"ಭಾಷೆ ಕಲಿಕೆಗಾಗಿ ತಂತ್ರೋ-ಬೋಧನ ವಿಧಾನ ಕಾರ್ಯಾಗಾರ" ಆವೃತ್ತಿಗಳ ಮಧ್ಯದ ಬದಲಾವಣೆಗಳು
೧ ನೇ ಸಾಲು: | ೧ ನೇ ಸಾಲು: | ||
+ | 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. | ||
+ | |||
== ಕಾರ್ಯಾಗಾರದ ಉದ್ದೇಶಗಳು == | == ಕಾರ್ಯಾಗಾರದ ಉದ್ದೇಶಗಳು == | ||
+ | |||
+ | * To help teachers experience and understand the ways in which audio stories can support language teaching-learning | ||
+ | * To explore how story-pedagogy can help build listening and speaking skills in children | ||
+ | * To understand how multilingual, inclusive and innovative teaching strategies can be used in language teaching | ||
+ | * To discuss different types of classroom activities that can be done using mobile-based audio stories | ||
== ನಿರೀಕ್ಷಿತ ಫಲಿತಾಂಶಗಳು == | == ನಿರೀಕ್ಷಿತ ಫಲಿತಾಂಶಗಳು == | ||
+ | |||
+ | * Enhancement of teachers understanding of storytelling as pedagogy | ||
+ | * Teachers reflect on their beliefs and practices related to English Language Teaching | ||
+ | * Teachers experience and understand the potential of audio stories for English language learning | ||
+ | * Teachers explore strategies to develop effective listening to support language acquisition | ||
+ | * Gain familiarity and comfort with using AntennaPod for integrating audio stories in teaching-learning | ||
+ | * Develop an implementation plan for their classroom | ||
== ಶಿಕ್ಷಕರ ಮಾಹಿತಿ == | == ಶಿಕ್ಷಕರ ಮಾಹಿತಿ == | ||
== ಕಾರ್ಯಕ್ರಮ == | == ಕಾರ್ಯಕ್ರಮ == | ||
+ | {| class="wikitable" | ||
+ | | | ||
+ | |'''Session Name''' | ||
+ | |'''Description/Topics''' | ||
+ | |'''Who''' | ||
+ | |'''TIme''' | ||
+ | |'''Resources''' | ||
+ | |'''Comments''' | ||
+ | |- | ||
+ | | rowspan="10" |Day 1 | ||
+ | |Introduction | ||
+ | | | ||
+ | | | ||
+ | |10:00 to 10:15 | ||
+ | | | ||
+ | | | ||
+ | |- | ||
+ | |Program overview (KLEAP) and Setting expectations (TP workshop) | ||
+ | |Developing a broader understanding of the program | ||
+ | Brief recap of work done in Resource Creation and Editing workshops | ||
+ | Overview of workshop objectives, agenda | ||
+ | |RB | ||
+ | |10:15 to 11:15 | ||
+ | |Feedback video + video snippets of same story in 4 languages stitched together (audio + script) | ||
+ | | | ||
+ | |- | ||
+ | | | ||
+ | |Break + WA group joining | ||
+ | | | ||
+ | |11:15 to 11:30 | ||
+ | |QR code printouts | ||
+ | |Scan QR code, ask teachers to share their name, school, grades they teach | ||
+ | |- | ||
+ | |Myths related to language learning | ||
+ | |1. BICS and CALP Kannada + Myths | ||
+ | Discussion on challenges faced in language teaching and myths related to language learning | ||
+ | Re-thinking their pedagogy | ||
+ | |AS, GMP | ||
+ | |11:30 to 12:15 | ||
+ | |vokoscreen video by Guru, can be interactive, | ||
+ | | | ||
+ | |- | ||
