peer Observation- Reporting, Reflecting, (తోటివారి పరిశీలన----నివేదించడం, ప్రతిబింబించడం)
<span lang="EN-US">Teacher Professional
Development</span>
* Reflective Practices (ప్రతిబింబ సాధన (రిఫ్లెక్టివ్ ప్రాక్టీస్ అనేది ఒకరి స్వంత అభ్యాసం మరియు ఒకరి తోటివారి పట్ల క్లిష్టమైన వైఖరి లేదా వైఖరిని తీసుకోవడానికి, నిరంతర అనుసరణ మరియు అభ్యాస ప్రక్రియలో నిమగ్నమయ్యేలా ఒకరి చర్యలపై ప్రతిబింబించే సామర్థ్యం )
* <span lang="EN-US">Teacher Professional Development</span>Material Preparation for Classroom Practices (బోధన అభ్యసన సామగ్రి తయారీ చేసుకొనుట)
<span lang="EN-US">Teacher Professional
Development</span>
* Teacher Development Groups ((ఉపాధ్యాయుల అభివృద్ధి సమూహాలు)<span lang="EN-US">Teacher Professional Development</span>
* TESOL International Group (అంతర్జాతీయ సమూహాలు ) <span lang="EN-US">Teacher Professional Development</span>
* Subsidiaries of TESOL- ELTAI (యొక్క అనుబంధ సంస్థలు)<span lang="EN-US">Teacher Professional Development</span>
* Other Social Networking Education Groups- (ఇతర సామాజిక సమూహాలు)<span lang="EN-US">Teacher Professional Development</span>
Teaching English to Teens,
English Language Teaching to 21<sup>st</sup> Century ELLs.
* Connecting to BC, RELO, etc<span lang="EN-US">Teacher Professional Development</span>
* On-line Courses- Short terms, medium term and Long-terms (E-Teacher Scholarship Program)<span lang="EN-US">Teacher Professional Development</span>
* Webinar- Online Seminars (RELO) www.shapingenglish.ning.com www.wow.org<span lang="EN-US">Teacher Professional Development</span>
'''Skills Development'''
'''Methodological Skills''' (బోధనా పద్దతుల నైపుణ్యం)
'''Lesson planning,'''
* · Goals: What the general goals of the lesson are,
* · Activities: what kinds of things students will do during the lesson, such as dialogue work, free writing, and brain storming,
* · Sequencing : (క్రమ పద్దతి లో అమర్చుట) the order in which activities will be used, including opening and closing activities (సంబంధిత విషయాలు ఒకదానికొకటి అనుసరించే ఒక నిర్దిష్ట క్రమం.)
* · Timing: How much time will be spent on different activities,
* · Grouping: When the class will be taught as a whole and when they will work in pairs and groups,
* · Resources: (వనరులు) What materials will be used, such as the textbook, worksheets, and DVDs.
* ''' Richard-Amato (2009) suggest five phases:'''
* · Opening: (ప్రారంభం)Links are made to previous learning or the lesson is previewed,
* · Simulation: (అనుకరణ) A lead into the main activity is provided to create interest in the lesson,
* · Instruction: (సూచన) The main activity of the lesson is taught,
* · Closure: (ముగింవు) The lesson may be reviewed and future learning previewed,
* · Follow-up: Independent work or homework is assigned.
