Teacher Training Plan

Training could be significantly shorter or longer, dependent on the following: 1) The size of the group; 2) The comfort level with technology.

2-Day (Total = 12 hours)

3-Day (Total = 12 hours)

Day 1 (6 hours) Day 1 (4 hours) Teaching & Learning Teaching & Learning Hands-On WebBox Hands-On WebBox How Learning Takes Place Why Technology (Optional) Goals, Objectives & Assessment

Day 2 (6 hours) Day 2 (4 hours) Lesson Planning with the WebBox How Learning Takes Place Practice WebBox Planning Goals, Objectives & Assessment Lesson Planning with the WebBox

Day 3 (4 hours) Practice WebBox Planning

Session: Teaching & Learning Time: 1.5 hours Goals: To build a relationship of comfort and trust between Pratham and the teachers. To understand the processes of teaching and learning in the schools we will be working in. Important Concepts: Teaching & Learning Lesson Planning Materials Required: Teaching & Learning Handout, Chart Paper cut into sections, Colour Pencils or Markers Assessment : Observation of participants during discussion. Filling out handout on teaching & learning Execution of Session Introductions

§ Ask everyone to split into pairs, with a partner that they do not know (if possible). § Ask them to spend 5 minutes introducing themselves to each other, including the following: Name, Where

they are from, what class and subject they teach, and one of their best moments in teaching. § Then have each pair introduce themselves to the group, with each person introducing their partner.

Name Game (If you need more ideas, please ask Aparna)

§ Standing up in a circle and placing yourselves in alphabetical order by name, without speaking. § In a circle, throwing a ball to a person but saying their names first. This game must be played fast.

Note: Name Games can be omitted depending on the group. Views on Education

§ Split the large group into smaller groups of 3-5 people. Give each person a piece of a cut up chart paper, and ask them to take 10 minutes to draw their vision of education (Each small group should have all the parts of the chart paper).

§ Each small group should tape their pieces of chart paper together and then discuss with the following guiding questions: o What were each one’s visions? o What were some common themes? o Were there some aspects that were not touched on at all?

If the group is particularly quiet or shy, it might be useful to have a few extra introductory activities or team building games (If you need more ideas, please ask Aparna). Teaching & Learning

§ Give each teacher a teaching & learning handout, and ask them to take 10 minutes to think about the questions in context to their classrooms. It is helpful to explain the questions beforehand.

§ Split into groups with each RPA working with teachers in his/her school, and discuss the questions on the

handout, have the teachers explain their practices and processes. Closing: Thank teachers for taking the time to be present at the training – and tell them that you want to support them in any way possible. Establish the idea that you are not here to teach them, but simply to work with them. Notes: This session is very important for building a lasting relationship with teachers, as well as a community of open exchange and support.

Session: Hands On WebBox Time: 2 hours Goals: To Introduce the WebBox and get teachers comfortable using it. Important Concepts: The WebBox Modules (VClass, VSchool, VApps) VClass Tabs (Lesson Plan, Concept, Activity, Practice, Homework) Internet Resources Materials Required: WebBox, USB TV Box, WebBox Manuals, Activity Handouts Assessment : Observe use of the WebBox Observe the completed activity sheet to check that participants are able to manoeuvre through the modules. Execution of Session Activity:

§ Set up the WebBox on either a computer, a TV or a projector for a demonstration. § Introduce the WebBox, and pass it around so participants can hold it. (10 minutes) § Give a demo of the WebBox, covering the following: (30 minutes)

o An introduction to VClass, VSchool, and VApps o A brief explanation of the layout of VClass o A sample VClass chapter o A brief view of VSchool and any one module (attendance or examinations) o Internet browsing and a few sample applications

§ Set up the group in pairs, with one WebBox per pair; then ask each pair to complete an activity as detailed on

the handout. (60 minutes) Note: This activity should be done individually if logistically possible. Could break them into two groups, and have one group do an activity while the other completes hands-on WebBox. Walk around, and answer and questions that may arise.

§ Give each teacher a WebBox Manual, and ask them to briefly look through it while simultaneously exploring

the WebBox (10 minutes).

Closing: Have a brief discussion with participants on the modules they explored, and how they can be used in the classroom. Finish by providing each participant with a WebBox to take home to explore if possible. (10 minutes) Notes This portion of the training could be significantly shorter or longer based on the comfort level with technology

Session: Why Technology Time: 1 hour Goals: To understand the benefits and limitations of technology as a tool for the classroom. Important Concepts: Benefits of Technology Drawbacks of Using Technology Materials Required: Video – Vision of K-12 Students Today + Computer + Projector, Technology in the Classroom handout (they can also use a blank piece of paper and create this) Assessment : Observation of the participants during discussion. Execution of Session Set up the projector and the video before the session, and begin by showing the short video, Vision of K-12 Students Today, to the group. Give the handout and ask them to spend 10-15 minutes individually thinking about the benefits and drawbacks of using technology as a tool in the classroom. Ask them to think about all forms of technology and not just the WebBox. Facilitate a structured discussion with the group, taking points first on the benefits of using technology in the classroom, and then drawbacks. Set a time limit of 15 minutes and try and get points from different people.

