https://teacher-network.in/OER/api.php?action=feedcontributions&user=Guru&feedformat=atomOpen Educational Resources - User contributions [en]2024-03-28T17:44:38ZUser contributionsMediaWiki 1.35.7https://teacher-network.in/OER/index.php?title=Digital_Tools_for_supporting_writing&diff=14646Digital Tools for supporting writing2024-03-28T06:01:49Z<p>Guru: </p>
<hr />
<div>Writing is a difficult skill. It is also a skill to strengthen "[https://sciencedirect.com/topics/social-sciences/cognitive-academic-language-proficiency Cognitive Academic Language Proficiency]" (CALP) in students and in adults (teachers). As a 'creation' and 'expression' implicating skill, writing is something to value and cherish. Developing writing skills in every learner is therefore a valuable aim.<br />
<br />
"Learning to write" is a process. It would require many things to come together - ideas, expression, vocabulary etc. Getting the 'right ideas' by is itself is a very complex and challenging ask, it depends to quite some extent on life's experiences - actual and vicarious.<br />
<br />
In this complex process, digital technologies can play an enabling role. <br />
<br />
At an extreme, we can use a LLM AI tool to simply generate the output - but this by itself will not build writing skill. <br />
<br />
Rather, using different digital tools, for specific purposes, can act as learning aids to our building our writing skills. The [[:File:Strengthening writing skill using digital technologies, ITfC Mar 22, 2024.mm|concept map]] (also shared as an image below) provides some possibilities in this direction.<br />
[[File:Strengthening writing skill using digital technologies.png|alt=Strengthening writing skill using digital technologies,|none|thumb|1500x1500px|Strengthening writing skill using digital technologies]]<br />
<br />
[[Category:Language]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024&diff=14645Teachers writing workshop Thrissur 20242024-03-28T05:47:14Z<p>Guru: /* Tentative workshop session plan - April 2024 */</p>
<hr />
<div>=== Workshop Dates ===<br />
April 29 and 30, 2024<br />
<br />
=== Objective of the workshop ===<br />
The District Centre for English (DCE), Thrissur is organizing a workshop with the aim of enabling Government and aided primary and secondary school teachers to enrich their seminar presentations into academic papers for publishing, thereby strengthening their academic writing skills.<br />
===Introduction===<br />
District Centres of English (DCEs) were established in Kerala in 1989 under the Department of General Education to provide specialized training for English language teachers in government and aided schools. DCEs function under the administrative oversight of the District Institute of Education and Training (DIET), offering specialized training for English educators at the primary and secondary levels. Since their inception, DCEs have been conducting structured training programmes, seminars, workshops, and other empowerment initiatives for English Language Teachers across districts, thus providing opportunities for teachers to grow professionally by focusing on innovative techniques, methods, and approaches to teaching English. <br />
<br />
The DCE organized a seminar for primary and secondary teachers from government and aided schools in February 2024, where 15 teachers presented papers on classroom innovations in English Language Teaching (ELT). While some teachers had presented papers, others had prepared notes on their work, which they presented in the seminar. <br />
<br />
=== Writing Workshop Methodology ===<br />
<br />
DCE is proposing to conduct an ‘academic writing workshop’ for these 15 teachers. The aim of the workshop is to support these teachers to strengthen their capacities for academic writing, and to publish their work as academic outputs. This would have two benefits – firstly , their articles could benefit the wider community of teachers in Thrissur district, and even across Kerala (and elsewhere). Secondly, it would be a professional development exercise for these 15 teachers to progress as writers, who can publish their action research. It would also be a ‘first’ for the DCE, to work on ‘writing’ skills of teachers in a structured manner.<br />
<br />
The DCE along with identified resource persons plans to conduct a two-day workshop towards these objectives. On the first day, the teachers would be introduced to the craft of writing, time-tested ways of converting ideas into written text, engaging in analytical, creative and critical thinking, taking and giving peer feedback and academic reading, which is a prerequisite for academic writing. The teachers would be encouraged to find and read other academic papers and articles related to their topic. <br />
<br />
The second day would start with initiating the teachers into academic writing with a free writing activity, which would be followed by the preparation of the first draft of their academic papers. The sessions are designed in such a way that the teachers regularly receive supportive feedback from the resource persons and their own peers. By the end of the second day, the teachers would have written the first drafts of their articles and would have gone through one stage of revision. The second day would conclude with the discussion of how writing is an essential part of self-learning and professional development. <br />
The teachers are expected to continue working on their papers and share revised versions with the resource persons in a week’s time and receive detailed feedback and hand holding, to enable them to complete their papers. DCE intends to e-publish finalized papers as a ‘Teachers academic journal’.<br />
<br />
=== Tentative workshop session plan - April 2024 ===<br />
{| class="wikitable"<br />
|-<br />
! Session No !! Time !! Agenda<br />
!Resources for the session<br />
|-<br />
| Day 1<br />
|-<br />
| Session 1 || 10 to 10:30 AM || Introduction to the program/workshop<br />
|<br />
|-<br />
| Session 2 || 10:30 to 11:15 AM || Interactive session on writing: Writing as Carpentry<br />
Overview of 'digital tools' and their use in writing<br />
|Concept map '[[Digital Tools for supporting writing|Digital Tools for supporting writing']]<br />
|-<br />
| Tea Break || 11:15 to 11:30 AM<br />
|-<br />
| Session 3 || 11:30 to 1 PM || Initiating and organising writing: Using digital mind maps<br />
|User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]<br />
|-<br />
| Lunch || 1 to 2 PM<br />
|-<br />
| Session 4 || 2 to 3:30 PM || Creation of digital concept maps by teachers (on the papers they presented)<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 PM || Initial presentation + Peer feedback in plenary, and discussion<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Interactive session: ‘Reading for Writing’ and Accessing academic articles (assigning article for reading)<br />
|<br />
|-<br />
| Day 2<br />
|-<br />
| Session 1 || 10:00 to 11:30 AM || “Free writing”<br />
|<br />
|-<br />
| Tea Break || 11:30 to 11:45 AM<br />
|-<br />
| Session 2 || 11:45 to 1:00 PM || Academic writing: Writing the first draft of the paper (in small groups with peer and resource person support)<br />
|<br />
|-<br />
| Lunch || 1:00 to 2:00 PM<br />
|-<br />
| Session 3 || 2:00 to 3:30 PM || Peer Feedback and discussion in small groups<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 || Final revisions in the draft<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning<br />
|<br />
|}<br />
<br />
=== Resources for the workshop ===<br />
<br />
# Writing as Carpentry (podcast)<br />
# Using digital technologies to support writing<br />
# Mind mapping as a method to support writing<br />
# Learning [[Learn Freeplane|Freeplane]], a digital tool for developing concept maps - User manual <br />
# Free Writing - what and how<br />
<br />
=== Paper Presenters and Facilitators ===<br />
{| class="wikitable"<br />
|-<br />
! Name of the teacher !! Paper Title !! ITfC Facilitator<br />
|-<br />
| Ms. Anila R, UPST, GUPS Paralikkad || Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques || JK<br />
|-<br />
| Ms. Anitha Hassan, LPST, GLPS Ottupara || 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children || MI<br />
|-<br />
| Ms..Arathy K R, LPST, GHSS Villadam || Importance of evolving texts parallel to textbooks || MI<br />
|-<br />
| Ms. Aswathi Mohanan, UPST, NSUPS West Koratty || Puppetry in English Classroom || JK<br />
|-<br />
| Ms. Bindu K, LPST, RSLPS Engakkad || Discourse becomes easy || MI<br />
|-<br />
| Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery || Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom || JK<br />
|-<br />
| Ms. Kulirma Beevi, LPST, SPKCMMGUPS Madayikonam || Enhancing Primary Level Learners' Writing Skills through Picture Description: A Comprehensive Pedagogical Approach || MI<br />
|-<br />
| Ms.Meenu Krishnan, UPST, NHSS Irinjalakuda || Fun Learning through Word Games -An Effective Tool for Improving Vocabulary || MI<br />
|-<br />
| Ms. Meenu Vincent, HST, St.Sebastian's HS Chittattukara || Fostering the need for Global Connectivity by ingraining the Relevance of Spoken English in High School learners || JK<br />
|-<br />
| Ms. Remya Gopal, HST, NHSS Irinjalakuda || Unlocking World: Transformative Power and Endless Adventures Found in Reading! || GK<br />
|-<br />
| Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam || Percipience Procedure: Fostering Comprehensive Learning through Active Engagement || GK<br />
|-<br />
| Ms. Sandhya PU, HST, GNBHS Kodakara || Exploring the efficacy of mediation techniques in enhancing English as a Second Language classroom dynamics: A Research study || GK<br />
|-<br />
| Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || GK<br />
|-<br />
| Mr. Shibu E P, UPST, GWLPS Ponnore || E-LIFE (English Learning Interestingly Fluently and Effectively) - A Programme for Developing communication skills and confidence LP and UP students || JK<br />
|-<br />
| Ms. Sumitha N S, LPST, SNLPS Irinjalakuda || Enhancing English Speaking Skills through Confidence Building in Children || GK<br />
|}<br />
[[Category:Workshop]]<br />
[[Category:English]]<br />
[[Category:Kerala]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Digital_Tools_for_supporting_writing&diff=14644Digital Tools for supporting writing2024-03-28T05:46:10Z<p>Guru: </p>
<hr />
<div>Writing is a difficult skill. It can also be a skill to strengthen cognitive advanced language proficiencies (CALP) in students and in adults (teachers). As a 'creation' and 'expression' requiring skill, writing is something to value and cherish. Developing writing skills in every learner is therefore a valuable aim.<br />
<br />
Learning to write is a process. It would require many things to come together - ideas, expression, vocabulary etc. Getting the 'right ideas' is itself a very complex and challenging ask, it depends to a large extent on life's experiences - actual and vicarious.<br />
<br />
In this complex process, digital technologies can play a role. <br />
<br />
At an extreme, we can use a LLM AI tool to simply generate the output - but this by itself will not build writing skill. <br />
<br />
Rather, using different digital tools, for specific purposes, can act as learning aids to our building our writing skills. The [[:File:Strengthening writing skill using digital technologies, ITfC Mar 22, 2024.mm|concept map]] provides some possibilities in this direction.<br />
[[File:Strengthening writing skill using digital technologies.png|alt=Strengthening writing skill using digital technologies,|none|thumb|1500x1500px|Strengthening writing skill using digital technologies,]]<br />
<br />
[[Category:Language]]</div>Guruhttps://teacher-network.in/OER/index.php?title=File:Strengthening_writing_skill_using_digital_technologies.png&diff=14643File:Strengthening writing skill using digital technologies.png2024-03-28T05:44:59Z<p>Guru: </p>
<hr />
<div>Strengthening writing skill using digital technologies</div>Guruhttps://teacher-network.in/OER/index.php?title=Digital_Tools_for_supporting_writing&diff=14642Digital Tools for supporting writing2024-03-28T05:40:15Z<p>Guru: added Category:Language using HotCat</p>
<hr />
<div>Writing is a difficult skill. It can also be a skill to strengthen cognitive advanced language proficiencies (CALP) in students and in adults (teachers). As a 'creation' and 'expression' requiring skill, writing is something to value and cherish. Developing writing skills in every learner is therefore a valuable aim.<br />
<br />
Learning to write is a process. It would require many things to come together - ideas, expression, vocabulary etc. Getting the 'right ideas' is itself a very complex and challenging ask, it depends to a large extent on life's experiences - actual and vicarious.<br />
<br />
In this complex process, digital technologies can play a role. <br />
<br />
At an extreme, we can use a LLM AI tool to simply generate the output - but this by itself will not build writing skill. <br />
<br />
Rather, using different digital tools, for specific purposes, can act as learning aids to our building our writing skills. The concept map provides some possibilites in this direction.<br />
<br />
[[Category:Language]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Digital_Tools_for_supporting_writing&diff=14641Digital Tools for supporting writing2024-03-28T05:39:59Z<p>Guru: Created page with "Writing is a difficult skill. It can also be a skill to strengthen cognitive advanced language proficiencies (CALP) in students and in adults (teachers). As a 'creation' and '..."</p>
<hr />
<div>Writing is a difficult skill. It can also be a skill to strengthen cognitive advanced language proficiencies (CALP) in students and in adults (teachers). As a 'creation' and 'expression' requiring skill, writing is something to value and cherish. Developing writing skills in every learner is therefore a valuable aim.<br />
<br />
Learning to write is a process. It would require many things to come together - ideas, expression, vocabulary etc. Getting the 'right ideas' is itself a very complex and challenging ask, it depends to a large extent on life's experiences - actual and vicarious.<br />