+ | |Storytelling as pedagogy | ||
+ | |2. Storytelling as pedagogy, Discussion on possible benefits of using audio story-based resources and pedagogy | ||
+ | |PVS, GMP | ||
+ | |12:15 to 1 | ||
+ | | | ||
+ | |Refer jobin video | ||
+ | |- | ||
+ | |Lunch and Energiser | ||
+ | | | ||
+ | | | ||
+ | |1 to 1:45 | ||
+ | | | ||
+ | | | ||
+ | |- | ||
+ | |AntennaPod App and interface | ||
+ | |Demo, installation, hands-on practice | ||
+ | |RB | ||
+ | |1:45 to 2:30 | ||
+ | |Sharing tutorials/ How-To videos | ||
+ | | | ||
+ | |- | ||
+ | |Demo 1: ‘Transacting audio resources in the classroom’ | ||
+ | |Immersive demo session, ask teachers to participate as students. | ||
+ | include pre-listening, TPR, during and post-listening activities. | ||
+ | Discussion on demo activities, observations, feedback, brainstorming other ways to use audio-stories | ||
+ | |PVS | ||
+ | AS | ||
+ | |2:30 to 3:15 | ||
+ | | | ||
+ | | | ||
+ | |- | ||
+ | |Reflecting on demo and introducing structure for activities | ||
+ | |1. Providing structure for designing activities (pre, during, post). | ||
+ | 2. Explain the KOER page template | ||
+ | |GMP | ||
+ | |3:15 to 3:45 | ||
+ | |slide deck on activities done | ||
+ | | | ||
+ | |- | ||
+ | |Consolidation and wind up | ||
+ | |Form groups and allocate stories. Ask teachers to explore AntennaPod and allocated stories before coming the next day | ||
+ | |GMP | ||
+ | |3:45 to 4 | ||
+ | |audio stories on Antennapod | ||
+ | |listen to at least 5 stories | ||
+ | |- | ||
+ | | rowspan="7" |Day 2 | ||
+ | |Recap, agenda setting | ||
+ | |Recap, setting agenda for the day | ||
+ | |RB | ||
+ | |10:00 to 10:15 | ||
+ | | | ||
+ | | | ||
+ | |- | ||
+ | |Group activity | ||
+ | |Make groups of 5. ask groups to prepare atleast 1 activity of each type ( pre, during, post) for the common story | ||
+ | |All | ||
+ | |10:15 to 10:45 | ||
+ | |Handout with exemplar format/KOER page template given | ||
+ | | | ||
+ | |- | ||
+ | |Group discussion | ||
+ | |Plenary discussion on activities created Discussing challenges faced when creating activities | ||
+ | Share guidelines based on RAP framework (checklist) for activity creation | ||
+ | |AS | ||
+ | |10:45 to 11:45 | ||
+ | | | ||
+ | | | ||
+ | |- | ||
+ | |Group activity | ||
+ | |Create groups of 3 and assign different stories to each group and have them create activities for each story. Facilitators to support groups. At the end of the activity, each group to have a digital version of KOER page content | ||
+ | |All | ||
+ | |12 to 1 | ||
+ | |KOER page template. | ||
+ | | | ||
+ | |- | ||
+ | | colspan="6" |Lunch and Energiser | ||
+ | |- | ||
+ | |Plenary discussion | ||