Closing: Go over the important points that were discussed, and highlight some of the benefits that the WebBox provides, and the drawbacks that it overcomes. Notes This session is important, as it helps teachers see the value of using technology in the classroom themselves. However if short on time, is not essential and can be dropped.

Session: How Learning Takes Place Time: 1 hour Goals: To understand how and when we learn. To relate how learning takes places to individual experiences. Important Concepts: Social Interaction (Collaboration), Inquiry and exploration, Doing and Practicing Understanding and meaningful learning Materials Required: Strips of paper, markers, blue tack, concept map Assessment : Observe the participation and engagement of the individuals Observe the concepts maps that participants have filled out to assess if they are making sense of the idea. Execution of Session

§ Ask the group to think about something they learned well. Then ask them to think about and list all the reasons why they feel they were able to learn it well. Before they begin to write, model an example (Give an example of something you learnt well) Example: “I feel I was able to learn classical dance well, because I was inspired by the teachers that I met and their dance moves. I enjoyed the dance classes, as we were always practicing new steps. I was so motivated that I also started looking up dance steps and techniques on the internet, and ask other dancers.” Briefly discuss the ways in which you learnt in the example described – motivation to learn, practicing, researching, asking questions etc.

§ Give the teachers 5-10 minutes to write down their personal experiences, and then ask each small group (3-5 people) to share their experiences, including the reasons and ways in which they learn.

§ Ask each group to write down the 5 key words from the reasons they learnt on chart paper strips and then paste them on the wall using blue tack.

§ After all groups have pasted their points, rearrange and group them to make broad categories. Then have the entire group come up with names for each category together. Some possible categories that we learn through include: Social interaction, Collaboration Inquiry and exploration, asking questions, research Meaningful learning – learning for Understanding, relevant Practice, Development of skill, proficiency

§ After the discussion and grouping, each teacher should fill out their concept map with the information.

Closing: Wrap up the session by recapping the categories that they have established and reminding the group that together they concluded that these are the broad ways in which we learn. Notes It is important in this session to highlight ways of learning that aren’t necessarily always thought of in the classroom context.

Session: Goals & Assessment Time: 1 hour Goals: To understand the value of planning backwards i.e. starting from your goals /objectives. To understand that Assessment is not just for testing and giving grades but more importantly to understand how effective your teaching is and also to understand in which areas students need help. Important Concepts: Goals, planning backwards, assessment Materials Required: Train & Bus Schedules, Pens, Papers Assessment : Observation of participation during the discussion. Execution of Session Activity 1

§ Ask the teachers to plan a trip for you. Give them Question 1 (below), and then leave the room for 2 minutes. When you return they will be confused, tell them to forget the first one and instead plan using Question 2.

Question1: I need help with planning a trip. I want to leave on Friday Night. By train or bus. Need to eat breakfast somewhere (or carry it). Also estimate how long my journey will take. Question2: I need help with planning a trip from Mumbai to Satara. I want to leave on the Friday Night. By train or bus. Need to eat breakfast somewhere (or carry it). Also estimate how long my journey will take.

§ Following this activity, ask some of the following questions: o Which trip were you able to plan better? o Why were you able to plan better?

Have a brief discussion on how this relates to the classroom and lesson planning, including:

§ Briefly discuss with the group how this relates to the classroom and lesson planning. 1) Most often it is easier to plan when you know where you are going (when you know your goals/objectives) 2) Understanding the goals of a lesson makes things like structuring, planning activities, estimating times easier.

Activity 2

§ Ask everyone to take out a pen and paper and tell them that you are going to have a quick test. Once they are ready give them the instructions “You have one minute to draw a flower”.

§ After everyone has drawn a flower, teacher assesses the test with some random criteria. For example: o 2 mark for drawing exactly 4 petals o 1mark for drawing exactly 3 leaves o 1 mark for drawing a sun o 1 mark for drawing some pollen on the petals o 1 mark for showing the ground on which the flower is growing o 1 mark for drawing an earthworm in the mud

§ Everybody grades their own tests, and then ask the following questions:

o How well did you do on the test? (oh that’s really bad) o Why were you not able to do well on the test? o Do you feel that the test truly reflected your learning? o As a teacher, what could I have done to make you learn better and bring out a super performance from

you?

§ Discuss some of the points that are brought up and relate them to assessment in the classroom. These can include: Giving clear instructions, Making expectations clear from the beginning, Observing progress along

the way, Giving regular feedback, etc. Activity 3

§ Give the following analogy: If I am driving from Mumbai to Goa (these places can be replaced with local examples if necessary), when should I check if I am on the right path – At the end, at the beginning, or along the way? Similarly, would it be better to know what to look for from students beforehand or after finishing teaching the topic?

§ Have a brief discussion on when assessment takes place and why.

