Techno-Pedagogy Workshop for CRPs - Bengaluru North - August 2024
Program Overview
With the key objective of enriching students’ language learning experiences by leveraging the power of storytelling as a pedagogical tool along with the newer possibilities that the digital medium offers, the Department of State Educational Research and Training (DSERT) and the Colleges of Teacher Education (CTEs) across Karnataka collaborated with IT for Change to pilot the program ‘Integrating Digital Story-Based Pedagogy in Language Education’ during 2023-24. The program has been designed to aid the process of language teaching-learning and as a result, students’ educational outcomes by focusing on teachers’ professional development (TPD). In year 1, the focus was primarily on building capacities of teachers to create audio resources. Over 200 high-quality audio stories have been produced in Kannada, English, Urdu and Marathi languages and are published as Open Educational Resources for teachers across the state.
The 2024-25 phase of the program aims to focus on enabling classroom level implementation through techno-pedagogy workshops and school level support. It also aims to study the implementation of digital story-based pedagogy in classrooms in order to understand the effectiveness of the methods, successes and challenges of teachers, and identify aspects requiring improvement and redesign.
In the academic year 2024-25, IT for Change plans to collaborate with the District Institute of Education and Training (DIET), Bengaluru North to support the implementation of the program in Government Urdu Higher Primary Schools and study the role of the program in developing language competencies of students.
The planned approach is to mainly work with Cluster Resource Persons (CRPs) who can support classroom implementation in two blocks in the district. Workshops will be conducted with the CRPs and teachers where aspects related to using digital story-based pedagogy in language teaching will be discussed.
Workshop Objectives
- To familiarize the CRPs with the TPD program for the academic year
- To support the DIET in building CRPs’ capacities for mentoring, supervising and facilitating teachers to use multilingual, inclusive and constructivist pedagogies in language teaching
- To help CRPs access and make use of available resource repositories
- To help CRPs familiarize themselves with the use of FOSS tools for facilitating their academic and administrative tasks and processes.
Agenda
| Time | Session Name | Description/Topics | Resources | |
| Day 1 | 10:00 to 10:45 AM | Ice breaking Activity and Opening session | Welcome and sharing the objectives of the workshop (agenda, setting expectations) | |
| 10:45 to 11:30 AM | Familiarization with our programs | Developing a broader understanding of the program;
Brief recap of work done in KLEAP and TIEE programs |
Slide-deck, video snippets | |
| 11:30 to 11:45 AM | TEA BREAK | |||
| 11:45 AM to 12:30 PM | Participant Questionnaire | Participants are to fill the google form shared | Google Form for Participants | |
| 12:30 to 1:30 PM | LUNCH | |||
| 1:30 to 2:00 PM | Math quiz | |||
| 2:00 to 3:00 PM | Foundational Numeracy and Learning Outcomes | Discussion on shared reading | ||
| 3:45 to 4:45 PM | Kathe Khajane Exploration | Installation and hands-on exploration of the app | ||
| 4:45 to 5:00 PM | Wrap up for the day | Summing up, Sharing instructions if any | ||
| Day 2 | 10:00 to 11:00 AM | Immersive Demo of Storytelling as pedagogy using audio resources (Kathe Khajane) | 1. Immersive demo session including TPR, pre-listening, during and post-listening activities;
2. Discussion on story-based pedagogy (for overall literacy and language skills), why techno-pedagogy is essential |
Slide-deck, sample audio story with session plan; Storyweaver repository |
| 11:00 to 11:30 | Learning Outcomes | Group activity (brainstorming) on connecting Learning Outcomes to pedagogy through audio stories | Learning Outcomes document | |
| 11:30 to 11:45 AM | TEA BREAK | |||
| 11:45 AM to 12:30 PM | Learning Outcomes (continued) | Continuation of discussion on Learning Outcomes, preparation of group presentations by participants | ||
| 12:30 to 1:00 PM | Group Presentations - I | Short presentations followed by open discussion on demo activities, observations, feedback | ||
| 1:00 to 2:00 | LUNCH | |||
| 2:00 to 2:30 | Group activity | Groups can ask everyone else to do the activity | Activity page template | |
| 2:30 to 2:45 | Group discussion | Plenary discussion on activities created
Discussing challenges faced when creating activities |
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| 2:45 to 3:45 | Group activity | Developing activities for different stories in smaller groups with support from facilitators | KOER page template. | |
| 3:45 to 4:15 | Presentation of a few developed activities and discussion keeping school context in mind | |||
| Day 3 | 9:30 to 10:00 | Recap | Recap, setting agenda for the day | |
| 10:00 to 11:00 | Group activity | Groups continue working on creating activities for stories
Digitizing, filling online forms |
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| 11:00 to 11:30 | Common group discussion and peer review | Groups share activities they have created for their allocated stories on the Whatsapp group and | ||
| 11:30 to 12 | Working with tech | Available classroom technology and troubleshooting tips | Help page | |
| 12:00 to 1 | Implementation action planning | Teachers make a plan for themselves on what they can implement in their classrooms in the next 2 months. Plan to include stories chosen, tentative schedule, frequency, relevant grade, relevant activities.
Common discussion on plans made by teachers, feasibility, challenges they anticipate and how they can be mitigated |
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| Lunch and Energiser | ||||
| 2:00 to 3:00 | Academic support | Discussion on how participants can take these resources and methodology to more teachers and schools
Supporting implementation, cluster sharing meetings, role of RPs and CRPs Discussion on how they will work with teachers to implement What takeaways from the workshop can be shared during cluster meetings? What sessions can be taken? What would be roles of RP teachers and CRPs? Consolidate inputs from teachers |
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| 3:00 to 4:00 | Reflections & Feedback | Discussion on way forward, reflections and feedback on workshop activities, filling feedback form, group photo | Feedback form | |
Resources
- Significance of Listening Skills for Language Acquisition and Learning
- Transacting audio resources in the classroom