* · Using technology,
* · Correcting learners’ mistakes, etc
'''Social Skills''': (సామాజిక నైపుణ్యాలు)
* Interactive skills, (పరస్పర సంభాషించు సామర్ధ్యం),<span lang="EN-US">Teacher Professional Development</span>
* Communication skills (సంభాషణా సామర్ధ్యాలు ) (with parents, peer groups, others, etc<span lang="EN-US">Teacher Professional Development</span>
'''Decision Making Skills''' (నిర్ణయం తీసుకునే సామర్ధ్యం)
* Decision related to planning: (ప్రణాళికకు సంబంధించిన నిర్ణయం)<span lang="EN-US">Teacher Professional Development</span>
* What do I want my learners to learn from this lesson? <span lang="EN-US">Teacher Professional Development</span>
* Interactive: Are my instructions clear?<span lang="EN-US">Teacher Professional Development</span>
* Evaluative: (మూల్యాంకన) Was this lesson successful?'''<span lang="EN-US"></span>'''
'''Enabling Skills''' (అమలు చేసే నైపుణ్యాలు)
* Professional reading skills (వృత్తిపరమైన పఠన నైపుణ్యాలు)<span lang="EN-US">Teacher Professional Development</span>
* (Scaffolding and triggering)<span lang="EN-US">Teacher Professional Development</span>
* Investigating and theorizing skill '''('''పరిశోధన మరియు సిద్ధాంతీకరించే నైపుణ్యం) (ability to acquire, refine, evaluate, and use theories for improvement of practice,) (అభ్యాసాన్ని మెరుగుపరచడం కోసం సిద్ధాంతాలను పొందడం, మెరుగుపరచడం, మూల్యాంకనం చేయడం మరియు ఉపయోగించడం)
<span lang="EN-US">Teacher Professional
Development</span>'''Other Skills''' (ఇతర నైపుణ్యాలు )
* Explanation skills (వివరించుట ) <span lang="EN-US">Teacher Professional Development</span>
* Skills of <span lang="EN-US">Teacher Professional Development</span>voice modulation (స్వర నియంత్రణ) <span lang="EN-US">Teacher Professional Development</span>
* Skills of using examples (ఉదాహరించుట )<span lang="EN-US">Teacher Professional Development</span>
* Skills of enhancing participation (కృత్యాల లో పాల్గొనే విధంగా చేయుట )
<span lang="EN-US">Teacher Professional
Development</span>
* Skills of using body language <span lang="EN-US">Teacher Professional Development</span>
* S<span lang="EN-US">Teacher Professional Development</span>kills o<span lang="EN-US">Teacher Professional Development</span>f integ<span lang="EN-US">Teacher Professional Development</span>ration of ideas.( (సమగ్ర భావనలు కలిగి ఉండుట <span lang="EN-US">Teacher Professional Development</span>
'''Personal/identity/theories/ beliefs.''' (వ్యక్తిగత/గుర్తింపు/సిద్ధాంతాలు/ నమ్మకాలు.):
'''Identity: by developing a Repertoire of Teaching Skills:''' బోధనా నైపుణ్యాల జాబితాలను తయారు చేయడం ద్వారా:
a repertoire of routines and procedures for such things as
· opening the lesson,
· introducing and explaining tasks, (కృత్య పరిచయం / వివరణ )
· setting up learning arrangements (group work, pair work, whole-class learning),
· checking students’ understanding,
· guiding student practice,
· monitoring students’ language use, విధ్యార్ధుల భాష వినియోగాన్ని పర్యవేక్షించటం
· making transitions from one task to another, and ( ఒక కృత్యం నుంచి మరో దానికి మారటం లేదా అనుసంధానిమచటం)
· ending the lesson.
'''Learning to Apply Professional Knowledge''' (నేర్చుకొన్న వృత్తిపరమైన జ్ఞానాన్ని వినియోగించడం )
'''The Domain of Disciplinary Knowledge''' (క్రమశిక్షణా పరిజ్ఞాన పరిది)
Knowledge that is considered to be essential for a language teacher
( ఉపాధ్యాయునికి అవసరమైన భాష పరిజ్ఞానం)
history of language teaching methods, contemporary linguistic theories,
(సమకాలీన భాషాబోదన సిద్ధాంతాలు) psycholinguistics, (మానసిక భాషాతత్వం)
critical pedagogy and sociolinguistics ( కీలకమైన బోధనా విధానం మరియు సామాజిక భాషా శాస్త్రం)
'''The Domain of Pedagogical Knowledge''' (బోధనా పరిజ్ఞాన పరిది)
Knowledge that provides a basis for language teaching (Shuman 1987). It includes
· curriculum planning, assessment, reflective teaching, teaching children, teaching the four skills, and so on.
o Learner needs, learners’ learning problems, plan suitable instructional goals for lessons, to select and design tasks.