Closing: Recap the ideas covered: Goals & Assessment. Notes

Session: Lesson Planning with the WebBox Time: 2 hours Goals: To learn about basic components used to structure a lesson To explore the areas in which the WebBox would add value /can be integrated in a lesson. Important Concepts: Objectives à assessment à learning experiences à reflection Elaborate on Learning experiences: Do Now, Instructional Activities, Active Engagement, Closing Materials Required: Lesson Planning Chart/Blackboard, Lesson Planning Handout (a Blank one + a filled out one for reference), WebBox, Projector/TV Assessment : Observe participation during discussion Filling out of the Lesson Planning Handout Execution of Session Please see the filled out Lesson Planning Handout for this activity. Do not give that to the teachers. Activity: OBJECTIVES

§ Ask: Where do you think you start planning a lesson from? One of the participants might give the answer Objectives, then relate this to the activity on goals and objectives from the previous session. Ask teachers to fill out the first box in their hand out with Objectives, and then write the purpose of objectives in a lesson.

§ Can you use the WebBox to help you define your Objectives? YES in the objectives section – under the LESSON PLAN tab (Navigate to objectives in WebBox) Is this list exhaustive? NO, but it is a great guideline Ask teachers to fill out in the WebBox section near Objectives, with the navigation path to see these.

Purpose: To understand what you want to achieve and where the lesson should go. To make structuring, planning activities, and estimating times easier.

ASSESSMENT

§ Ask what the next step in planning is, and wait for the answer Assessment. Relate this back to the activity in the previous session. Ask teachers to fill it out in the second box, and discuss the purpose of assessment in a Q&A format. Then ask them to write this down.

§ Can you use the WebBox when you think about how you will be assessing the child? YES, but we will come back to this later

Purpose: To ensure that students understand the concepts being taught. To ensure that students are achieving the goals being set for them. To understand the progress that students are making along the way. To evaluate our teaching methods along the way. LEARNING EXPERIENCES

§ The learning experience consists of the following steps: Do Now > Instructional Activities > Active Engagement > Practice/Homework > Closing

§ Explain that this is just one way of lesson planning that we are using as an example – and the ideas from it can be used in many different formats.

§ For each learning experience list below, explain the idea and then conduct the activity described – Using the Chapter DECIMALS in Mathematics, Standard 6

§ After the activity ask each teacher to write in their Lesson Planning Handout both the purpose of the learning

experience, as well the activity in the WebBox and how to navigate to it.

a) DO NOW Purpose : i) Introduction/starter to new topic to create curiosity OR ii) Quick easy review to get kids engaged independently and settle into class Navigate to WebBox - ACTIVITIES - Find the route b) Instructional Activities Purpose: i) Explain a concept ii) Give instructions for the rest of the class Navigate to WebBox - CONCEPT –Video: Introduction to Decimals (Pause the video and various points to explain the concepts being taught) c) Active Engagement Purpose: i) To give the students time to explore a concept and allow deeper understanding ii) To provide opportunities for students to interact with each other and exchange ideas iii) to learn by doing (or explore multi-modal means) Example 1: Navigate to WebBox - CONCEPT – Video - Comparing Decimals (Show the 2 ways of comparing decimals shown in the video) Example 2: Navigate to WebBox – PRACTICE -MUSICAL CHAIRS game *Rule to be added: If your number is not required, you sit on the ground d) Practice/homework Purpose: i) To develop proficiency in a particular skill ii) to allow independent thinking and application of learning Navigate to WebBox - PRACTICE - Writing Decimals and PRACTICE – Comparing Decimals You can play the Board Game Tic-Tac-Toe for this (using the WebBox questions in the 2 practice sections) e) Closing Purpose: ii) To recap / summarize what was learned today) To assign homework iii) To give instructions for the following day if required Navigate to WebBox - Glossary, Review ASSESSMENT

§ After completing the sections on learning experiences, return back to assessment as mentioned earlier. Navigate to WebBoxà Create à Decimals in daily life (thinking of places that you see decimals). Have the class complete the activity.

§ Follow up with a discussion on how the teacher will use this as assessment.

Closing: Recap on the components of lesson planning covered in the session, and take any questions. Check that everyone has had the chance to fill out their lesson planning templates. Notes

Session: Practice WebBox Planning Time: 4 hours Goals: To apply the lesson planning concepts from the previous session. Important Concepts: Learning Experiences: Do Now, Instructional Activities, Active Engagement, Closing. Materials Required: WebBoxes with either TVs or laptops and USB connectors. Assessment : Group presentations of a section of a lesson using the WebBox in some way. Execution of Session Recap the lesson planning session, including objectives, assessment, and the different learning experiences. Ask teachers to look through the WebBox lesson planning worksheet. Split the group into pairs, and ask them to plan a part of a lesson or activity that corresponds to any learning experience, using the WebBox in any way. Ask them to state the learning experience they will be presenting at the beginning. Allow each group to present their lesson or activity – they must present as though the remainder of the group is the class they are teaching. Have the group give the presenters positive and specific feedback on their presentations.

Closing: Briefly discuss all the different ways in which the WebBox was used for planning and executing lessons.