Teacher Training Program!!

 Professional development!!

Regardless of whether you are a teacher or a teacher educator, a director, an analyst or a materials essayist, your expert turn of events and the expert improvement of individuals you work with is a significant piece of your vocation and an indispensable component in keeping up your development in the Teaching profession.

Our professional development resources are organised by professional practice using the prajyodva’s Continuing Professional Development frameworks for teachers and teacher educators, two unique frameworks that address the skills and knowledge English language professionals need in their day-to-day working lives and throughout their careers.

If you are a newly-qualified teacher, or if you have been working in teaching for many years, you will find a wide range of useful resources and insight to help you continue your development pathway.

Teacher:

Our professional development resources for teachers are all aligned to the professional practices in the Continuing Professional Development framework for teachers. At the Prajyodva, we recognise that developing in key areas of classroom practice is something which continues throughout our careers and has the biggest impact on student learning.

From understanding your learners to promoting 21st century skills, you will find relevant and useful content, including articles and blog posts written by experts from around the world, webinars and conference recordings given by renowned speakers, publications and research, and practical tips for your teaching practice and beyond.

Choose a professional practice

1.Planning lessons and courses:

Arranging single lesson and longer course traces is a significant piece of expert turn of events. This expert practice includes characterizing points/learning results that address students' issues and the course destinations, choosing and creating drawing in exercises, assets and materials which compare to the points of the exercise. It additionally includes partitioning exercises into intelligible stages, arranging board work, choosing and depicting cooperation designs for various exercises during the exercise, and getting ready for separated learning.

Planning lessons and courses includes anticipating problems that may arise during the lesson, and planning how to respond to these, describing how learners’ understanding will be checked or assessed and describing when and how feedback will be provided. It is important to be able to describe how a lesson is linked to those before and after it, plan a broad outline for a sequence of lessons, including the recycling of learning content and reflect on the approach and effectiveness of lesson planning, incorporating learner feedback and other evidence.

Planning lessons and courses involves  

• Describing my learners in relation to their learning needs.
• Defining aims/learning outcomes that meet my learners’ needs and the course objectives.
• Selecting and developing the activities, resources and materials which engage my learners and correspond to the aims of the lesson.
• Dividing lessons into coherent stages with realistic estimates of timing
• Planning board work.
• Selecting and describing interaction patterns for different activities during the lesson.
• Planning the grouping of learners.
• Planning for differentiated learning (e.g. for different ability levels or early finishers).
• Anticipating problems that may arise during the lesson, and planning how to respond to these.
• Describing how my learners’ understanding will be checked or assessed.
• Describing when and how feedback on my learners’ performance will be provided
• Planning activities that help my learners to develop learning strategies.
• Describing how a lesson is linked to those before and after it.

• Reflecting on the approach and effectiveness of my lesson planning, incorporating learner feedback and other evidence.
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                               Understanding learners:

Understanding your learners and their needs is an important part of classroom teaching and planning. This professional practice involves making decisions about teaching and assessment by applying an understanding of learner characteristics, including their level of attainment, their age, interests, preferred ways of learning, group dynamics, their motivation to learn, both generally and in relation to specific subjects, their educational, social, cultural and linguistic background, any special educational needs they may have, their level of autonomy and their personality. In this section you can find useful articles, webinars, blog posts, publications and teaching tips to help you develop in the professional practice of 'Understanding learners'.

                 Understanding learners involving 

Making decisions about teaching and assessment by applying an understanding of the following learner characteristics:

• level of attainment
• age
• interests
• preferred ways of learning
• group dynamics
• motivation to learn, both generally and in relation to specific subjects
• educational, social, cultural and linguistic background
• any special educational needs
• level of autonomy
• personality
• Conducting needs analyses and applying the results.
• Applying an understanding of the impact of the learning environment on my learners.
• Reflecting on my approach to understanding my learners and the impact this has on their learning.
• Exploring theories of learning and applying them to my context and learners.

                                  Managing the lesson

Managing the lesson is a key factor in ensuring classes run smoothly and students are engaged in learning. This professional practice involves managing every aspect of the lesson during the class time. This includes controlling the pace and timing of activities, signalling transitions between stages of the lesson, adjusting the classroom layout to support learning, responding to unexpected classroom events, making effective use of resources and equipment, giving instructions effectively and checking understanding. It involves monitoring learner engagement in order to maintain motivation, establishing and maintaining classroom discipline, adjusting plans to take advantage of opportunities for learning that emerge during lessons and reflecting on lesson management.

      Managing the lesson involves 

• Controlling the pace and timing of activities.
• Signalling transitions between stages of the lesson.
• Adjusting the classroom layout to support learning.
• Responding to unexpected classroom events.
• Making effective use of resources and equipment.
• Giving instructions effectively.
• Explaining learning aims and content appropriately.
• Checking understanding.
• Using language appropriate to my learners’ level.
• Making appropriate decisions about which languages are used by the teacher and learners.
• Monitoring learner engagement in order to maintain motivation.
• Establishing and maintaining classroom discipline.
• Setting up classroom activities that include a variety of interaction patterns.
• Adjusting plans to take advantage of opportunities for learning that emerge during lessons.
• Establishing and maintaining a positive learning environment.
• Reflecting on my lesson management, identifying strengths and weaknesses, and making adjustments as needed.

                       Using multilingual approaches

Using multilingual approaches is one of the 12 professional practices in the British Council's CPD framework for teachers. It involves recognising and valuing the multilingual nature of societies, schools and classrooms, using pedagogical strategies that encourage inclusive education within a supportive multilingual learning environment, being aware of beliefs about speakers of other languages and how they can impact on establishing and maintaining an inclusive learning environment, assessing individual learners in a manner that takes their linguistic background into account, giving my learners appropriate opportunities to use their home languages to support and demonstrate their understanding of learning content, making pedagogical choices that respect and capitalise on my learners’ linguistic diversity and reflecting on how effective implementation of multilingual approaches is in promoting learning.