(పాఠ్యప్రణాళిక, మూల్యాంకనం, ప్రతిబింబించే బోధన విద్యార్థులకు బోధించడం, నాలుగు భాషా నైపుణ్యాలను బోధించడం మొదలైనవి ఇందులో ఉన్నాయి.)
'''Theorizing of Practice''' (సిద్ధాంతాలను ఆచరణ లో పెట్టుట)
* Teacher learning involves developing a deeper understanding of <span lang="EN-US">Teacher Professional Development</span>
** what teaching is, <span lang="EN-US">Teacher Professional Development</span>
** of developing ideas, <span lang="EN-US">Teacher Professional Development</span>
** concepts, theories, and principles based on personal experience of teaching known as theorizing of practice.
<span lang="EN-US">Teacher Professional
Development</span>
'''Teacher Classroom Behaviour''' (తరగతి గది లో ఉపాధ్యాయుని ప్రవర్తన)
I.With your partner, go over the following list of teacher behaviours. Which ones are “dos” and which ones are ‘don’ts’?
II.Think about the best teacher you have had. Who was he/ she? What level did they teach? Why did you like them? Share your thoughts with your partner.
III.Imagine a teacher who does everything ''wrong.'' Prepare a short skit with your partner about a really ‘bad’ teacher.
'''Consolidation and Summary'''
'''Teachers Do’s'''
I.Be organized and focused.
· Do Speak clearly and slowly.
· Use vocabulary that is appropriate.
· Do make eye contact.
· Do move around.
· Do use hand gestures.
· Do allow them to ask questions.
· Plan lesson carefully.
· Speak less.
· Have an understanding of their mother tongue.
· Hone your students’ skills in English on a daily basis.
· Keep the class lively and fun.
ఉపాధ్యాయులు చేయవలసినవి
. వ్యవస్థీకృతంగా దృష్టి కేంద్రీకరించండి.
• స్పష్టంగా మరియు నెమ్మదిగా మాట్లాడండి.
• సముచితమైన పదజాలాన్ని ఉపయోగించండి.
• .అందరితో eye contact కలిగి ఉండండి.
• తరగతి గది మొత్తం తిరగండి.
• చేతి సైగలు ఉపయోగించండి.
• ప్రశ్నలు అడగడానికి వారిని అనుమతించండి.
• పాఠాన్ని జాగ్రత్తగా ప్లాన్ చేయండి.
• తక్కువ మాట్లాడండి.
• వారి మాతృభాషపై అవగాహన కలిగి ఉండండి.
• ప్రతిరోజూ ఆంగ్లంలో మీ విద్యార్థుల నైపుణ్యాలను మెరుగుపరుచుకోండి.
• తరగతిని ఉత్సాహవంతంగా మరియు సరదాగా ఉంచండి.
'''Teachers Don’t.'''
· Give negative comments.
1. Interrupt while your student is trying to express himself.
2. Forget to review and assess your students regularly.
ఉపాధ్యాయులు చేయకూడనివి
1. ప్రతికూల వ్యాఖ్యలు ఇవ్వడం.
2. మీ విద్యార్థి తనను తాను వ్యక్తీకరించడానికి ప్రయత్నిస్తున్నప్పుడు అంతరాయం కలిగించడం.
3. మీ విద్యార్థులను క్రమం తప్పకుండా సమీక్షించడం మరియు అంచనా వేయడం మర్చిపోడం.
'''Characteristics of great teacher'''
1. Inspires students
2. Sees teaching as a calling not a job.
3. Knows her subject
4. Is a good human being
5. Is self reflective, willing to change
6. Has high expectations of themselves/ students
7. Values, studious, creativity, and talents
8. Uses all tools and resources available
9. Appreciates individual differences of children
10. Is open minded and unbiased
11. Is a moral person.
గొప్ప గురువు యొక్క లక్షణాలు
1. విద్యార్థులకు స్ఫూర్తినిస్తారు.
2. టీచింగ్‌ని ఉద్యోగంగా కాకుండా సవాలుగా చూస్తారు.
3. విషయ పరిజ్హానం కలిగి ఉంటారు..