<br />
In this complex process, digital technologies can play a role. <br />
<br />
At an extreme, we can use a LLM AI tool to simply generate the output - but this by itself will not build writing skill. <br />
<br />
Rather, using different digital tools, for specific purposes, can act as learning aids to our building our writing skills. The concept map provides some possibilites in this direction.</div>Guruhttps://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024&diff=14640Teachers writing workshop Thrissur 20242024-03-28T05:30:17Z<p>Guru: /* Objective of the workshop */</p>
<hr />
<div>=== Workshop Dates ===<br />
April 29 and 30, 2024<br />
<br />
=== Objective of the workshop ===<br />
The District Centre for English (DCE), Thrissur is organizing a workshop with the aim of enabling Government and aided primary and secondary school teachers to enrich their seminar presentations into academic papers for publishing, thereby strengthening their academic writing skills.<br />
===Introduction===<br />
District Centres of English (DCEs) were established in Kerala in 1989 under the Department of General Education to provide specialized training for English language teachers in government and aided schools. DCEs function under the administrative oversight of the District Institute of Education and Training (DIET), offering specialized training for English educators at the primary and secondary levels. Since their inception, DCEs have been conducting structured training programmes, seminars, workshops, and other empowerment initiatives for English Language Teachers across districts, thus providing opportunities for teachers to grow professionally by focusing on innovative techniques, methods, and approaches to teaching English. <br />
<br />
The DCE organized a seminar for primary and secondary teachers from government and aided schools in February 2024, where 15 teachers presented papers on classroom innovations in English Language Teaching (ELT). While some teachers had presented papers, others had prepared notes on their work, which they presented in the seminar. <br />
<br />
=== Writing Workshop Methodology ===<br />
<br />
DCE is proposing to conduct an ‘academic writing workshop’ for these 15 teachers. The aim of the workshop is to support these teachers to strengthen their capacities for academic writing, and to publish their work as academic outputs. This would have two benefits – firstly , their articles could benefit the wider community of teachers in Thrissur district, and even across Kerala (and elsewhere). Secondly, it would be a professional development exercise for these 15 teachers to progress as writers, who can publish their action research. It would also be a ‘first’ for the DCE, to work on ‘writing’ skills of teachers in a structured manner.<br />
<br />
The DCE along with identified resource persons plans to conduct a two-day workshop towards these objectives. On the first day, the teachers would be introduced to the craft of writing, time-tested ways of converting ideas into written text, engaging in analytical, creative and critical thinking, taking and giving peer feedback and academic reading, which is a prerequisite for academic writing. The teachers would be encouraged to find and read other academic papers and articles related to their topic. <br />
<br />
The second day would start with initiating the teachers into academic writing with a free writing activity, which would be followed by the preparation of the first draft of their academic papers. The sessions are designed in such a way that the teachers regularly receive supportive feedback from the resource persons and their own peers. By the end of the second day, the teachers would have written the first drafts of their articles and would have gone through one stage of revision. The second day would conclude with the discussion of how writing is an essential part of self-learning and professional development. <br />
The teachers are expected to continue working on their papers and share revised versions with the resource persons in a week’s time and receive detailed feedback and hand holding, to enable them to complete their papers. DCE intends to e-publish finalized papers as a ‘Teachers academic journal’.<br />
<br />
=== Tentative workshop session plan - April 2024 ===<br />
{| class="wikitable"<br />
|-<br />
! Session No !! Time !! Agenda<br />
!Resources for the session<br />
|-<br />
| Day 1<br />
|-<br />
| Session 1 || 10 to 10:30 AM || Introduction to the program/workshop<br />
|<br />
|-<br />
| Session 2 || 10:30 to 11:15 AM || Interactive session on writing: Writing as Carpentry<br />
Overview of 'digital tools' and their use in writing<br />
|Concept map '[[Digital Tools for supporting writing']]<br />
|-<br />
| Tea Break || 11:15 to 11:30 AM<br />
|-<br />
| Session 3 || 11:30 to 1 PM || Initiating and organising writing: Using digital mind maps<br />
|User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]<br />
|-<br />
| Lunch || 1 to 2 PM<br />
|-<br />
| Session 4 || 2 to 3:30 PM || Creation of digital concept maps by teachers (on the papers they presented)<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 PM || Initial presentation + Peer feedback in plenary, and discussion<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Interactive session: ‘Reading for Writing’ and Accessing academic articles (assigning article for reading)<br />
|<br />
|-<br />
| Day 2<br />
|-<br />
| Session 1 || 10:00 to 11:30 AM || “Free writing”<br />
|<br />
|-<br />
| Tea Break || 11:30 to 11:45 AM<br />
|-<br />
| Session 2 || 11:45 to 1:00 PM || Academic writing: Writing the first draft of the paper (in small groups with peer and resource person support)<br />
|<br />
|-<br />
| Lunch || 1:00 to 2:00 PM<br />
|-<br />
| Session 3 || 2:00 to 3:30 PM || Peer Feedback and discussion in small groups<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 || Final revisions in the draft<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning<br />
|<br />
|}<br />
<br />
=== Resources for the workshop ===<br />
<br />
# Writing as Carpentry (podcast)<br />
# Using digital technologies to support writing<br />
# Mind mapping as a method to support writing<br />
# Learning [[Learn Freeplane|Freeplane]], a digital tool for developing concept maps - User manual <br />
# Free Writing - what and how<br />
<br />
=== Paper Presenters and Facilitators ===<br />
{| class="wikitable"<br />
|-<br />
! Name of the teacher !! Paper Title !! ITfC Facilitator<br />
|-<br />
| Ms. Anila R, UPST, GUPS Paralikkad || Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques || JK<br />
|-<br />
| Ms. Anitha Hassan, LPST, GLPS Ottupara || 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children || MI<br />
|-<br />
| Ms..Arathy K R, LPST, GHSS Villadam || Importance of evolving texts parallel to textbooks || MI<br />
|-<br />
| Ms. Aswathi Mohanan, UPST, NSUPS West Koratty || Puppetry in English Classroom || JK<br />
|-<br />
| Ms. Bindu K, LPST, RSLPS Engakkad || Discourse becomes easy || MI<br />
|-<br />
| Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery || Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom || JK<br />
|-<br />
| Ms. Kulirma Beevi, LPST, SPKCMMGUPS Madayikonam || Enhancing Primary Level Learners' Writing Skills through Picture Description: A Comprehensive Pedagogical Approach || MI<br />
|-<br />
| Ms.Meenu Krishnan, UPST, NHSS Irinjalakuda || Fun Learning through Word Games -An Effective Tool for Improving Vocabulary || MI<br />
|-<br />
| Ms. Meenu Vincent, HST, St.Sebastian's HS Chittattukara || Fostering the need for Global Connectivity by ingraining the Relevance of Spoken English in High School learners || JK<br />
|-<br />
| Ms. Remya Gopal, HST, NHSS Irinjalakuda || Unlocking World: Transformative Power and Endless Adventures Found in Reading! || GK<br />
|-<br />
| Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam || Percipience Procedure: Fostering Comprehensive Learning through Active Engagement || GK<br />
|-<br />
| Ms. Sandhya PU, HST, GNBHS Kodakara || Exploring the efficacy of mediation techniques in enhancing English as a Second Language classroom dynamics: A Research study || GK<br />
|-<br />
| Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || GK<br />
|-<br />
| Mr. Shibu E P, UPST, GWLPS Ponnore || E-LIFE (English Learning Interestingly Fluently and Effectively) - A Programme for Developing communication skills and confidence LP and UP students || JK<br />
|-<br />
| Ms. Sumitha N S, LPST, SNLPS Irinjalakuda || Enhancing English Speaking Skills through Confidence Building in Children || GK<br />
|}<br />
[[Category:Workshop]]<br />
[[Category:English]]<br />
[[Category:Kerala]]</div>Guruhttps://teacher-network.in/OER/index.php?title=File:Strengthening_writing_skill_using_digital_technologies,_ITfC_Mar_22,_2024.mm&diff=14639File:Strengthening writing skill using digital technologies, ITfC Mar 22, 2024.mm2024-03-28T05:29:05Z<p>Guru: A concept map listing different uses of digital technologies in strengthening writing skills.
Category:Language</p>
<hr />
<div>== Summary ==<br />
A concept map listing different uses of digital technologies in strengthening writing skills.<br />
[[Category:Language]]<br />
== Licensing ==<br />
{{cc-by-4.0}}</div>Guruhttps://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024&diff=14638Teachers writing workshop Thrissur 20242024-03-28T05:22:23Z<p>Guru: /* Tentative workshop session plan - April 2024 */</p>
<hr />
<div>=== Workshop Dates ===<br />
April 29 and 30, 2024<br />
<br />
=== Objective of the workshop ===<br />
The District Centre for English (DCE), Thrissur is organizing a workshop with the aim of enabling Government and aided primary and secondary school teachers to enrich their seminar presentations into academic papers for publishing, thereby strengthening their academic writing skills.<br />
===Introduction===<br />
District Centres of English (DCEs) were established in Kerala in 1989 under the Department of General Education to provide specialized training for English language teachers in government and aided schools. DCEs function under the administrative oversight of the District Institute of Education and Training (DIET), offering specialized training for English educators at the primary and secondary levels. Since their inception, DCEs have been conducting structured training programmes, seminars, workshops, and other empowerment initiatives for English Language Teachers across districts, thus providing opportunities for teachers to grow professionally by focusing on innovative techniques, methods, and approaches to teaching English. <br />
<br />
The DCE organized a seminar for primary and secondary teachers from government and aided schools in February 2024, where 15 teachers presented papers on classroom innovations in English Language Teaching (ELT). While some teachers had presented papers, others had prepared notes on their work, which they presented in the seminar. <br />
<br />
=== Writing Workshop Methodology ===<br />
<br />
DCE is proposing to conduct an ‘academic writing workshop’ for these 15 teachers. The aim of the workshop is to support these teachers to strengthen their capacities for academic writing, and to publish their work as academic outputs. This would have two benefits – firstly , their articles could benefit the wider community of teachers in Thrissur district, and even across Kerala (and elsewhere). Secondly, it would be a professional development exercise for these 15 teachers to progress as writers, who can publish their action research. It would also be a ‘first’ for the DCE, to work on ‘writing’ skills of teachers in a structured manner.<br />
<br />
The DCE along with identified resource persons plans to conduct a two-day workshop towards these objectives. On the first day, the teachers would be introduced to the craft of writing, time-tested ways of converting ideas into written text, engaging in analytical, creative and critical thinking, taking and giving peer feedback and academic reading, which is a prerequisite for academic writing. The teachers would be encouraged to find and read other academic papers and articles related to their topic. <br />
<br />
The second day would start with initiating the teachers into academic writing with a free writing activity, which would be followed by the preparation of the first draft of their academic papers. The sessions are designed in such a way that the teachers regularly receive supportive feedback from the resource persons and their own peers. By the end of the second day, the teachers would have written the first drafts of their articles and would have gone through one stage of revision. The second day would conclude with the discussion of how writing is an essential part of self-learning and professional development. <br />
The teachers are expected to continue working on their papers and share revised versions with the resource persons in a week’s time and receive detailed feedback and hand holding, to enable them to complete their papers. DCE intends to e-publish finalized papers as a ‘Teachers academic journal’.<br />
<br />
=== Tentative workshop session plan - April 2024 ===<br />
{| class="wikitable"<br />
|-<br />
! Session No !! Time !! Agenda<br />
!Resources for the session<br />
|-<br />
| Day 1<br />
|-<br />
| Session 1 || 10 to 10:30 AM || Introduction to the program/workshop<br />
|<br />
|-<br />
| Session 2 || 10:30 to 11:15 AM || Interactive session on writing: Writing as Carpentry<br />
Overview of 'digital tools' and their use in writing<br />
|Concept map 'Digital Tools for supporting writing'<br />
|-<br />
| Tea Break || 11:15 to 11:30 AM<br />
|-<br />
| Session 3 || 11:30 to 1 PM || Initiating and organising writing: Using digital mind maps<br />
|User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]<br />
|-<br />
| Lunch || 1 to 2 PM<br />
|-<br />