                                        Using multilingual approach involves 

• Recognising and valuing the multilingual nature of societies, schools and classrooms.
• Using pedagogical strategies that encourage inclusive education within a supportive multilingual learning environment.
• Being aware of beliefs about speakers of other languages and how they can impact on establishing and maintaining an inclusive learning environment.
• Assessing individual learners in a manner that takes their linguistic background into account.
• Giving my learners appropriate opportunities to use their home languages to support and demonstrate their understanding of learning content.
• Making pedagogical choices that respect and capitalise on my learners’ linguistic diversity.
• Reflecting on how effective my implementation of multilingual approaches is in promoting learning.

                             Knowing the subject

Knowing the subject is one of the 12 professional practices in the British Council's CPD framework for teachers. It involves developing and demonstrating proficiency in the target language in order to provide a good model for learners, developing an awareness of language systems, selecting appropriate methodology and resources for introducing and practising specific areas of the target language and language skills, including grammar, lexis, phonology, speaking, listening, writing and reading skills, register, genre, communication strategies, sociolinguistic skills, learning strategies, varieties and standards of English, contrastive analysis with other languages. It also includes having an awareness of the range of reference materials relevant to the subject and using these to support teaching and learning and an awareness of theories of language acquisition and how these relate to specific teaching contexts.

                                                          

                                                   Knowing the subject Involves 

• Developing and demonstrating proficiency in the target language in order to provide a good model for my learners.
• Developing an awareness of language systems in my learners.
• Selecting appropriate methodology and resources for introducing and practising specific areas of the target language and language skills, including:
  • grammar
  • lexis
  • phonology
  • speaking, listening, writing and reading skills
  • register
  • genre
  • communication strategies
  • sociolinguistic skills
  • learning strategies
  • varieties and standards of English
  • contrastive analysis with other languages
• Having an awareness of the range of reference materials relevant to the subject and using these to support teaching and learning.
• Having an awareness of theories of language acquisition and how these relate to specific teaching contexts.
• Reflecting on my strengths and weaknesses in relation to my subject knowledge and its application.

                            Assessing learning

Assessing learning is one of the 12 professional practices in the British Council's CPD framework for teachers. It involves applying the principles and practice of assessment to design tasks for measuring learner’s progress, utilising a range of different types of assessment and feedback, using assessment at different points in the learning process to monitor learners’ understanding and inform subsequent teaching, defining appropriate assessment criteria and/or applying assessment criteria consistently, analysing learners’ errors and providing constructive feedback

It also includes engaging learners in self and peer assessment and developing their self and peer assessment skills, as well as preparing learners for formal assessment and reflecting the effectiveness of assessment of your learners’ progress.

Assessing Learners Involves 

Applying the principles and practice of assessment to design tasks for measuring my learner’s progress.

• Utilising a range of different types of assessment and feedback.
• Using assessment at different points in the learning process to monitor my learners’ understanding and inform subsequent teaching.
• Defining appropriate assessment criteria and/or apply assessment criteria consistently.
• Analysing my learners’ errors and providing constructive feedback.
• Engaging my learners in self and peer assessment and develop their self and peer assessment skills.
• Preparing my learners for formal assessment.
• Administering, grading and keeping records of assessment.
• Sharing assessment data appropriately with parents, guardians, and learners, and others.
• Reflecting on the effectiveness of my assessment of my learners’ progress.

                      Promoting 21st century skills

Promoting 21st century skills is one of the 12 professional practices in the British Council's CPD framework for teachers. It involves developing an awareness of and proficiency in critical thinking and problem solving, collaboration and communication, creativity and imagination, citizenship, digital literacy, student leadership and personal development. It includes selecting appropriate methodologies and resources for introducing, developing and evaluating learners’ skills in the above areas and demonstrating the value and importance of 21st century skills to and for learners. It also involves reflecting on your strengths and weaknesses in relation to your own proficiency in 21st century skills and your ability to develop your learners’ proficiency in these areas.

            Promoting 21st century skills involves 

• Developing an awareness of and proficiency in:
  • critical thinking and problem solving
  • collaboration and communication
  • creativity and imagination
  • citizenship
  • digital literacy
  • student leadership and personal development.
• Selecting appropriate methodologies and resources for introducing, developing and evaluating my learners’ skills in the above areas.
• Demonstrating the value and importance of 21st century skills to and for my learners.
• Reflecting on my strengths and weaknesses in relation to my own proficiency in 21st century skills and my ability to develop my learners’ proficiency in these areas.

 

   Understanding educational policies and practices

Understanding educational policies and practices is one of the 12 professional practices in the British Council's CPD framework for teachers. It involves locating up-to-date and relevant information about national, regional and institutional educational policies; locating up-to-date and relevant information about international, national, regional and institutional educational practice; employing professional and pedagogical practices that are consistent with applicable policies related to a number of different areas.

Understanding educational policies and practices involves 

• Locating up-to-date and relevant information about national, regional and institutional educational policies.
• Locating up-to-date and relevant information about international, national, regional and institutional educational practice.
• Employing professional and pedagogical practices that are consistent with applicable policies related to areas including:
  • the goals of education
  • educational governance
  • learner empowerment
  • educational reform
  • inclusive education
  • literacy
  • access
  • equality, diversity and inclusion
  • language policy
  • post-compulsory education pathways
  • child protection
  • the curriculum, syllabus and methodologies
  • assessment
  • teaching standards
  • ICT
  • 21st century skills.
• Reflecting on the impact of educational policies and practice on my decision-making, professional behaviour and my learners’ outcomes.

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