4. మంచి వ్యక్తిత్వం కలిగి ఉంటారు
5. తన పనిని స్వయంగా పరిశీలిస్తారు, తమను మార్చు కోవటానికి సిద్ధంగా ఉంటారు
6. తమ / విద్యార్థులపై అధిక అంచనాలను కలిగి ఉంటారు
7. విలువలు, అధ్యయనశీలత, సృజనాత్మకత మరియు ప్రతిభ కలిగి ఉంటారు.
8. అందుబాటులో ఉన్న అన్ని సాధనాలు మరియు వనరులను ఉపయోగిస్తారు.
9. పిల్లల వ్యక్తిగత వ్యత్యాసాలను అభినందిస్తారు.
10. దేనినైనా స్వీకరించడానికి సిద్ధంగా ఉంటారు మరియు నిష్పక్షపాతంగా ఉంటాడు
11. నైతికత కలిగిన వ్యక్తి
'''Assignment'''
'''Instructions I:''' Participants to ponder over the following discussion questions and write an essay for internal assessment'''.'''
'''Discussion Questions:'''
# As a teacher, what have you done to promote your professional competence? ఒక ఉపాధ్యాయునిగా నీవు నీ వృత్తి పరమైన సామర్థ్యాన్ని పెంచుకోవటానికి ఏమి చేసావు?
<span lang="EN-US">Teacher Professional
Development</span>
# Discuss in what ways the following can help you develop professionally. Which ones contribute most to your professional development?<span lang="EN-US">Teacher Professional Development</span>
క్రింది వాటి లో ఏ అంశాలు నీ వృత్తి పరమైన అభివృధి కి తోడ్పడతాయి.?
(a) Teaching journal, (b) Material development, (c) Feedback from colleagues, (d) Learner feedback, (e) Seminars and workshops.
3. Some teachers seem to stop developing at some stage in their career. What do you think are the reasons? కొంత మంది ఉపాధ్యాయులు ఒక స్థాయి తరువాత తమ వృత్తిపరమైన ఎదుగుదలను నిలిపి వేస్తారు. దానికి గల కారణాలు ఏమిటి?
4. How important is your work environment in promoting your professional growth?నీ వృత్తి పరమైన ఎదుగుదలకు నీ పరిసరాలు ఎంతవరకు ముఖ్యం?
5. In what ways has your philosophy of teaching changed over the years? Give some concrete examples.
గడిచిన కొన్ని సంవత్సరాలలో నీ బోధనా సిద్ధాంతాలలో కలిగిన మార్పులు ఏమిటి?
'''Learning Styles and Strategies of Learning'''
'''Goal :''' లక్ష్యం:
The component provides concept of learning styles and make familiar with strategies to be adopted in lesson transaction to generate maximum learning.
(ఈ భాగం అభ్యసన శైలులు మరియు వాటికి కావలసిన వ్యూహాలను తెలుసుకుని వాటిని అవలంబించటం గురించి తెలుపుతుంది)
The specific objectives are నిర్దిష్ట లక్ష్యాలు
· To provide concept clarity
∙ విషయ స్పష్టత కల్పించటం
· Designing classroom language tasks for effective teaching ( సమర్థవంతమైన బోధన కోసం తరగతి గది లో భాషా సంభంధ కృత్యాలను రూపొందించడం
'''Presentation:'''
* Give the '''Hand-out 1 a'''nd ask the participants to read and write the styles of learning<span lang="EN-US">Teacher Professional Development</span>
* Ask them to present their completed task to the whole class.<span lang="EN-US">Teacher Professional Development</span>
* Ask them to list down various learning style and their features.<span lang="EN-US">Teacher Professional Development</span>
'''Support:'''
'''Hand-out'''
'''Practice:'''
* Give the '''Hand-out 2'''and ask them to find specific learning strategies to be adopted to support learning of their corresponding styles.