| Session 4 || 2 to 3:30 PM || Creation of digital concept maps by teachers (on the papers they presented)<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 PM || Initial presentation + Peer feedback in plenary, and discussion<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Interactive session: ‘Reading for Writing’ and Accessing academic articles (assigning article for reading)<br />
|<br />
|-<br />
| Day 2<br />
|-<br />
| Session 1 || 10:00 to 11:30 AM || “Free writing”<br />
|<br />
|-<br />
| Tea Break || 11:30 to 11:45 AM<br />
|-<br />
| Session 2 || 11:45 to 1:00 PM || Academic writing: Writing the first draft of the paper (in small groups with peer and resource person support)<br />
|<br />
|-<br />
| Lunch || 1:00 to 2:00 PM<br />
|-<br />
| Session 3 || 2:00 to 3:30 PM || Peer Feedback and discussion in small groups<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 || Final revisions in the draft<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning<br />
|<br />
|}<br />
<br />
=== Resources for the workshop ===<br />
<br />
# Writing as Carpentry (podcast)<br />
# Using digital technologies to support writing<br />
# Mind mapping as a method to support writing<br />
# Learning [[Learn Freeplane|Freeplane]], a digital tool for developing concept maps - User manual <br />
# Free Writing - what and how<br />
<br />
=== Paper Presenters and Facilitators ===<br />
{| class="wikitable"<br />
|-<br />
! Name of the teacher !! Paper Title !! ITfC Facilitator<br />
|-<br />
| Ms. Anila R, UPST, GUPS Paralikkad || Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques || JK<br />
|-<br />
| Ms. Anitha Hassan, LPST, GLPS Ottupara || 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children || MI<br />
|-<br />
| Ms..Arathy K R, LPST, GHSS Villadam || Importance of evolving texts parallel to textbooks || MI<br />
|-<br />
| Ms. Aswathi Mohanan, UPST, NSUPS West Koratty || Puppetry in English Classroom || JK<br />
|-<br />
| Ms. Bindu K, LPST, RSLPS Engakkad || Discourse becomes easy || MI<br />
|-<br />
| Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery || Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom || JK<br />
|-<br />
| Ms. Kulirma Beevi, LPST, SPKCMMGUPS Madayikonam || Enhancing Primary Level Learners' Writing Skills through Picture Description: A Comprehensive Pedagogical Approach || MI<br />
|-<br />
| Ms.Meenu Krishnan, UPST, NHSS Irinjalakuda || Fun Learning through Word Games -An Effective Tool for Improving Vocabulary || MI<br />
|-<br />
| Ms. Meenu Vincent, HST, St.Sebastian's HS Chittattukara || Fostering the need for Global Connectivity by ingraining the Relevance of Spoken English in High School learners || JK<br />
|-<br />
| Ms. Remya Gopal, HST, NHSS Irinjalakuda || Unlocking World: Transformative Power and Endless Adventures Found in Reading! || GK<br />
|-<br />
| Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam || Percipience Procedure: Fostering Comprehensive Learning through Active Engagement || GK<br />
|-<br />
| Ms. Sandhya PU, HST, GNBHS Kodakara || Exploring the efficacy of mediation techniques in enhancing English as a Second Language classroom dynamics: A Research study || GK<br />
|-<br />
| Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || GK<br />
|-<br />
| Mr. Shibu E P, UPST, GWLPS Ponnore || E-LIFE (English Learning Interestingly Fluently and Effectively) - A Programme for Developing communication skills and confidence LP and UP students || JK<br />
|-<br />
| Ms. Sumitha N S, LPST, SNLPS Irinjalakuda || Enhancing English Speaking Skills through Confidence Building in Children || GK<br />
|}<br />
[[Category:Workshop]]<br />
[[Category:English]]<br />
[[Category:Kerala]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024&diff=14637Teachers writing workshop Thrissur 20242024-03-21T04:18:33Z<p>Guru: /* Introduction */</p>
<hr />
<div>=== Workshop Dates ===<br />
April 29 and 30, 2024<br />
<br />
=== Objective of the workshop ===<br />
The District Centre for English (DCE), Thrissur is organizing a workshop with the aim of enabling Government and aided primary and secondary school teachers to enrich their seminar presentations into academic papers for publishing, thereby strengthening their academic writing skills.<br />
===Introduction===<br />
District Centres of English (DCEs) were established in Kerala in 1989 under the Department of General Education to provide specialized training for English language teachers in government and aided schools. DCEs function under the administrative oversight of the District Institute of Education and Training (DIET), offering specialized training for English educators at the primary and secondary levels. Since their inception, DCEs have been conducting structured training programmes, seminars, workshops, and other empowerment initiatives for English Language Teachers across districts, thus providing opportunities for teachers to grow professionally by focusing on innovative techniques, methods, and approaches to teaching English. <br />
<br />
The DCE organized a seminar for primary and secondary teachers from government and aided schools in February 2024, where 15 teachers presented papers on classroom innovations in English Language Teaching (ELT). While some teachers had presented papers, others had prepared notes on their work, which they presented in the seminar. <br />
<br />
=== Writing Workshop Methodology ===<br />
<br />
DCE is proposing to conduct an ‘academic writing workshop’ for these 15 teachers. The aim of the workshop is to support these teachers to strengthen their capacities for academic writing, and to publish their work as academic outputs. This would have two benefits – firstly , their articles could benefit the wider community of teachers in Thrissur district, and even across Kerala (and elsewhere). Secondly, it would be a professional development exercise for these 15 teachers to progress as writers, who can publish their action research. It would also be a ‘first’ for the DCE, to work on ‘writing’ skills of teachers in a structured manner.<br />
<br />
The DCE along with identified resource persons plans to conduct a two-day workshop towards these objectives. On the first day, the teachers would be introduced to the craft of writing, time-tested ways of converting ideas into written text, engaging in analytical, creative and critical thinking, taking and giving peer feedback and academic reading, which is a prerequisite for academic writing. The teachers would be encouraged to find and read other academic papers and articles related to their topic. <br />
<br />
The second day would start with initiating the teachers into academic writing with a free writing activity, which would be followed by the preparation of the first draft of their academic papers. The sessions are designed in such a way that the teachers regularly receive supportive feedback from the resource persons and their own peers. By the end of the second day, the teachers would have written the first drafts of their articles and would have gone through one stage of revision. The second day would conclude with the discussion of how writing is an essential part of self-learning and professional development. <br />
The teachers are expected to continue working on their papers and share revised versions with the resource persons in a week’s time and receive detailed feedback and hand holding, to enable them to complete their papers. DCE intends to e-publish finalized papers as a ‘Teachers academic journal’.<br />
<br />
=== Tentative workshop session plan - April 2024 ===<br />
{| class="wikitable"<br />
|-<br />
! Session No !! Time !! Agenda<br />
!Resources for the session<br />
|-<br />
| Day 1<br />
|-<br />
| Session 1 || 10 to 10:30 AM || Introduction to the program/workshop<br />
|<br />
|-<br />
| Session 2 || 10:30 to 11:15 AM || Interactive session on writing: Writing as Carpentry<br />
|<br />
|-<br />
| Tea Break || 11:15 to 11:30 AM<br />
|-<br />
| Session 3 || 11:30 to 1 PM || Initiating and organising writing: Using digital mind maps<br />
|User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]<br />
|-<br />
| Lunch || 1 to 2 PM<br />
|-<br />
| Session 4 || 2 to 3:30 PM || Creation of digital concept maps by teachers (on the papers they presented)<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 PM || Initial presentation + Peer feedback in plenary, and discussion<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Interactive session: ‘Reading for Writing’ and Accessing academic articles (assigning article for reading)<br />
|<br />
|-<br />
| Day 2<br />
|-<br />
| Session 1 || 10:00 to 11:30 AM || “Free writing”<br />
|<br />
|-<br />
| Tea Break || 11:30 to 11:45 AM<br />
|-<br />
| Session 2 || 11:45 to 1:00 PM || Academic writing: Writing the first draft of the paper (in small groups with peer and resource person support)<br />
|<br />
|-<br />
| Lunch || 1:00 to 2:00 PM<br />
|-<br />
| Session 3 || 2:00 to 3:30 PM || Peer Feedback and discussion in small groups<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 || Final revisions in the draft<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning<br />
|<br />
|}<br />
<br />
=== Resources for the workshop ===<br />
<br />
# Writing as Carpentry (podcast)<br />
# Using digital technologies to support writing<br />
# Mind mapping as a method to support writing<br />
# Learning [[Learn Freeplane|Freeplane]], a digital tool for developing concept maps - User manual <br />
# Free Writing - what and how<br />
<br />
=== Paper Presenters and Facilitators ===<br />
{| class="wikitable"<br />
|-<br />
! Name of the teacher !! Paper Title !! ITfC Facilitator<br />
|-<br />
| Ms. Anila R, UPST, GUPS Paralikkad || Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques || JK<br />
|-<br />
| Ms. Anitha Hassan, LPST, GLPS Ottupara || 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children || MI<br />
|-<br />
| Ms..Arathy K R, LPST, GHSS Villadam || Importance of evolving texts parallel to textbooks || MI<br />
|-<br />
| Ms. Aswathi Mohanan, UPST, NSUPS West Koratty || Puppetry in English Classroom || JK<br />
|-<br />
| Ms. Bindu K, LPST, RSLPS Engakkad || Discourse becomes easy || MI<br />
|-<br />
| Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery || Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom || JK<br />
|-<br />
| Ms. Kulirma Beevi, LPST, SPKCMMGUPS Madayikonam || Enhancing Primary Level Learners' Writing Skills through Picture Description: A Comprehensive Pedagogical Approach || MI<br />
|-<br />
| Ms.Meenu Krishnan, UPST, NHSS Irinjalakuda || Fun Learning through Word Games -An Effective Tool for Improving Vocabulary || MI<br />
|-<br />
| Ms. Meenu Vincent, HST, St.Sebastian's HS Chittattukara || Fostering the need for Global Connectivity by ingraining the Relevance of Spoken English in High School learners || JK<br />
|-<br />
| Ms. Remya Gopal, HST, NHSS Irinjalakuda || Unlocking World: Transformative Power and Endless Adventures Found in Reading! || GK<br />
|-<br />
| Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam || Percipience Procedure: Fostering Comprehensive Learning through Active Engagement || GK<br />
|-<br />
| Ms. Sandhya PU, HST, GNBHS Kodakara || Exploring the efficacy of mediation techniques in enhancing English as a Second Language classroom dynamics: A Research study || GK<br />
|-<br />
| Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || GK<br />
|-<br />
| Mr. Shibu E P, UPST, GWLPS Ponnore || E-LIFE (English Learning Interestingly Fluently and Effectively) - A Programme for Developing communication skills and confidence LP and UP students || JK<br />
|-<br />
| Ms. Sumitha N S, LPST, SNLPS Irinjalakuda || Enhancing English Speaking Skills through Confidence Building in Children || GK<br />
|}<br />
[[Category:Workshop]]<br />
[[Category:English]]<br />
[[Category:Kerala]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024&diff=14636Teachers writing workshop Thrissur 20242024-03-20T14:15:20Z<p>Guru: /* Tentative workshop session plan - April 2024 */</p>
<hr />
<div>=== Workshop Dates ===<br />
April 29 and 30, 2024<br />
<br />
=== Objective of the workshop ===<br />
The District Centre for English (DCE), Thrissur is organizing a workshop with the aim of enabling Government and aided primary and secondary school teachers to enrich their seminar presentations into academic papers for publishing, thereby strengthening their academic writing skills.<br />
===Introduction===<br />
District Centres of English (DCEs) were established in Kerala in 1989 under the Department of General Education to provide specialized training for English language teachers in government and aided schools. DCEs function under the administrative oversight of the District Institute of Education and Training (DIET), offering specialized training for English educators at the primary and secondary levels. Since their inception, DCEs have been conducting structured training programmes, seminars, workshops, and other empowerment initiatives for English Language Teachers across districts, thus providing opportunities for teachers to grow professionally by focusing on innovative techniques, methods, and approaches to teaching English. <br />
<br />
The District Centre for English (DCE) is a part of the [https://www.dietthrissur.org/ District Institute of Education and Training (DIET), Thrissur], which has been functioning since 1989. The DIET provides support and training for In-Service and Pre-service teachers, school administrators and is involved in developing teaching material, and conducting research. Among other activities, the DIET identifies the needs of elementary school teachers and designs and conducts programs to address them. <br />
<br />
The DCE organized a seminar for primary and secondary teachers from government and aided schools in February 2024, where 15 teachers presented papers on classroom innovations in English Language Teaching (ELT). While some teachers had presented papers, others had prepared notes on their work, which they presented in the seminar. <br />
<br />
=== Writing Workshop Methodology ===<br />
<br />