+ | |Have 1 or 2 groups present and discuss, keep school context in mind, give some examples | ||
+ | Share activities developed on WA group. Ask teachers to give feedback to each other | ||
+ | | | ||
+ | |2 to 3 | ||
+ | | | ||
+ | | | ||
+ | |- | ||
+ | |Tech integration in classroom | ||
+ | |Available classroom technology and troubleshooting tips | ||
+ | |RB | ||
+ | |3 to 4 | ||
+ | | | ||
+ | |Sharing tutorials/ How-To videos | ||
+ | |- | ||
+ | | rowspan="6" |Day 3 | ||
+ | |Agenda setting | ||
+ | |Recap, setting agenda for the day | ||
+ | |AS | ||
+ | |10 to 10:15 | ||
+ | | | ||
+ | | | ||
+ | |- | ||
+ | |Group activity | ||
+ | |Groups continue working on creating activities for stories | ||
+ | |All | ||
+ | |10:15 to 11:45 | ||
+ | | | ||
+ | | | ||
+ | |- | ||
+ | |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 | ||
+ | |GMP | ||
+ | |11:45 to 1 | ||
+ | | | ||
+ | |set rough target | ||
+ | |- | ||
+ | | colspan="6" |Lunch and Energiser | ||
+ | |- | ||
+ | |Academic support | ||
+ | |What can be shared in cluster meeting? | ||
+ | Ask participants to discuss how these resources and methodology can be shared with more teachers and schools. 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 | ||
+ | | | ||
+ | |2 to 3 | ||
+ | | | ||
+ | | | ||
+ | |- | ||
+ | |Reflections & Feedback | ||
+ | |Filling feedback form, reflections and feedback on workshop activities, discussion on way forward, group photo | ||
+ | | | ||
+ | |3 to 4 | ||
+ | |Feedback form | ||
+ | | | ||
+ | |- | ||
+ | | | ||
+ | | | ||
+ | | | ||
+ | | | ||
+ | | | ||
+ | | | ||
+ | | | ||
+ | |} | ||
== ಸಂಪನ್ಮೂಲಗಳು == | == ಸಂಪನ್ಮೂಲಗಳು == | ||
+ | #[https://karnatakaeducation.org.in/KOER/en/index.php/Significance_of_Listening_Skills_for_Language_Acquisition_and_Learning#Related_Pages_and_Activities Significance of Listening Skills for Language Acquisition and Learning] | ||
+ | #[https://karnatakaeducation.org.in/KOER/en/index.php/Transacting_Audio_Stories_in_the_Language_Classroom Transacting audio resources in the classroom] | ||
+ | ====Technology resources==== | ||
+ | # | ||
+ | {| | ||
+ | |- | ||
+ | !'''Install AntennaPod, subscribing stories form Kathe Khajane''' | ||
+ | |- | ||
+ | |{{Youtube | ||
+ | | 1 = eE4qKXR6y-c | ||
+ | | 2 = 600 | ||
+ | | 3 = 450 | ||
+ | }} | ||
+ | |} | ||
+ | #[https://www.youtube.com/playlist?list=PLWUrlh2K8RdS_BDlkalTd4E8E-xfHBSPE AntennaPod Video tutorials] | ||
+ | #[https://karnatakaeducation.org.in/KOER/en/index.php/Classroom_Technology_Toolkit Classroom Technology Toolkit] | ||
+ | #[https://karnatakaeducation.org.in/KOER/en/index.php/Buy_your_ICT_device Buy Speakers and projectors] |
೧೯:೨೩, ೩೧ ಜುಲೈ ೨೦೨೪ ನಂತೆ ಪರಿಷ್ಕರಣೆ
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.