<span lang="EN-US">Teacher Professional
Development</span>
* Display a PPT and highlight different learning styles, strategies and procedure of helping learners.<span lang="EN-US">Teacher Professional Development</span>
'''Insight:'''
· Give teacher input handout and ask
'''Generate:'''
* Emphasize the point that it is imperative for each teacher to understand learner’s learning styles<span lang="EN-US">Teacher Professional Development</span>
* Tell them that activities conducted in classroom have to match with each type of learners’ learning style.'''<u><span lang="EN-US"></span></u>'''
* Ask them to make a list of strategies for their classroom practices.'''<u><span lang="EN-US"></span></u>'''
'''Hand-out – 1'''
'''Learning Styles''' (అభ్యసన శైలి)
'''Given below are some ways of teaching different types of learners. Write the name of style against the teaching strategy.'''
{| class="wikitable"
|1. Play language games involving physical movements, organize role play.
|
|-
|2. Provide graphs, pictures to explain, present drawing. Give written descriptions.
|
|-
|3. Involve in activities which demand manipulation, assemble objects, materials. Conduct field trip. Encourage taking notes during talks and discussion.
|
|-
|4. Give oral instructions. Help brain storming. Engage learners in reporting orally. Encourage lot of peer interaction.
|
|}
* What are learning styles and strategies then?<span lang="EN-US">Teacher Professional Development</span>
* How can we identify which styles and strategies a learner adopts?<span lang="EN-US">Teacher Professional Development</span>
'''Look at the learners’ statements compiled and presented below in the table by a novice English teacher.'''
{| class="wikitable"
|'''Sl.'''
'''No'''
|'''Statements'''
|'''Learning Styles'''
|'''Learning Strategies'''
|-
|1
|When the teacher gives instructions I understand better.
|
|
|-
|2
|I prefer to learn by doing something in class.
|
|
|-
|3
|I learn better by reading what the teacher writes on the blackboard.
|
|
|-
|4
|When someone explains the instructions, I learn better.
|
|
|-
|5
|When I draw or colour I learn better.
|
|
|-
|6
|I remember lessons I have listened to in class better than things I have read on my own.
|
|
|-
|7
|When I read instructions, I remember them better.
|
|
|-
|8
|I learn more when I make a model of something.
|
|
|-
|9
|I understand better, when I get instructions.
|
|
|-
|10
|I enjoy and learn when I work on a project.
|
|
|-
|11
|I enjoy learning in class by doing experiments.
|
|
|-
|12
|I learn better when I make drawings as I study.
|
|
|-
|13
|I learn better in class when the teacher talks.
|
|
|-
|14
|I understand the lessons better in class when I participate in role-playing.
|
|
|-
|15
|I learn better in class when I listen to someone.
|
|
|-
|16
|When I build something, I remember what I have learned.
|
|
|-
|17
|I learn better by reading than by listening to someone.
|
|
|-
|18
|I enjoy making something for a class project.
|
|
|-
|19
|I learn best in class when I participate in related activities.
|
|
|-
|20
|I learn more by reading textbooks than by listening to teacher talks.
|
|
|}
'''Hand-out 2'''
'''Types of strategy training''' (వ్యూహాత్మక శిక్షణ రకాలు)
Provide three ways strategy training depending on the point of time/stage in learning or '''Purpose of training.''' (శిక్షణ ఉద్దేశ్యం )
i.Awareness raising (అవగాహన కల్పించడం)
# Provide learners with opportunities to identify the strategies. The aim of this training is to initiate learners to use strategies. The actual use of strategy follows later.
ii.One-time strategy training (నిర్ధిష్ట వ్యూహాల పై శిక్షణ)
## This involves the use and practice of selected one or two specific strategies by performing tasks.
iii.Long term strategy training (దీర్ఘకాలిక వ్యూహాల పై శిక్షణ)
## This training involves practising strategies on the tasks. They are practiced for longer time.
'''Strategy Training Model suggested by Rebecca Oxford (1992) involves eight steps. They are'''
i.Determining learners’ needs and the time available.
ii.Selecting strategies well.
iii.Considering integrating of strategy training.
iv.Considering motivational issues.
v.Preparing materials and activities.
vi.Conducting completely informed training.
vii.Evaluating the strategy training.
viii.Revising the strategy training.
'''What are learning styles and learning strategies?'''