DCE is proposing to conduct an ‘academic writing workshop’ for these 15 teachers. The aim of the workshop is to support these teachers to strengthen their capacities for academic writing, and to publish their work as academic outputs. This would have two benefits – firstly , their articles could benefit the wider community of teachers in Thrissur district, and even across Kerala (and elsewhere). Secondly, it would be a professional development exercise for these 15 teachers to progress as writers, who can publish their action research. It would also be a ‘first’ for the DCE, to work on ‘writing’ skills of teachers in a structured manner.<br />
<br />
The DCE along with identified resource persons plans to conduct a two-day workshop towards these objectives. On the first day, the teachers would be introduced to the craft of writing, time-tested ways of converting ideas into written text, engaging in analytical, creative and critical thinking, taking and giving peer feedback and academic reading, which is a prerequisite for academic writing. The teachers would be encouraged to find and read other academic papers and articles related to their topic. <br />
<br />
The second day would start with initiating the teachers into academic writing with a free writing activity, which would be followed by the preparation of the first draft of their academic papers. The sessions are designed in such a way that the teachers regularly receive supportive feedback from the resource persons and their own peers. By the end of the second day, the teachers would have written the first drafts of their articles and would have gone through one stage of revision. The second day would conclude with the discussion of how writing is an essential part of self-learning and professional development. <br />
The teachers are expected to continue working on their papers and share revised versions with the resource persons in a week’s time and receive detailed feedback and hand holding, to enable them to complete their papers. DCE intends to e-publish finalized papers as a ‘Teachers academic journal’.<br />
<br />
=== Tentative workshop session plan - April 2024 ===<br />
{| class="wikitable"<br />
|-<br />
! Session No !! Time !! Agenda<br />
!Resources for the session<br />
|-<br />
| Day 1<br />
|-<br />
| Session 1 || 10 to 10:30 AM || Introduction to the program/workshop<br />
|<br />
|-<br />
| Session 2 || 10:30 to 11:15 AM || Interactive session on writing: Writing as Carpentry<br />
|<br />
|-<br />
| Tea Break || 11:15 to 11:30 AM<br />
|-<br />
| Session 3 || 11:30 to 1 PM || Initiating and organising writing: Using digital mind maps<br />
|User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]<br />
|-<br />
| Lunch || 1 to 2 PM<br />
|-<br />
| Session 4 || 2 to 3:30 PM || Creation of digital concept maps by teachers (on the papers they presented)<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 PM || Initial presentation + Peer feedback in plenary, and discussion<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Interactive session: ‘Reading for Writing’ and Accessing academic articles (assigning article for reading)<br />
|<br />
|-<br />
| Day 2<br />
|-<br />
| Session 1 || 10:00 to 11:30 AM || “Free writing”<br />
|<br />
|-<br />
| Tea Break || 11:30 to 11:45 AM<br />
|-<br />
| Session 2 || 11:45 to 1:00 PM || Academic writing: Writing the first draft of the paper (in small groups with peer and resource person support)<br />
|<br />
|-<br />
| Lunch || 1:00 to 2:00 PM<br />
|-<br />
| Session 3 || 2:00 to 3:30 PM || Peer Feedback and discussion in small groups<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 || Final revisions in the draft<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning<br />
|<br />
|}<br />
<br />
=== Resources for the workshop ===<br />
<br />
# Writing as Carpentry (podcast)<br />
# Using digital technologies to support writing<br />
# Mind mapping as a method to support writing<br />
# Learning [[Learn Freeplane|Freeplane]], a digital tool for developing concept maps - User manual <br />
# Free Writing - what and how<br />
<br />
=== Paper Presenters and Facilitators ===<br />
{| class="wikitable"<br />
|-<br />
! Name of the teacher !! Paper Title !! ITfC Facilitator<br />
|-<br />
| Ms. Anila R, UPST, GUPS Paralikkad || Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques || JK<br />
|-<br />
| Ms. Anitha Hassan, LPST, GLPS Ottupara || 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children || MI<br />
|-<br />
| Ms..Arathy K R, LPST, GHSS Villadam || Importance of evolving texts parallel to textbooks || MI<br />
|-<br />
| Ms. Aswathi Mohanan, UPST, NSUPS West Koratty || Puppetry in English Classroom || JK<br />
|-<br />
| Ms. Bindu K, LPST, RSLPS Engakkad || Discourse becomes easy || MI<br />
|-<br />
| Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery || Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom || JK<br />
|-<br />
| Ms. Kulirma Beevi, LPST, SPKCMMGUPS Madayikonam || Enhancing Primary Level Learners' Writing Skills through Picture Description: A Comprehensive Pedagogical Approach || MI<br />
|-<br />
| Ms.Meenu Krishnan, UPST, NHSS Irinjalakuda || Fun Learning through Word Games -An Effective Tool for Improving Vocabulary || MI<br />
|-<br />
| Ms. Meenu Vincent, HST, St.Sebastian's HS Chittattukara || Fostering the need for Global Connectivity by ingraining the Relevance of Spoken English in High School learners || JK<br />
|-<br />
| Ms. Remya Gopal, HST, NHSS Irinjalakuda || Unlocking World: Transformative Power and Endless Adventures Found in Reading! || GK<br />
|-<br />
| Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam || Percipience Procedure: Fostering Comprehensive Learning through Active Engagement || GK<br />
|-<br />
| Ms. Sandhya PU, HST, GNBHS Kodakara || Exploring the efficacy of mediation techniques in enhancing English as a Second Language classroom dynamics: A Research study || GK<br />
|-<br />
| Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || GK<br />
|-<br />
| Mr. Shibu E P, UPST, GWLPS Ponnore || E-LIFE (English Learning Interestingly Fluently and Effectively) - A Programme for Developing communication skills and confidence LP and UP students || JK<br />
|-<br />
| Ms. Sumitha N S, LPST, SNLPS Irinjalakuda || Enhancing English Speaking Skills through Confidence Building in Children || GK<br />
|}<br />
[[Category:Workshop]]<br />
[[Category:English]]<br />
[[Category:Kerala]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024&diff=14635Teachers writing workshop Thrissur 20242024-03-20T12:26:37Z<p>Guru: /* Resources for the workshop */</p>
<hr />
<div>=== Workshop Dates ===<br />
April 29 and 30, 2024<br />
<br />
=== Objective of the workshop ===<br />
The District Centre for English (DCE), Thrissur aims to enable Government and aided primary and secondary school teachers to enrich their seminar presentations into academic papers for publishing, thereby strengthening their academic writing skills.<br />
===Introduction===<br />
The District Centre for English (DCE) is a part of the [https://www.dietthrissur.org/ District Institute of Education and Training (DIET), Thrissur], which has been functioning since 1989. The DIET provides support and training for In-Service and Pre-service teachers, school administrators and is involved in developing teaching material, and conducting research. Among other activities, the DIET identifies the needs of elementary school teachers and designs and conducts programs to address them. <br />
<br />
The DCE organized a seminar for primary and secondary teachers from government and aided schools in February 2024, where 15 teachers presented papers on classroom innovations in English Language Teaching (ELT). While some teachers had presented papers, others had prepared notes on their work, which they presented in the seminar. <br />
<br />
=== Writing Workshop Methodology ===<br />
<br />
DCE is proposing to conduct an ‘academic writing workshop’ for these 15 teachers. The aim of the workshop is to support these teachers to strengthen their capacities for academic writing, and to publish their work as academic outputs. This would have two benefits – firstly , their articles could benefit the wider community of teachers in Thrissur district, and even across Kerala (and elsewhere). Secondly, it would be a professional development exercise for these 15 teachers to progress as writers, who can publish their action research. It would also be a ‘first’ for the DCE, to work on ‘writing’ skills of teachers in a structured manner.<br />
<br />
The DCE along with identified resource persons plans to conduct a two-day workshop towards these objectives. On the first day, the teachers would be introduced to the craft of writing, time-tested ways of converting ideas into written text, engaging in analytical, creative and critical thinking, taking and giving peer feedback and academic reading, which is a prerequisite for academic writing. The teachers would be encouraged to find and read other academic papers and articles related to their topic. <br />
<br />
The second day would start with initiating the teachers into academic writing with a free writing activity, which would be followed by the preparation of the first draft of their academic papers. The sessions are designed in such a way that the teachers regularly receive supportive feedback from the resource persons and their own peers. By the end of the second day, the teachers would have written the first drafts of their articles and would have gone through one stage of revision. The second day would conclude with the discussion of how writing is an essential part of self-learning and professional development. <br />
The teachers are expected to continue working on their papers and share revised versions with the resource persons in a week’s time and receive detailed feedback and hand holding, to enable them to complete their papers. DCE intends to e-publish finalized papers as a ‘Teachers academic journal’.<br />
<br />
=== Tentative workshop session plan - April 2024 ===<br />
{| class="wikitable"<br />
|-<br />
! Session No !! Time !! Agenda<br />
!Resources for the session<br />
|-<br />
| Day 1<br />
|-<br />
| Session 1 || 10 to 10:30 AM || Introduction to the program/workshop<br />
|<br />
|-<br />
| Session 2 || 10:30 to 11:15 AM || Interactive session on writing: Writing as Carpentry<br />
|<br />
|-<br />
| Tea Break || 11:15 to 11:30 AM<br />
|-<br />
| Session 3 || 11:30 to 1 PM || Initiating and organising writing: Using digital mind maps<br />
|User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]<br />
|-<br />
| Lunch || 1 to 2 PM<br />
|-<br />
| Session 4 || 2 to 3:30 PM || Creation of digital concept maps by teachers (on the papers they presented)<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 PM || Initial presentation + Peer feedback in plenary, and discussion<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Interactive session: ‘Reading for Writing’ and Accessing academic articles (assigning article for reading)<br />
|<br />
|-<br />
| Day 2<br />
|-<br />
| Session 1 || 10:00 to 11:30 AM || “Free writing”<br />
|<br />
|-<br />
| Tea Break || 11:30 to 11:45 AM<br />
|-<br />
| Session 2 || 11:45 to 1:00 PM || Academic writing: Writing the first draft of the paper (in small groups with peer and resource person support)<br />
|<br />
|-<br />
| Lunch || 1:00 to 2:00 PM<br />
|-<br />
| Session 3 || 2:00 to 3:30 PM || Peer Feedback and discussion in small groups<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 || Final revisions in the draft<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning<br />
|<br />
|}<br />
<br />
=== Resources for the workshop ===<br />
<br />
# Writing as Carpentry (podcast)<br />
# Using digital technologies to support writing<br />
# Mind mapping as a method to support writing<br />
# Learning [[Learn Freeplane|Freeplane]], a digital tool for developing concept maps - User manual <br />
# Free Writing - what and how<br />
<br />
=== Paper Presenters and Facilitators ===<br />
{| class="wikitable"<br />
|-<br />
! Name of the teacher !! Paper Title !! ITfC Facilitator<br />
|-<br />
| Ms. Anila R, UPST, GUPS Paralikkad || Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques || JK<br />
|-<br />
| Ms. Anitha Hassan, LPST, GLPS Ottupara || 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children || MI<br />
|-<br />
| Ms..Arathy K R, LPST, GHSS Villadam || Importance of evolving texts parallel to textbooks || MI<br />
|-<br />
| Ms. Aswathi Mohanan, UPST, NSUPS West Koratty || Puppetry in English Classroom || JK<br />
|-<br />
| Ms. Bindu K, LPST, RSLPS Engakkad || Discourse becomes easy || MI<br />
|-<br />
| Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery || Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom || JK<br />
|-<br />
| Ms. Kulirma Beevi, LPST, SPKCMMGUPS Madayikonam || Enhancing Primary Level Learners' Writing Skills through Picture Description: A Comprehensive Pedagogical Approach || MI<br />
|-<br />
| Ms.Meenu Krishnan, UPST, NHSS Irinjalakuda || Fun Learning through Word Games -An Effective Tool for Improving Vocabulary || MI<br />
|-<br />
| Ms. Meenu Vincent, HST, St.Sebastian's HS Chittattukara || Fostering the need for Global Connectivity by ingraining the Relevance of Spoken English in High School learners || JK<br />
|-<br />
| Ms. Remya Gopal, HST, NHSS Irinjalakuda || Unlocking World: Transformative Power and Endless Adventures Found in Reading! || GK<br />
|-<br />
| Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam || Percipience Procedure: Fostering Comprehensive Learning through Active Engagement || GK<br />
|-<br />
| Ms. Sandhya PU, HST, GNBHS Kodakara || Exploring the efficacy of mediation techniques in enhancing English as a Second Language classroom dynamics: A Research study || GK<br />
|-<br />
| Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || GK<br />
|-<br />
| Mr. Shibu E P, UPST, GWLPS Ponnore || E-LIFE (English Learning Interestingly Fluently and Effectively) - A Programme for Developing communication skills and confidence LP and UP students || JK<br />
|-<br />
| Ms. Sumitha N S, LPST, SNLPS Irinjalakuda || Enhancing English Speaking Skills through Confidence Building in Children || GK<br />
|}<br />
[[Category:Workshop]]<br />
[[Category:English]]<br />