ಕಾರ್ಯಾಗಾರದ ಉದ್ದೇಶಗಳು
- To help teachers experience and understand the ways in which audio stories can support language teaching-learning
- To explore how story-pedagogy can help build listening and speaking skills in children
- To understand how multilingual, inclusive and innovative teaching strategies can be used in language teaching
- To discuss different types of classroom activities that can be done using mobile-based audio stories
ನಿರೀಕ್ಷಿತ ಫಲಿತಾಂಶಗಳು
- Enhancement of teachers understanding of storytelling as pedagogy
- Teachers reflect on their beliefs and practices related to English Language Teaching
- Teachers experience and understand the potential of audio stories for English language learning
- Teachers explore strategies to develop effective listening to support language acquisition
- Gain familiarity and comfort with using AntennaPod for integrating audio stories in teaching-learning
- Develop an implementation plan for their classroom
ಶಿಕ್ಷಕರ ಮಾಹಿತಿ
ಕಾರ್ಯಕ್ರಮ
Session Name | Description/Topics | Who | TIme | Resources | Comments | |
Day 1 | Introduction | 10:00 to 10:15 | ||||
Program overview (KLEAP) and Setting expectations (TP workshop) | Developing a broader understanding of the program
Brief recap of work done in Resource Creation and Editing workshops Overview of workshop objectives, agenda |
RB | 10:15 to 11:15 | Feedback video + video snippets of same story in 4 languages stitched together (audio + script) | ||
Break + WA group joining | 11:15 to 11:30 | QR code printouts | Scan QR code, ask teachers to share their name, school, grades they teach | |||
Myths related to language learning | 1. BICS and CALP Kannada + Myths
Discussion on challenges faced in language teaching and myths related to language learning Re-thinking their pedagogy |
AS, GMP | 11:30 to 12:15 | vokoscreen video by Guru, can be interactive, | ||
Storytelling as pedagogy | 2. Storytelling as pedagogy, Discussion on possible benefits of using audio story-based resources and pedagogy | PVS, GMP | 12:15 to 1 | Refer jobin video | ||
Lunch and Energiser | 1 to 1:45 | |||||
AntennaPod App and interface | Demo, installation, hands-on practice | RB | 1:45 to 2:30 | Sharing tutorials/ How-To videos | ||
Demo 1: ‘Transacting audio resources in the classroom’ | Immersive demo session, ask teachers to participate as students.
include pre-listening, TPR, during and post-listening activities. Discussion on demo activities, observations, feedback, brainstorming other ways to use audio-stories |
PVS
AS |
2:30 to 3:15 | |||
Reflecting on demo and introducing structure for activities | 1. Providing structure for designing activities (pre, during, post).
2. Explain the KOER page template |
GMP | 3:15 to 3:45 | slide deck on activities done | ||
Consolidation and wind up | Form groups and allocate stories. Ask teachers to explore AntennaPod and allocated stories before coming the next day | GMP | 3:45 to 4 | audio stories on Antennapod | listen to at least 5 stories | |
Day 2 | Recap, agenda setting | Recap, setting agenda for the day | RB | 10:00 to 10:15 | ||
Group activity | Make groups of 5. ask groups to prepare atleast 1 activity of each type ( pre, during, post) for the common story | All | 10:15 to 10:45 | Handout with exemplar format/KOER page template given | ||
Group discussion | Plenary discussion on activities created Discussing challenges faced when creating activities
Share guidelines based on RAP framework (checklist) for activity creation |
AS | 10:45 to 11:45 | |||
Group activity | Create groups of 3 and assign different stories to each group and have them create activities for each story. Facilitators to support groups. At the end of the activity, each group to have a digital version of KOER page content | All | 12 to 1 | KOER page template. | ||
Lunch and Energiser | ||||||
Plenary discussion | Have 1 or 2 groups present and discuss, keep school context in mind, give some examples
Share activities developed on WA group. Ask teachers to give feedback to each other |
2 to 3 | ||||
Tech integration in classroom | Available classroom technology and troubleshooting tips | RB | 3 to 4 | Sharing tutorials/ How-To videos | ||
Day 3 | Agenda setting | Recap, setting agenda for the day | AS | 10 to 10:15 | ||
Group activity | Groups continue working on creating activities for stories | All | 10:15 to 11:45 | |||
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 | GMP | 11:45 to 1 | set rough target | ||
Lunch and Energiser | ||||||
Academic support | What can be shared in cluster meeting?
Ask participants to discuss how these resources and methodology can be shared with more teachers and schools. 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 |
2 to 3 | ||||
Reflections & Feedback | Filling feedback form, reflections and feedback on workshop activities, discussion on way forward, group photo | 3 to 4 | Feedback form | |||
ಸಂಪನ್ಮೂಲಗಳು
- Significance of Listening Skills for Language Acquisition and Learning
- Transacting audio resources in the classroom
Technology resources
Install AntennaPod, subscribing stories form Kathe Khajane |
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