* '''Learning style (అభ్యసన శైలి) ''' refers to as “... an individual’s natural habitual, and preferred ways of '''absorbing, (గ్రహించటం) processing''', (ప్రక్రియ) and '''retaining (నిలుపుదల)''' new information and skills,” (Kinsella,1995:171, as cited in Christison, 2003:268).
<span lang="EN-US">Teacher Professional
Development</span>
* '''Learning strategies''' refers to as “...characteristics we want to stimulate in students to enable them to become more proficient language learners.” (Oxford,1990:ix)
<span lang="EN-US">Teacher Professional
Development</span>
* Students concentrate on their tasks using their own individual and preferred manner using: <span lang="EN-US">Teacher Professional Development</span>
· '''Cognitive''' styles (జ్ఞానాత్మక శైలి)
· '''Sensory''' learning styles and (స్పర్శాత్మక శైలి)
· '''Personality''' types. (వ్యక్తిత్వ రకాలు)
* '''Cognitive styles:''' <span lang="EN-US">Teacher Professional Development</span>
· '''Field dependent (క్షేత్ర ఆధారిత)''' students work best when information is presented in context.
· '''Field independent (స్వేచ్చాయుత) ''' students learn best with step-by-step instruction.
· '''Analytical (విశ్లేషణాత్మక)'''students works best when they are alone and learn at their own pace.
· '''Global''' (సామూహిక / సార్వత్రిక) students work best in groups.
· '''Reflective (ప్రతి బింబాత్మక) ''' students need enough time to reflect before responding.
· '''Impulsive''' (ఉత్సాహవంత మైన) students learn best when they get chances to respond to new information quickly.
* '''Sensory''' learning styles<span lang="EN-US">Teacher Professional Development</span>
· '''Auditory''' style '''(సాబ్దిక అభ్యసన శైలి)'''
· '''Visual''' style''' (ప్రత్యక్షయాత్మక అభ్యసన శైలి)'''
· '''Kinesthetic''' style '''(చలన అభ్యసన శైలి )'''
· '''Tactile''' style '''(స్పర్శాత్మక అభ్యసన శైలి ) '''
* '''Learning strategies are:'''<span lang="EN-US">Teacher Professional Development</span>
** '''Cognitive strategies''': (జ్ఞానాత్మక వ్యూహాలు ) <span lang="EN-US">Teacher Professional Development</span>
· using resources,
· note taking,
· making inferences
· '''Metacognitive strategies''': (స్వీయ జ్ఞానాత్మక వ్యూహాలు)
· Planning
· Monitoring
· evaluating
· '''Socio-affective: (భావోద్వేగ) '''
· Cooperating
· Clarifying
· Self-talk
* '''Learning style activities-1'''<span lang="EN-US">Teacher Professional Development</span>
** '''Auditory Learners''': (వినటం ద్వారా అభ్యసించే వారు) <span lang="EN-US">Teacher Professional Development</span>
· interviewing, debating,
· participating on a panel
· giving oral reports
· participating in oral discussions of written material
· '''Visual Learners: (చూడటం ద్వారా అభ్యసించే వారు)'''
· computer graphics
· maps, graphs, charts
· Cartoons
· Posters
· Diagrams
· graphic organizers
· text with a lot of pictures
· '''Kinesthetic Learners: (చలనం ద్వారా అభ్యసించే వారు) '''
· playing games that involve their whole body
· movement activities
· making models
· following instructions to make something
· setting up experiments
· '''Tactile Learners: (స్పర్శ ద్వారా అభ్యసించే వారు) '''
· drawing
· playing board games
· making dioramas
· making models
· following instructions to make something
* '''Cognitive''' Learning Activities '''<span lang="EN-US"></span>'''
** '''Global Learners:<span lang="EN-US"></span>'''
· choral reading
· recorded books
· story writing
· computer programs
· Games
· group activities
(Adapted from Judie Haynes’s Teach to Students' Learning Styles, ELC 688: Methodology for TESOL:8)
* '''Multiple Intelligence (MI) activities''' (బహుముఖ మేధస్సు) '''<span lang="EN-US"></span>'''