[[Category:Kerala]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024&diff=14634Teachers writing workshop Thrissur 20242024-03-20T12:24:17Z<p>Guru: /* Objective of the workshop */</p>
<hr />
<div>=== Workshop Dates ===<br />
April 29 and 30, 2024<br />
<br />
=== Objective of the workshop ===<br />
The District Centre for English (DCE), Thrissur aims to enable Government and aided primary and secondary school teachers to enrich their seminar presentations into academic papers for publishing, thereby strengthening their academic writing skills.<br />
===Introduction===<br />
The District Centre for English (DCE) is a part of the [https://www.dietthrissur.org/ District Institute of Education and Training (DIET), Thrissur], which has been functioning since 1989. The DIET provides support and training for In-Service and Pre-service teachers, school administrators and is involved in developing teaching material, and conducting research. Among other activities, the DIET identifies the needs of elementary school teachers and designs and conducts programs to address them. <br />
<br />
The DCE organized a seminar for primary and secondary teachers from government and aided schools in February 2024, where 15 teachers presented papers on classroom innovations in English Language Teaching (ELT). While some teachers had presented papers, others had prepared notes on their work, which they presented in the seminar. <br />
<br />
=== Writing Workshop Methodology ===<br />
<br />
DCE is proposing to conduct an ‘academic writing workshop’ for these 15 teachers. The aim of the workshop is to support these teachers to strengthen their capacities for academic writing, and to publish their work as academic outputs. This would have two benefits – firstly , their articles could benefit the wider community of teachers in Thrissur district, and even across Kerala (and elsewhere). Secondly, it would be a professional development exercise for these 15 teachers to progress as writers, who can publish their action research. It would also be a ‘first’ for the DCE, to work on ‘writing’ skills of teachers in a structured manner.<br />
<br />
The DCE along with identified resource persons plans to conduct a two-day workshop towards these objectives. On the first day, the teachers would be introduced to the craft of writing, time-tested ways of converting ideas into written text, engaging in analytical, creative and critical thinking, taking and giving peer feedback and academic reading, which is a prerequisite for academic writing. The teachers would be encouraged to find and read other academic papers and articles related to their topic. <br />
<br />
The second day would start with initiating the teachers into academic writing with a free writing activity, which would be followed by the preparation of the first draft of their academic papers. The sessions are designed in such a way that the teachers regularly receive supportive feedback from the resource persons and their own peers. By the end of the second day, the teachers would have written the first drafts of their articles and would have gone through one stage of revision. The second day would conclude with the discussion of how writing is an essential part of self-learning and professional development. <br />
The teachers are expected to continue working on their papers and share revised versions with the resource persons in a week’s time and receive detailed feedback and hand holding, to enable them to complete their papers. DCE intends to e-publish finalized papers as a ‘Teachers academic journal’.<br />
<br />
=== Tentative workshop session plan - April 2024 ===<br />
{| class="wikitable"<br />
|-<br />
! Session No !! Time !! Agenda<br />
!Resources for the session<br />
|-<br />
| Day 1<br />
|-<br />
| Session 1 || 10 to 10:30 AM || Introduction to the program/workshop<br />
|<br />
|-<br />
| Session 2 || 10:30 to 11:15 AM || Interactive session on writing: Writing as Carpentry<br />
|<br />
|-<br />
| Tea Break || 11:15 to 11:30 AM<br />
|-<br />
| Session 3 || 11:30 to 1 PM || Initiating and organising writing: Using digital mind maps<br />
|User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]<br />
|-<br />
| Lunch || 1 to 2 PM<br />
|-<br />
| Session 4 || 2 to 3:30 PM || Creation of digital concept maps by teachers (on the papers they presented)<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 PM || Initial presentation + Peer feedback in plenary, and discussion<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Interactive session: ‘Reading for Writing’ and Accessing academic articles (assigning article for reading)<br />
|<br />
|-<br />
| Day 2<br />
|-<br />
| Session 1 || 10:00 to 11:30 AM || “Free writing”<br />
|<br />
|-<br />
| Tea Break || 11:30 to 11:45 AM<br />
|-<br />
| Session 2 || 11:45 to 1:00 PM || Academic writing: Writing the first draft of the paper (in small groups with peer and resource person support)<br />
|<br />
|-<br />
| Lunch || 1:00 to 2:00 PM<br />
|-<br />
| Session 3 || 2:00 to 3:30 PM || Peer Feedback and discussion in small groups<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 || Final revisions in the draft<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning<br />
|<br />
|}<br />
<br />
=== Resources for the workshop ===<br />
<br />
# Writing as Carpentry (podcast)<br />
# Using digital technologies to support writing<br />
# Mind mapping as a method to support writing<br />
# Learning Freeplane for developing concept maps<br />
# Free Writing - what and how<br />
<br />
=== Paper Presenters and Facilitators ===<br />
{| class="wikitable"<br />
|-<br />
! Name of the teacher !! Paper Title !! ITfC Facilitator<br />
|-<br />
| Ms. Anila R, UPST, GUPS Paralikkad || Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques || JK<br />
|-<br />
| Ms. Anitha Hassan, LPST, GLPS Ottupara || 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children || MI<br />
|-<br />
| Ms..Arathy K R, LPST, GHSS Villadam || Importance of evolving texts parallel to textbooks || MI<br />
|-<br />
| Ms. Aswathi Mohanan, UPST, NSUPS West Koratty || Puppetry in English Classroom || JK<br />
|-<br />
| Ms. Bindu K, LPST, RSLPS Engakkad || Discourse becomes easy || MI<br />
|-<br />
| Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery || Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom || JK<br />
|-<br />
| Ms. Kulirma Beevi, LPST, SPKCMMGUPS Madayikonam || Enhancing Primary Level Learners' Writing Skills through Picture Description: A Comprehensive Pedagogical Approach || MI<br />
|-<br />
| Ms.Meenu Krishnan, UPST, NHSS Irinjalakuda || Fun Learning through Word Games -An Effective Tool for Improving Vocabulary || MI<br />
|-<br />
| Ms. Meenu Vincent, HST, St.Sebastian's HS Chittattukara || Fostering the need for Global Connectivity by ingraining the Relevance of Spoken English in High School learners || JK<br />
|-<br />
| Ms. Remya Gopal, HST, NHSS Irinjalakuda || Unlocking World: Transformative Power and Endless Adventures Found in Reading! || GK<br />
|-<br />
| Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam || Percipience Procedure: Fostering Comprehensive Learning through Active Engagement || GK<br />
|-<br />
| Ms. Sandhya PU, HST, GNBHS Kodakara || Exploring the efficacy of mediation techniques in enhancing English as a Second Language classroom dynamics: A Research study || GK<br />
|-<br />
| Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || GK<br />
|-<br />
| Mr. Shibu E P, UPST, GWLPS Ponnore || E-LIFE (English Learning Interestingly Fluently and Effectively) - A Programme for Developing communication skills and confidence LP and UP students || JK<br />
|-<br />
| Ms. Sumitha N S, LPST, SNLPS Irinjalakuda || Enhancing English Speaking Skills through Confidence Building in Children || GK<br />
|}<br />
[[Category:Workshop]]<br />
[[Category:English]]<br />
[[Category:Kerala]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024&diff=14633Teachers writing workshop Thrissur 20242024-03-20T12:23:22Z<p>Guru: added Category:Kerala using HotCat</p>
<hr />
<div>=== Workshop Dates ===<br />
April 29 and 30, 2024<br />
<br />
=== Objective of the workshop ===<br />
The District Centre for English (DCE), Thrissur aims to enable Government and aided primary and secondary school teachers to enrich their seminar presentations into academic papers for publishing, thereby strengthening their academic writing skills.<br />
===Introduction===<br />
The District Centre for English (DCE) is a part of the District Institute of Education and Training (DIET), Thrissur, which has been functioning since 1989. The DIET provides support and training for In-Service and Pre-service teachers, school administrators and is involved in developing teaching material, and conducting research. Among other activities, the DIET identifies the needs of elementary school teachers and designs and conducts programs to address them. <br />
<br />
The DCE organized a seminar for primary and secondary teachers from government and aided schools in February 2024, where 15 teachers presented papers on classroom innovations in English Language Teaching (ELT). While some teachers had presented papers, others had prepared notes on their work, which they presented in the seminar. <br />
<br />
=== Writing Workshop Methodology ===<br />
<br />
DCE is proposing to conduct an ‘academic writing workshop’ for these 15 teachers. The aim of the workshop is to support these teachers to strengthen their capacities for academic writing, and to publish their work as academic outputs. This would have two benefits – firstly , their articles could benefit the wider community of teachers in Thrissur district, and even across Kerala (and elsewhere). Secondly, it would be a professional development exercise for these 15 teachers to progress as writers, who can publish their action research. It would also be a ‘first’ for the DCE, to work on ‘writing’ skills of teachers in a structured manner.<br />
<br />
The DCE along with identified resource persons plans to conduct a two-day workshop towards these objectives. On the first day, the teachers would be introduced to the craft of writing, time-tested ways of converting ideas into written text, engaging in analytical, creative and critical thinking, taking and giving peer feedback and academic reading, which is a prerequisite for academic writing. The teachers would be encouraged to find and read other academic papers and articles related to their topic. <br />
<br />
The second day would start with initiating the teachers into academic writing with a free writing activity, which would be followed by the preparation of the first draft of their academic papers. The sessions are designed in such a way that the teachers regularly receive supportive feedback from the resource persons and their own peers. By the end of the second day, the teachers would have written the first drafts of their articles and would have gone through one stage of revision. The second day would conclude with the discussion of how writing is an essential part of self-learning and professional development. <br />
The teachers are expected to continue working on their papers and share revised versions with the resource persons in a week’s time and receive detailed feedback and hand holding, to enable them to complete their papers. DCE intends to e-publish finalized papers as a ‘Teachers academic journal’.<br />
<br />
=== Tentative workshop session plan - April 2024 ===<br />
{| class="wikitable"<br />
|-<br />
! Session No !! Time !! Agenda<br />
!Resources for the session<br />
|-<br />
| Day 1<br />
|-<br />
| Session 1 || 10 to 10:30 AM || Introduction to the program/workshop<br />
|<br />
|-<br />
| Session 2 || 10:30 to 11:15 AM || Interactive session on writing: Writing as Carpentry<br />
|<br />
|-<br />
| Tea Break || 11:15 to 11:30 AM<br />
|-<br />
| Session 3 || 11:30 to 1 PM || Initiating and organising writing: Using digital mind maps<br />
|User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]<br />
|-<br />
| Lunch || 1 to 2 PM<br />
|-<br />
| Session 4 || 2 to 3:30 PM || Creation of digital concept maps by teachers (on the papers they presented)<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 PM || Initial presentation + Peer feedback in plenary, and discussion<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Interactive session: ‘Reading for Writing’ and Accessing academic articles (assigning article for reading)<br />
|<br />
|-<br />
| Day 2<br />
|-<br />
| Session 1 || 10:00 to 11:30 AM || “Free writing”<br />
|<br />
|-<br />
| Tea Break || 11:30 to 11:45 AM<br />
|-<br />
| Session 2 || 11:45 to 1:00 PM || Academic writing: Writing the first draft of the paper (in small groups with peer and resource person support)<br />
|<br />
|-<br />
| Lunch || 1:00 to 2:00 PM<br />
|-<br />
| Session 3 || 2:00 to 3:30 PM || Peer Feedback and discussion in small groups<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 || Final revisions in the draft<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning<br />
|<br />
|}<br />
<br />
=== Resources for the workshop ===<br />
<br />
# Writing as Carpentry (podcast)<br />
# Using digital technologies to support writing<br />
# Mind mapping as a method to support writing<br />
# Learning Freeplane for developing concept maps<br />
# Free Writing - what and how<br />
<br />
=== Paper Presenters and Facilitators ===<br />
{| class="wikitable"<br />
|-<br />
! Name of the teacher !! Paper Title !! ITfC Facilitator<br />
|-<br />
| Ms. Anila R, UPST, GUPS Paralikkad || Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques || JK<br />
|-<br />
| Ms. Anitha Hassan, LPST, GLPS Ottupara || 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children || MI<br />
|-<br />
| Ms..Arathy K R, LPST, GHSS Villadam || Importance of evolving texts parallel to textbooks || MI<br />
|-<br />
| Ms. Aswathi Mohanan, UPST, NSUPS West Koratty || Puppetry in English Classroom || JK<br />
|-<br />
| Ms. Bindu K, LPST, RSLPS Engakkad || Discourse becomes easy || MI<br />
|-<br />
| Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery || Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom || JK<br />
