The following approaches have been considered in developing the TIIE module:
| Approach
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Guidelines/ Principles
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Sample Strategies for implementation
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| Universal design for learning (UDL)
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Provide multiple means of
- engagement
- representation
- action and expression
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- Use of content that is relevant to students’ context and reflects diversity.
- Multiple options for engaging with the discourinclude as print, digital, and audio narration.
- Options for text enlargement, screen brightness and contrast.
- Videos have captions, and there are transcripts for audio narration (in both English and Kannada)
- Students are allowed to choose how they wish to respond to the activities (verbal response, oral presentation, in writing, through graphic organisers etc.) - to cater to different types of learners and multiple intelligences.
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| Multi-sensory structured language teaching (MSLT)
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Use of visual, auditory, and
kinesthetic-tactile (VAKT) pathways simultaneously to
enhance memory and learning of written language.
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- showing a picture/ realia
- pronouncing the word clearly and encouraging students to repeat it
- students act the word out
- students write the word in air or sand while pronouncing it.
- writing the word in their notebooks
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| Differentiated instruction (DI)
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DI entails modifications to:
- content (the specific readings, research, or materials, students will study),
- process (how the lesson is designed for students),
- grouping (how students are arranged in the classroom or paired up with other students).
- products (the kinds of output students will be working on),
- practice (how facilitators deliver instruction to students),
- assessment (how teachers measure what students have learned)
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- Clear, simple and repeated instructions.
- Content adapted to students’ interests, familiarity with the themes, academic readiness, and language proficiency level.
- Options to adapt content to learners with different competencies or proficiency levels within the same grade
- A multilingual approach to English language teaching where students can respond in multiple languages and facilitators can provide support in the languages spoken by students
- Activities that involve mixed ability group or pair work.
- More individual attennand n, learn ng-support to students fnga difficulties.
- Assessment that is not purely in written form but through listening and speaking activities, visual representations, etc
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| Collaborative Learning
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Using group work to enhance learning. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts. Promotes development of communicative, interpersonal and intrapersonal skills.
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- Making goals and expectations for each activity clear
- Setting rules for language and collaboration
- Mixed ability grouping to encourage peer learning
- Dividing the class into smaller groups (6-8 students each) to maximise effectiveness
- Encouraging active listening
- Evaluating each group on its own merit
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| Reflective Teaching
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Following the reflective cycle of:
- Planning
- Acting
- Observing
- Reflecting
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- take notice/ watch attentively/ focus on one particular aspect of all of the massi stimulus in the environment.
- Look, listen carefully and note childrens’ body language, facial expressions, gestures, tone of voice, etc.
- Record learning, questions, reflections.
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