** '''Verbal-linguistic:పదాలను వ్యక్తికరించే తెలివి తేటలు ''' retelling, writing journals'''<span lang="EN-US"></span>'''
** '''Logical-mathematical: లాజికల్ గణిత మేధస్సు''' sequencing, predicting,'''<span lang="EN-US"></span>'''
** '''Visual-spatial:ప్రాదేశిక మేధస్సు''' mapping stories, visual puzzles, illustrating,'''<span lang="EN-US"></span>'''
** '''Musical: సంగీత మేధస్సు''' rapping, tapping out poetic rhythm,<span lang="EN-US">Teacher Professional Development</span>
** '''Interpersonal: ఇతరలను అర్థం చేసుకోగల తెలివితేటలు''' group work, brainstorming,
<span lang="EN-US">Teacher Professional
Development</span>
** '''Intrapersonal: మీమల్ని మీరే అర్థం చేసుకోనే తెలివి తేటలు''' independent reading, individual projects,
<span lang="EN-US">Teacher Professional
Development</span>
** '''Bodily kinaesthetic: మనస్సుని శరీరాన్ని సమన్మయం చేసే తెలివి తేటలు''' running dictation, fly swat''','''
** '''<span lang="EN-US"></span>Naturalist: ప్రకృతిని ప్రేమించే మేధస్సు''' photograph natural objects,
'''<span lang="EN-US"></span>'''
''(D B discussion: UMBC, 2012:8 )''
* '''Procedure<span lang="EN-US"></span>'''
'''''This week I studied:______________________'''''
'''''This week I learned:______________________'''''
'''''This week I used my English in these places:_____'''''
'''''This week I spoke English with these people:____'''''
'''''This week I made these mistakes:____________'''''
'''''My difficulties are:________________________'''''
'''''I would like to know:______________________'''''
'''''I would like help with:_____________________'''''
'''''My learning and practicing plans for next week are:__________________________________'''''
''(Nunan, 2002:134).''
''' Your Learning Styles'''
'''Learning Objectives:'''
* To provide hands-on-experience on the concept and clarifying their doubts ( విషయం పై గల సందేహాలను నివృత్తి చేస్తూ అనుభవ పూర్వకంగా అభ్యసన కల్పించటం)
<span lang="EN-US">Teacher Professional
Development</span>
* To enable them to assimilate of new ideas. (నూతన ఆలోచనలను గ్రహింప చేయటం) <span lang="EN-US">Teacher Professional Development</span>
* To help the design classroom language tasks (భాషా ఆధారిత కృత్యాల రూప కల్పన చేయటం) <span lang="EN-US">Teacher Professional Development</span>
'''Presentation:'''
* Ask the participants to reflect on their previous session of learning styles and strategies.
<span lang="EN-US">Teacher Professional
Development</span>
* Divide them into small groups.<span lang="EN-US">Teacher Professional Development</span>
* Give the Hand-out 4 and ask the participants to design tasks relating to auditory, visual, kinaesthetic and tactile learners.
<span lang="EN-US">Teacher Professional
Development</span>
* Ask them to present their completed task to the whole class.<span lang="EN-US">Teacher Professional Development</span>
'''Support:'''
* Display a PPT and highlight different learning activities relating to specific styles
<span lang="EN-US">Teacher Professional
Development</span>
* Elicit comments from them on need of a comprehensive strategy list for helping learners’ language learning.
<span lang="EN-US">Teacher Professional
Development</span>
'''Practice:'''
''' ''' Elicit their ideas and ask them to present their work.
'''Insight:''' (అంతర్దృష్టి)
''' '''
* Emphasize the point that it is imperative for each teacher to design activities relating to each category of learners on daily basis.
<span lang="EN-US">Teacher Professional
Development</span>
* Tell them that activities conducted in classroom have to match with each type of learners’ learning style.
<span lang="EN-US">Teacher Professional
Development</span>
* Ask them to make a list of strategies for their classroom practices.<span lang="EN-US">Teacher Professional Development</span>
'''Generate::''' (రూపొందించు)
''' ''' Elicit from teachers how they are going to translate their gained knowledge into classroom practice to teaching effective catering to needs of learners and their learning style.