|-<br />
| Ms. Kulirma Beevi, LPST, SPKCMMGUPS Madayikonam || Enhancing Primary Level Learners' Writing Skills through Picture Description: A Comprehensive Pedagogical Approach || MI<br />
|-<br />
| Ms.Meenu Krishnan, UPST, NHSS Irinjalakuda || Fun Learning through Word Games -An Effective Tool for Improving Vocabulary || MI<br />
|-<br />
| Ms. Meenu Vincent, HST, St.Sebastian's HS Chittattukara || Fostering the need for Global Connectivity by ingraining the Relevance of Spoken English in High School learners || JK<br />
|-<br />
| Ms. Remya Gopal, HST, NHSS Irinjalakuda || Unlocking World: Transformative Power and Endless Adventures Found in Reading! || GK<br />
|-<br />
| Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam || Percipience Procedure: Fostering Comprehensive Learning through Active Engagement || GK<br />
|-<br />
| Ms. Sandhya PU, HST, GNBHS Kodakara || Exploring the efficacy of mediation techniques in enhancing English as a Second Language classroom dynamics: A Research study || GK<br />
|-<br />
| Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || GK<br />
|-<br />
| Mr. Shibu E P, UPST, GWLPS Ponnore || E-LIFE (English Learning Interestingly Fluently and Effectively) - A Programme for Developing communication skills and confidence LP and UP students || JK<br />
|-<br />
| Ms. Sumitha N S, LPST, SNLPS Irinjalakuda || Enhancing English Speaking Skills through Confidence Building in Children || GK<br />
|}<br />
[[Category:Workshop]]<br />
[[Category:English]]<br />
[[Category:Kerala]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024&diff=14632Teachers writing workshop Thrissur 20242024-03-20T12:22:53Z<p>Guru: </p>
<hr />
<div>=== Workshop Dates ===<br />
April 29 and 30, 2024<br />
<br />
=== Objective of the workshop ===<br />
The District Centre for English (DCE), Thrissur aims to enable Government and aided primary and secondary school teachers to enrich their seminar presentations into academic papers for publishing, thereby strengthening their academic writing skills.<br />
===Introduction===<br />
The District Centre for English (DCE) is a part of the District Institute of Education and Training (DIET), Thrissur, which has been functioning since 1989. The DIET provides support and training for In-Service and Pre-service teachers, school administrators and is involved in developing teaching material, and conducting research. Among other activities, the DIET identifies the needs of elementary school teachers and designs and conducts programs to address them. <br />
<br />
The DCE organized a seminar for primary and secondary teachers from government and aided schools in February 2024, where 15 teachers presented papers on classroom innovations in English Language Teaching (ELT). While some teachers had presented papers, others had prepared notes on their work, which they presented in the seminar. <br />
<br />
=== Writing Workshop Methodology ===<br />
<br />
DCE is proposing to conduct an ‘academic writing workshop’ for these 15 teachers. The aim of the workshop is to support these teachers to strengthen their capacities for academic writing, and to publish their work as academic outputs. This would have two benefits – firstly , their articles could benefit the wider community of teachers in Thrissur district, and even across Kerala (and elsewhere). Secondly, it would be a professional development exercise for these 15 teachers to progress as writers, who can publish their action research. It would also be a ‘first’ for the DCE, to work on ‘writing’ skills of teachers in a structured manner.<br />
<br />
The DCE along with identified resource persons plans to conduct a two-day workshop towards these objectives. On the first day, the teachers would be introduced to the craft of writing, time-tested ways of converting ideas into written text, engaging in analytical, creative and critical thinking, taking and giving peer feedback and academic reading, which is a prerequisite for academic writing. The teachers would be encouraged to find and read other academic papers and articles related to their topic. <br />
<br />
The second day would start with initiating the teachers into academic writing with a free writing activity, which would be followed by the preparation of the first draft of their academic papers. The sessions are designed in such a way that the teachers regularly receive supportive feedback from the resource persons and their own peers. By the end of the second day, the teachers would have written the first drafts of their articles and would have gone through one stage of revision. The second day would conclude with the discussion of how writing is an essential part of self-learning and professional development. <br />
The teachers are expected to continue working on their papers and share revised versions with the resource persons in a week’s time and receive detailed feedback and hand holding, to enable them to complete their papers. DCE intends to e-publish finalized papers as a ‘Teachers academic journal’.<br />
<br />
=== Tentative workshop session plan - April 2024 ===<br />
{| class="wikitable"<br />
|-<br />
! Session No !! Time !! Agenda<br />
!Resources for the session<br />
|-<br />
| Day 1<br />
|-<br />
| Session 1 || 10 to 10:30 AM || Introduction to the program/workshop<br />
|<br />
|-<br />
| Session 2 || 10:30 to 11:15 AM || Interactive session on writing: Writing as Carpentry<br />
|<br />
|-<br />
| Tea Break || 11:15 to 11:30 AM<br />
|-<br />
| Session 3 || 11:30 to 1 PM || Initiating and organising writing: Using digital mind maps<br />
|User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]<br />
|-<br />
| Lunch || 1 to 2 PM<br />
|-<br />
| Session 4 || 2 to 3:30 PM || Creation of digital concept maps by teachers (on the papers they presented)<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 PM || Initial presentation + Peer feedback in plenary, and discussion<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Interactive session: ‘Reading for Writing’ and Accessing academic articles (assigning article for reading)<br />
|<br />
|-<br />
| Day 2<br />
|-<br />
| Session 1 || 10:00 to 11:30 AM || “Free writing”<br />
|<br />
|-<br />
| Tea Break || 11:30 to 11:45 AM<br />
|-<br />
| Session 2 || 11:45 to 1:00 PM || Academic writing: Writing the first draft of the paper (in small groups with peer and resource person support)<br />
|<br />
|-<br />
| Lunch || 1:00 to 2:00 PM<br />
|-<br />
| Session 3 || 2:00 to 3:30 PM || Peer Feedback and discussion in small groups<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 || Final revisions in the draft<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning<br />
|<br />
|}<br />
<br />
=== Resources for the workshop ===<br />
<br />
# Writing as Carpentry (podcast)<br />
# Using digital technologies to support writing<br />
# Mind mapping as a method to support writing<br />
# Learning Freeplane for developing concept maps<br />
# Free Writing - what and how<br />
<br />
=== Paper Presenters and Facilitators ===<br />
{| class="wikitable"<br />
|-<br />
! Name of the teacher !! Paper Title !! ITfC Facilitator<br />
|-<br />
| Ms. Anila R, UPST, GUPS Paralikkad || Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques || JK<br />
|-<br />
| Ms. Anitha Hassan, LPST, GLPS Ottupara || 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children || MI<br />
|-<br />
| Ms..Arathy K R, LPST, GHSS Villadam || Importance of evolving texts parallel to textbooks || MI<br />
|-<br />
| Ms. Aswathi Mohanan, UPST, NSUPS West Koratty || Puppetry in English Classroom || JK<br />
|-<br />
| Ms. Bindu K, LPST, RSLPS Engakkad || Discourse becomes easy || MI<br />
|-<br />
| Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery || Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom || JK<br />
|-<br />
| Ms. Kulirma Beevi, LPST, SPKCMMGUPS Madayikonam || Enhancing Primary Level Learners' Writing Skills through Picture Description: A Comprehensive Pedagogical Approach || MI<br />
|-<br />
| Ms.Meenu Krishnan, UPST, NHSS Irinjalakuda || Fun Learning through Word Games -An Effective Tool for Improving Vocabulary || MI<br />
|-<br />
| Ms. Meenu Vincent, HST, St.Sebastian's HS Chittattukara || Fostering the need for Global Connectivity by ingraining the Relevance of Spoken English in High School learners || JK<br />
|-<br />
| Ms. Remya Gopal, HST, NHSS Irinjalakuda || Unlocking World: Transformative Power and Endless Adventures Found in Reading! || GK<br />
|-<br />
| Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam || Percipience Procedure: Fostering Comprehensive Learning through Active Engagement || GK<br />
|-<br />
| Ms. Sandhya PU, HST, GNBHS Kodakara || Exploring the efficacy of mediation techniques in enhancing English as a Second Language classroom dynamics: A Research study || GK<br />
|-<br />
| Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || GK<br />
|-<br />
| Mr. Shibu E P, UPST, GWLPS Ponnore || E-LIFE (English Learning Interestingly Fluently and Effectively) - A Programme for Developing communication skills and confidence LP and UP students || JK<br />
|-<br />
| Ms. Sumitha N S, LPST, SNLPS Irinjalakuda || Enhancing English Speaking Skills through Confidence Building in Children || GK<br />
|}<br />
[[Category:Workshop]]<br />
[[Category:English]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024&diff=14631Teachers writing workshop Thrissur 20242024-03-20T12:15:42Z<p>Guru: /* Workshop Dates */</p>
<hr />
<div>=== Workshop Dates ===<br />
April 29 and 30, 2024<br />
<br />
=== Objective ===<br />
The District Centre for English (DCE), Thrissur aims to enable Government and aided primary and secondary school teachers to enrich their seminar presentations into academic papers for publishing, thereby strengthening their academic writing skills.<br />
===Introduction===<br />
The District Centre for English (DCE) is a part of the District Institute of Education and Training (DIET), Thrissur, which has been functioning since 1989. The DIET provides support and training for In-Service and Pre-service teachers, school administrators and is involved in developing teaching material, and conducting research. Among other activities, the DIET identifies the needs of elementary school teachers and designs and conducts programs to address them. <br />
<br />
The DCE organized a seminar for primary and secondary teachers from government and aided schools in February 2024, where 15 teachers presented papers on classroom innovations in English Language Teaching (ELT). While some teachers had presented papers, others had prepared notes on their work, which they presented in the seminar. <br />
<br />
==== Writing Workshop ====<br />
<br />
DCE is proposing to conduct an ‘academic writing workshop’ for these 15 teachers. The aim of the workshop is to support these teachers to strengthen their capacities for academic writing, and to publish their work as academic outputs. This would have two benefits – firstly , their articles could benefit the wider community of teachers in Thrissur district, and even across Kerala (and elsewhere). Secondly, it would be a professional development exercise for these 15 teachers to progress as writers, who can publish their action research. It would also be a ‘first’ for the DCE, to work on ‘writing’ skills of teachers in a structured manner.<br />
<br />
The DCE along with identified resource persons plans to conduct a two-day workshop towards these objectives. On the first day, the teachers would be introduced to the craft of writing, time-tested ways of converting ideas into written text, engaging in analytical, creative and critical thinking, taking and giving peer feedback and academic reading, which is a prerequisite for academic writing. The teachers would be encouraged to find and read other academic papers and articles related to their topic. <br />
<br />
The second day would start with initiating the teachers into academic writing with a free writing activity, which would be followed by the preparation of the first draft of their academic papers. The sessions are designed in such a way that the teachers regularly receive supportive feedback from the resource persons and their own peers. By the end of the second day, the teachers would have written the first drafts of their articles and would have gone through one stage of revision. The second day would conclude with the discussion of how writing is an essential part of self-learning and professional development. <br />
The teachers are expected to continue working on their papers and share revised versions with the resource persons in a week’s time and receive detailed feedback and hand holding, to enable them to complete their papers. DCE intends to e-publish finalized papers as a ‘Teachers academic journal’.<br />
{| class="wikitable"<br />
|+ Tentative workshop time table - April 2024<br />
|-<br />
! Session No !! Time !! Agenda <br />
!Resources for the session<br />
|-<br />
| Day 1<br />
|-<br />
| Session 1 || 10 to 10:30 AM || Introduction to the program/workshop<br />
|<br />
|-<br />
| Session 2 || 10:30 to 11:15 AM || Interactive session on writing: Writing as Carpentry<br />
|<br />
|-<br />
| Tea Break || 11:15 to 11:30 AM<br />
|-<br />
| Session 3 || 11:30 to 1 PM || Initiating and organising writing: Using digital mind maps <br />
|User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]<br />
|-<br />
| Lunch || 1 to 2 PM<br />
|-<br />
| Session 4 || 2 to 3:30 PM || Creation of digital concept maps by teachers (on the papers they presented)<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 PM || Initial presentation + Peer feedback in plenary, and discussion<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Interactive session: ‘Reading for Writing’ and Accessing academic articles (assigning article for reading)<br />
|<br />
|-<br />
| Day 2<br />
|-<br />
| Session 1 || 10:00 to 11:30 AM || “Free writing” <br />
|<br />
|-<br />
| Tea Break || 11:30 to 11:45 AM<br />
|-<br />
| Session 2 || 11:45 to 1:00 PM || Academic writing: Writing the first draft of the paper (in small groups with peer and resource person support)<br />
|<br />
|-<br />
| Lunch || 1:00 to 2:00 PM<br />
|-<br />
| Session 3 || 2:00 to 3:30 PM || Peer Feedback and discussion in small groups<br />
|<br />
|-<br />
| Tea Break || 3:30 to 3:45 PM<br />
|-<br />
| Session 5 || 3:45 to 4:45 || Final revisions in the draft<br />
|<br />
|-<br />
| Session 6 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning<br />
|<br />
|}<br />
<br />
<br />
{| class="wikitable"<br />
|+ Paper Presenters and Facilitators <br />
|-<br />
! Name of the teacher !! Paper Title !! ITfC Facilitator<br />
|-<br />
| Ms. Anila R, UPST, GUPS Paralikkad || Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques || JK<br />
|-<br />
| Ms. Anitha Hassan, LPST, GLPS Ottupara || 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children || MI<br />
|-<br />
| Ms..Arathy K R, LPST, GHSS Villadam || Importance of evolving texts parallel to textbooks || MI<br />
|-<br />
| Ms. Aswathi Mohanan, UPST, NSUPS West Koratty || Puppetry in English Classroom || JK<br />
|-<br />
| Ms. Bindu K, LPST, RSLPS Engakkad || Discourse becomes easy || MI<br />
|-<br />
| Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery || Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom || JK<br />
|-<br />
| Ms. Kulirma Beevi, LPST, SPKCMMGUPS Madayikonam || Enhancing Primary Level Learners' Writing Skills through Picture Description: A Comprehensive Pedagogical Approach || MI<br />
|-<br />
| Ms.Meenu Krishnan, UPST, NHSS Irinjalakuda || Fun Learning through Word Games -An Effective Tool for Improving Vocabulary || MI<br />
|-<br />
| Ms. Meenu Vincent, HST, St.Sebastian's HS Chittattukara || Fostering the need for Global Connectivity by ingraining the Relevance of Spoken English in High School learners || JK<br />
|-<br />
| Ms. Remya Gopal, HST, NHSS Irinjalakuda || Unlocking World: Transformative Power and Endless Adventures Found in Reading! || GK<br />
|-<br />
| Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam || Percipience Procedure: Fostering Comprehensive Learning through Active Engagement || GK<br />
|-<br />
| Ms. Sandhya PU, HST, GNBHS Kodakara || Exploring the efficacy of mediation techniques in enhancing English as a Second Language classroom dynamics: A Research study || GK<br />
|-<br />
| Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || GK<br />
|-<br />
| Mr. Shibu E P, UPST, GWLPS Ponnore || E-LIFE (English Learning Interestingly Fluently and Effectively) - A Programme for Developing communication skills and confidence LP and UP students || JK<br />
|-<br />
| Ms. Sumitha N S, LPST, SNLPS Irinjalakuda || Enhancing English Speaking Skills through Confidence Building in Children || GK<br />
|}<br />
[[Category:Workshop]]<br />
[[Category:English]]</div>Guruhttps://teacher-network.in/OER/index.php?title=ELL_Action_Research_Constructing_a_lesson_with_digital_integrated_activities&diff=14607ELL Action Research Constructing a lesson with digital integrated activities2023-11-02T08:01:58Z<p>Guru: /* Process */</p>
<hr />
<div><br />
[[Category:Kerala]]<br />
[[Category:Workshop]]<br />
[[Category:Action_Research]]<br />
<br />
=== Aim ===<br />
To allow participants to experience and understand the effectiveness of constructing lessons with digital integrated activities <br />
<br />
=== Materials Required ===<br />
Class 4 English textbook, audio clip from first bell class 24 and class 25, mobile phone for recording <br />
<br />
=== Time ===<br />
2 hours<br />
<br />
=== Process ===<br />
<br />
==== Activity 1 (Listening) ====<br />
<br />
# Play the story of Ivan (Pg 60 and 61 - first bell std 4 class 24 from 11:20), participants learn new words like ‘merchant’, ‘soothed’, ‘toil’, ‘dawn’, ‘dusk’ and ‘brave’. <br />
# Participants then play the game ‘Listen on your feet’ wherein cue cards are distributed randomly with the following words printed on them: bright, merchant, soothed, brave, dawn, dusk, toil, sweet, lovely, beautiful. The audio is played. When participants hear the word that is printed on their card they must immediately stand up, hold up the card and then sit down. <br />
# Participants can also play a variation of the game where different groups stand up for different kinds of words like objects, action words, describing words.<br />
<br />
==== Activity 2 (Listening and creative expression) ====<br />
<br />
# Play the story in first bell std 4 class 25 from 13:27. <br />
# After participants listen to the story instruct them to draw any scene to represent what they have just heard. It can show any part of the narration.<br />
<br />
==== Activity 3 (Reading and Responding) ====<br />
<br />
# One participant (P1) starts to read the story on page 63. <br />
# While they read other participants think of questions to ask. <br />
# Then the participant starts to read the passage again but this time other participants raise their hand and interrupt at relevant points to clarify their doubts and ask questions. For eg: P1: ‘Ivan remained in the forest for a few days’, P2 asks, “How many days?”<br />
<br />
==== Activity 4 (Reading, Writing, and Vocabulary) ====<br />
<br />
# Participants are given the title of the next part of the story - ‘The Secret’. <br />
# They are asked to predict some vocabulary words which would be found in the text having this title. <br />
# The text is then displayed and participants read it, ticking the words which they have predicted correctly. <br />
# They also make a list of new words that they encounter.<br />
<br />
==== Activity 5 (Vocabulary, and Creative expression) ====<br />
<br />
# Participants get together in groups and each group records the poem ‘If I could Fly’ (Pg 73) <br />
# These recording are then exchanged among the groups and participants listen to the recordings and write down a list of action words that they find in the poem. Eg: fly, ride, float.<br />
# Once done, participants come up one by one and act out the action given to them. The participant asks “What am I doing?” The rest answer, “You are…”</div>Guruhttps://teacher-network.in/OER/index.php?title=ELL_Action_Research_ELL_benefits_and_impact&diff=14606ELL Action Research ELL benefits and impact2023-11-02T07:54:09Z<p>Guru: /* Aim */</p>
<hr />
<div><br />
[[Category:Kerala]]<br />
[[Category:Workshop]]<br />
[[Category:Action_Research]]<br />
===Aim===<br />
To build a shared understanding of what the ELL program did (from the longitudinal impact study conducted during 2022-23<br />
<br />
<br />
how did it work and how did it not work. some thought provoking. how will teachers address it. opinions. <br />
<br />
discussion should lead to TPCK<br />
<br />
===Materials Required===<br />
===Time===<br />
1 hour<br />
<br />
===Process===<br />
Create a video with the materials from the study, cases that evidence that expression/ writing/ speaking has improved. Challenges/way forward for ELL will also be shown.</div>Guruhttps://teacher-network.in/OER/index.php?title=ELL_Action_Research_Survey_Questions&diff=14605ELL Action Research Survey Questions2023-11-02T07:50:57Z<p>Guru: </p>
<hr />
<div>1. Suggest a few ways in which you think can maintqin cordial and friendly relationship with children (students)?<br />
<br />
in teaching learning processes <br />
<br />
Yes, Maybe, No<br />
<br />
2. Children’s socioeconomic backgrounds influence their capacity to learn.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
<br />
social skills<br />
<br />
teaching learning<br />
<br />
<br />
5 on ell<br />
<br />
need to have diff qs for mts and teachers<br />
<br />
3. Is each child’s intelligence fixed and does that set a limit on what they can learn?<br />
<br />
Yes, Maybe, No<br />
<br />
4. Children can learn English by watching videos that present stories that are relevant to the age and the sociocultural aspects of the child.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
5. Does a child’s proficiency with the other language(s) in their surroundings make English learning difficult?<br />
<br />
Yes, Maybe, No<br />
<br />
6. If a teacher uses other languages in the classroom, would that have a negative effect on a child’s learning of English?<br />
<br />
Yes, Maybe, No<br />
<br />
7. Do you think teachers should continuously assess children’s learning of English for them to make progress?<br />
<br />
Yes, Maybe, No<br />
<br />
8. Should teachers encourage competitiveness among the students for them to make progress in their learning of English?<br />
<br />
Yes, Maybe, No<br />
<br />
9. When we are teaching English to children in primary school, we should start with the letters of the alphabet.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
10. As teachers, we should not allow students to use other languages in the English classroom.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
11. It is very important for children to speak English with a correct pronunciation.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
12. While teaching English, we should make sure children do not make grammatical mistakes.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
13. It is high time we started criteria for assessment that are not based on writing, such as those based on speaking and theatre performance.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
14. If a student tries to correct a teacher, it disturbs the power dynamics in the classroom.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
15. Children need to be disciplined and quietened before they can be taught.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
16. You have probably used the English Language Lab developed by KITE. Are the stories in the Language Lab relevant to your students’ sociocultural contexts?<br />
<br />
(open-ended)<br />
<br />
17. The English textbooks given to the students are sufficient for effective language learning.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
18. The textbooks need to be supplemented with digital material because students respond better to visual and auditory input than to print material.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
19. I can guide my students to work with E-language lab without additional technical or pedagogical support.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
20. As a teacher, do you find it hard to keep up with the students’ comfort with technology?<br />
<br />
(open-ended)<br />
<br />
21. Lack of sufficient computers (where students need to share a computer) impacts the effectiveness of implementing ELL.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
22. It is difficult to implement the ELL because the stories are not fully aligned with the curriculum.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
23. Syllabus completion is of utmost priority.<br />
<br />
1 – disagree ; 2 – unsure; 3 – somewhat agree; 4 – strongly agree<br />
<br />
24. I talk to other teachers very often to discuss the progress of our students.<br />
<br />
1.Yes, always; 2.Yes, at times; 3.Not really<br />
<br />
25. I interact with parents about the progress of their children.<br />
<br />
1.Yes, always; 2.Yes, at times; 3.Not really<br />
[[Category:Kerala]]<br />
[[Category:Action Research]]<br />
[[Category:Workshop]]</div>Guruhttps://teacher-network.in/OER/index.php?title=ELL_Action_Research_Introduction_to_Moodle&diff=14604ELL Action Research Introduction to Moodle2023-11-02T07:39:46Z<p>Guru: /* Process */</p>
<hr />
<div><br />
[[Category:Kerala]]<br />
[[Category:Workshop]]<br />
[[Category:Action_Research]]<br />
<br />
===Aim===<br />
To familiarize participants with the Learning Management System (LMS) Moodle. <br />
<br />
The Moodle discussion forum will be used to support the development of Communities of Practice (COP), through open and continued discussions in the Moodle discussion forums.<br />
<br />
Unlike WhatsApp discussions, the discussion forum posts would be threaded which allows a reader to connect a post to its predecssors. <br />
<br />
===Materials Required===<br />
===Time===<br />
one hour<br />
<br />
===Process===<br />
<br />
Explore the KOOL Moodle system, or the Teacher Network Moodle installation, understand its working, specially the discussion forum features.<br />
<br />
Discussion on Moodle features<br />
<br />
Discussion on developing MOOCs and how to do it - ELT program for teachers using KOOL?<br />
<br />
Do all participants already know and use discussion forums?<br />
<br />
* Basic level<br />
** language learning concepts<br />
* Advanced level<br />
The discussion forums will be used to discuss the experiences of the participants in implementing the workshop learnings and assignments, and related activities.</div>Guruhttps://teacher-network.in/OER/index.php?title=ELL_Action_Research_Introduction_to_Moodle&diff=14603ELL Action Research Introduction to Moodle2023-11-01T17:05:09Z<p>Guru: /* Materials Required */</p>
<hr />
<div><br />
[[Category:Kerala]]<br />
[[Category:Workshop]]<br />
[[Category:Action_Research]]<br />
<br />
===Aim===<br />
To familiarize participants with the Learning Management System (LMS) Moodle. <br />
<br />
The Moodle discussion forum will be used to support the development of Communities of Practice (COP), through open and continued discussions in the Moodle discussion forums.<br />
<br />
Unlike WhatsApp discussions, the discussion forum posts would be threaded which allows a reader to connect a post to its predecssors. <br />
<br />
===Materials Required===<br />
===Time===<br />
one hour<br />
<br />
===Process===<br />
<br />
Explore the KOOL Moodle system, or the Teacher Network Moodle installation, understand its working, specially the discussion forum features.<br />
<br />
Discussion on Moodle features<br />
<br />
Discussion on developing MOOCs and how to do it - ELT program for teachers using KOOL?<br />
<br />
Do all participants already know and use discussion forums?<br />
<br />
* Basic level<br />
** language learning concepts<br />
* Advanced level</div>Guruhttps://teacher-network.in/OER/index.php?title=ELL_Action_Research_Providing_support_and_feedback_to_students_%E2%80%93_developing_a_checklist&diff=14602ELL Action Research Providing support and feedback to students – developing a checklist2023-11-01T17:02:07Z<p>Guru: /* Aim */</p>