'''Hand-out – 5'''
All the statements you read in the class activity indicate different styles employed by the learners. It is also interesting to note that the learning strategies used are the one that suit one’s learning style. Though strategies are the cognitive activities, not inherent like the learning styles, style suitable strategy is often chosen by the learner. For example, a visual style learner prefers to underline the points in a lesson and draw diagrams to remember. Similarly, an auditory style learner keeps reading aloud repeating and reciting aloud.
How to identify the learning styles and adopt appropriate teaching strategies? Let’s have a look at characteristic features of each style and the ways of addressing them in classroom transaction without sacrificing any particular style.
These features are common to the individual irrespective of the subject of learning. The teachers can afford to address all the learning styles simultaneously if one identifies and understands the style and style specific linguistic needs.
{| class="wikitable"
|'''Style'''
|'''Characteristics'''
|'''Teaching strategies to help them learn'''
|-
|Visual learners
|· Learn well from seeing words in books, on the blackboard and in workbooks.
· Remember and understand information and instructions better if they read them.
· Don’t need as much oral explanation as an auditory learner, and can often learn alone, with a book.
· Should take notes of the lesson taught and oral direction if they want to remember the information.
|· Provide written instructions/directions.
· Use visual reading materials/graphics/ pictures
· Give opportunity to present in visual forms (drawing/sketching)
· Create vivid descriptions of ideas/ concepts, etc.
|-
|Auditory learners
|· Learn from hearing words spoken and from oral explanations.
· Remember information by reading aloud or moving their lips as they read, especially when they are learning new material.
· Benefit from making recording to listen to, by conversing with their teacher.
|· Give oral instructions for all classroom tasks, tests and home assignments.
· Give oral explanations for all charts, graphs, diagrams, time lines, pictures.
· Brainstorm ideas aloud with classmates before beginning a reading or writing assignments.
· Hold small group discussions and problem solving activities.
· Provide opportunities to ask questions and share ideas during transaction.
· Provide opportunities to give oral reports on subject and to listen to oral reports by classmates.
|-
|Kinaesthetic Learners
|· Learn best by experience, by being involved physically in classroom experiences.
· Remember information well when they actively participate in activities, field trips and role playing in the classroom.
· A combination of stimuli, for example, an audio combined with an activity will help them understand new material.
|· Perform activities that encourage learning by doing and interacting with others.
· Allow participation and role plays and simulations.
|-
|Tactile Learners
|· Learn best when they have the opportunity to do ‘hands on experiences’ with materials. That is, working on experiments in a laboratory, handling and building models, and touching and working with materials provide them with the most successful learning situations.
· Writing notes or instructions can help them remember information, and physical involvement class related activity may help them understand new information.
|· Let them manipulate and assemble objects, materials, models.
· Encourage drawing, understanding, and highlighting in class notes as well as in assigned readings.
· Encourage taking notes during talks and discussions.
· Conduct field trips and experiments.
· Allow completing classroom assignments with a partner.
|}
''' Video link on 9 types of intelligence <nowiki>https://youtu.be/rsv3d4MTNz</nowiki> '''
<nowiki>https://youtu.be/MICQ5C8NFKg</nowiki>
''' Glossary:'''
'''Content : విషయము'''
'''referencing, సూచించటం'''
'''optimum reading: తగినంత పఠణం'''
'''Pedagogy: భోధన విధానం'''
'''Inquiry learning, పరిశోధనాత్మక అభ్యసన'''
'''Assessment- మదింపు'''
'''Learning style: అభ్యసన శైలి'''
'''absorbing: గ్రహించటం'''
'''processing: ప్రక్రియ '''
'''retaining: నిలుపుదల'''
[[Category:CELT in Telugu]]
[[Category:CELT in Telugu]]
[[Category:Te Teacher professional development]]
[[Category:Te Teacher professional development]]
[[Category:RIESI]]
[[Category:RIESI]]
<bs:pageaccess groups="RIESI" />
<bs:pageaccess groups="RIESI" />