<hr />
<div><br />
[[Category:Kerala]]<br />
[[Category:Workshop]]<br />
[[Category:Action_Research]]<br />
===Aim===<br />
To understand how to give formative feedback as a part of ELL program, and carry out assessment for learning<br />
<br />
===Materials Required===<br />
===Time===<br />
1 hour<br />
<br />
===Process===<br />
Participants work together to come up with a checklist to follow while giving feedback to students. This process will strengthen the TPCK of teachers.</div>Guruhttps://teacher-network.in/OER/index.php?title=ELL_Action_Research_About_language_learning_and_acquisition&diff=14601ELL Action Research About language learning and acquisition2023-11-01T17:00:56Z<p>Guru: /* Materials Required */</p>
<hr />
<div><br />
[[Category:Kerala]]<br />
[[Category:Workshop]]<br />
[[Category:Action_Research]]<br />
===Aim===<br />
Explore teacher beliefs regarding language learning and acquisition. <br />
<br />
===Materials Required===<br />
===Time===<br />
This may be a 60 to 90-minute interactive session.<br />
<br />
===Process===<br />
Collaboratively exploring and deconstructing common myths and misconceptions about language learning, with audio and text examples.<br />
<br />
Initially, the session facilitator will ask participants to reflect on, and record language acquisition beliefs that are common and distinguish these based on whether they think these are valid or invalid<br />
<br />
The list of misconceptions relating to language acquisition and learning, including: <br />
<br />
# Purpose of language as a subject in school is to pass the examination<br />
# Written exams are the best and only feasible tool to find out whether children have learned<br />
# A lot of writing practice is needed to learn language<br />
# Children not learning communication skills in school is not a function of our pedagogy<br />
# While speaking and writing one should never make errors<br />
# We have to speak like ‘native’ speakers using either British English or American English<br />
# Correct pronunciation is a very important thing when children are acquiring language<br />
# Giving more space to L1 development reduces space for L2 development.<br />
<br />
<br />
Teachers also need to engage with some deeper ideas of language acquisition<br />
<br />
* Language is an arbitrary construction (the sound-script and the sound-meaning connections are arbitrary)<br />
* The processes by which the first language is acquired by the learner need to be reflected on<br />
<br />
A mind map can be constructed from these discussions and categorized <br />
<br />
Beliefs missed out in the discussions can be introduced by the facilitator, using any audio and text examples as available.</div>Guruhttps://teacher-network.in/OER/index.php?title=ELL_Action_Research_ELL_benefits_and_impact&diff=14600ELL Action Research ELL benefits and impact2023-11-01T16:59:07Z<p>Guru: /* Process */</p>
<hr />
<div><br />
[[Category:Kerala]]<br />
[[Category:Workshop]]<br />
[[Category:Action_Research]]<br />
===Aim===<br />
To build a shared understanding of what the ELL program did (from the longitudinal impact study conducted during 2022-23<br />
<br />
===Materials Required===<br />
===Time===<br />
1 hour<br />
<br />
===Process===<br />
Create a video with the materials from the study, cases that evidence that expression/ writing/ speaking has improved. Challenges/way forward for ELL will also be shown.</div>Guruhttps://teacher-network.in/OER/index.php?title=ELL_Action_Research_Introduction_to_the_workshop&diff=14599ELL Action Research Introduction to the workshop2023-11-01T16:57:26Z<p>Guru: /* Aim */</p>
<hr />
<div><br />
[[Category:Kerala]]<br />
[[Category:Workshop]]<br />
[[Category:Action_Research]]<br />
===Aim===<br />
To familiarize participants with objectives of the program, introduce them to each other and to the resource persons.<br />
<br />
===Materials Required===<br />
Worksheet <br />
<br />
===Time===<br />
1 hour<br />
<br />
===Process===<br />
Resource person provides a brief overview of the program and the workshop objectives, methodology and expectations of participants<br />
<br />
Participants pair up and spend a few mins getting to know each others likes and dislikes. Then, the participants introduce each other with these details and record it as video/audio/slides.</div>Guruhttps://teacher-network.in/OER/index.php?title=ELL_Action_Research&diff=14598ELL Action Research2023-11-01T12:17:56Z<p>Guru: /* Background */</p>
<hr />
<div><br />
== Background ==<br />
The ELL impact study undertaken in 2022-23, found that the English language competencies of students had improved significantly from participating in the ELL program over the academic year. The study recommended that assessments which are a part of the ELL program need to be further strengthened, for enhancing the effectiveness of the program, and that, regular academic support and monitoring of the program can benefit teachers. <br />
<br />
In 2022-23, the teacher development program (TPD) in ELL focused mainly on the technological aspects, in terms of installation, configuration and use of the software. In line with the study recommendations, it is proposed through an action research that a TPD program with an emphasis on technological, pedagogical and content knowledge (TPCK) dimensions will enhance ELL effectiveness. Alongside this, teachers' interactions in virtual communities of practice (COPs) can enable sharing of resources, ideas and implementation models which will enable growth in knowledge and skills and further promote their professional development and student learning.<br />
<br />
== Objectives ==<br />
<br />
# Enhance teachers’ abilities to use the E- language lab to improve/strengthen their content and pedagogy beliefs and practices through integration of technology (TPCK)<br />
# Enable teachers’ to create additional content in the form of contextualized and multilingual stories for their students<br />
# Enable teachers’ to use the assessment component of the English language lab to conduct oral assessments of the students and get a better understanding of the learning levels of their students<br />
# Build machine learning (AI) components that will help the teachers in using the assessment data from ELL to interpret student learning and support appropriate pedagogical strategies.<br />
# Build a better understanding of how teacher development program focusing on developing communities of practice (COPs) can support teacher professional development .<br />
<br />
== Scope and Approach ==<br />
In collaboration with KITE, ITfC will work with KITE MTs and select teachers on teacher training (one workshop per term) for the following activities:<br />
<br />
# Creating audio and video resources (contextualized, multilingual stories/activities)<br />
# Transaction models for classroom and lab with focus on assessments using ML.<br />
# CoPs for continuous pedagogical support to teachers to enhance capacities and reflect on beliefs<br />
# Supporting school-level interactions where teachers will conduct audio activities and review assessment analysis (ML) <br />
# ITfC will conduct action research to document processes and outcomes to understand impact of teacher development and ML implementation in ELL for improved student learning. For this, 3-4 sub-districts will be selected based on demographic factors (rural, urban, migrant, tribal). Tools for the research would include online surveys, FGDs, in-person interactions, and a ‘reflection lab’ (documenting innovative models and classroom practices, discussions on teaching ideas, etc)<br />
<br />
== Plan of Action ==<br />
{| class="wikitable"<br />
|'''Month''' <br />
|'''Mode''' <br />
|'''Proposed Activity'''<br />
|-<br />
|Nov 23<br />
|In person <br />
|Module 1:<br />
<br />
1. Introductions, overview of the program, understanding beliefs and practices<br />
<br />
2. Understanding ELL, it’s benefits and impact.<br />
<br />
3. About language learning and acquisition - breaking common myths and misconceptions<br />
<br />
4. Constructing a lesson with digital integrated activities for LSRW, vocabulary and creative expression.<br />
<br />
5. Providing support and feedback to students – developing a checklist<br />
<br />
6. Creation and planning of CoPs<br />
<br />
7. How to create and maintain mentee teacher profiles<br />
<br />
8. Assignment, Reflections and next steps<br />
|-<br />
|Nov 23<br />
|Online<br />
|Experience sharing, feedback discussions on progress, next steps. Interaction through COPs and through scheduled online sessions<br />
<br />
In select schools, support teachers (through school level interactions) in processing assessment data (through algorithms) for understanding student work better and to support appropriate teacher pedagogies responding to students<br />
|-<br />
|Dec 23<br />
|In person <br />
|Module 2:<br />
<br />
1 How to interpret understand and internalize TCK and TPK with examples<br />
<br />
2. What would TPCK in classrooms looks like. What would be good practices worth sharing.<br />
<br />
3. How can we help build/strengtehen TPCK?<br />
<br />
4. Studying TPCK in teachers and including it in teacher profiles. <br />
<br />
5. Assignment, Reflections and next steps<br />
|-<br />
|Dec 23<br />
|Online<br />
|Experience sharing, feedback, discussions on progress, next steps<br />
|}<br />
<br />
== Workshop 1 activities ==<br />
#[[ELL Action Research_Pre-workshop Interactions and Reflections]]<br />
#[[ELL Action Research_Introduction to the workshop]]<br />
#[[ELL Action Research_ELL benefits and impact]]<br />
#[[ELL Action Research_Constructing a lesson with digital integrated activities]]<br />
#[[ELL Action Research_Reflection on the lesson construction activities]]<br />
#[[ELL Action Research_About language learning and acquisition]]<br />
#[[ELL Action Research_Providing support and feedback to students – developing a checklist]]<br />
#[[ELL Action Research_Introduction to Moodle]]<br />
#[[ELL Action Research_Creation and planning of CoPs]]<br />
#[[ELL Action Research_Assignment]]<br />
#[[ELL Action Research_Reflections and next steps]]<br />
<br />
<br />
<br />
[[Category:Kerala]]<br />
[[Category:Workshop]]<br />
[[Category:Action_Research]]</div>Guruhttps://teacher-network.in/OER/index.php?title=ELL_Action_Research_About_language_learning_and_acquisition&diff=14590ELL Action Research About language learning and acquisition2023-10-31T07:33:39Z<p>Guru: </p>
<hr />
<div><br />
[[Category:Kerala]]<br />
[[Category:Workshop]]<br />
[[Category:Action_Research]]<br />
===Aim===<br />
Explore teacher beliefs regarding language learning and acquisition. <br />
<br />
===Materials Required===<br />
List of misconceptions relating to language acquisition and learning, including:<br />
<br />
# Purpose of language as a subject in school is to pass the examination<br />
# Written exams are the best and only feasible tool to find out whether children have learned<br />
# A lot of writing practice is needed to learn language<br />
# Children not learning communication skills in school is not a function of our pedagogy<br />
# While speaking and writing one should never make errors<br />
# We have to speak like ‘native’ speakers using either British English or American English<br />
# Correct pronunciation is a very important thing when children are acquiring language<br />
# Giving more space to L1 development reduces space for L2 development.<br />
<br />
<br />
Teachers also need to engage with some deeper ideas of language acquisition<br />
<br />
* Language is an arbitrary construction (the sound-script and the sound-meaning connections are arbitrary)<br />
* The processes by which the first language is acquired by the learner need to be reflected on<br />
<br />
===Time===<br />
This may be a 60 to 90 minute interactive session.<br />
<br />
===Process===<br />
Collaboratvely exploring and de-constructing common myths and misconceptions about language learning, with audio and text examples.<br />
<br />
Initially, the session facilitator will ask participants to reflect on, and record language acquisition beliefs that are common and distinguish these based on whether they think these are valid or invalid<br />
<br />
A mind map can be constructed from these discussions and categorized <br />
<br />
Beliefs missed out in the discussions can be introduced by the facilitator, using any audio and text examples as available.</div>Guruhttps://teacher-network.in/OER/index.php?title=Category:Kerala&diff=14561Category:Kerala2023-10-26T15:00:51Z<p>Guru: added Category:Communities using HotCat</p>
<hr />
<div>[[Category:Communities]]</div>Guruhttps://teacher-network.in/OER/index.php?title=MediaWiki:Sidebar&diff=14560MediaWiki:Sidebar2023-10-26T15:00:20Z<p>Guru: </p>
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*LANGUAGES</div>Guruhttps://teacher-network.in/OER/index.php?title=Main_Page&diff=14559Main Page2023-10-26T14:59:16Z<p>Guru: </p>
<hr />
<div>__NOTOC__<!-- Recent TE Programmes & Education News --><br />
<!-- IN FOCUS; KOER NEWSLETTER --><br />
<br />
{{font|text=Open Educational Resources|font=Century Gothic|size=30px|color=#bf00bf}}<br />
<br />
Open Educational Resources is a collaborative project of teachers and teacher educators from different states of India, to access, create, review, re-mix, re-use, retain and re-distribute OER that is relevant to both classroom teaching of different subjects in Indian schools, and for teacher professional development.<br />
<br />
#[[Portal:Assam| Assam RMSA]] has initiated the Subject Teacher Forum program to enable Mathematics teachers to create OER<br />
#[[Andhra_Pradesh |Andhra Pradesh]] Department of School Education has initiated the Subject Teacher Forum program to enable Mathematics, Science, Social Science, English and Telugu teachers to create OER and also make it available on their APEKX portal<br />
#[http://col.org Commonwealth of Learning] and IT for Change are collaborating on developing a [[Teachers%27_toolkit_for_creating_and_re-purposing_OER_using_FOSS |'Teachers' toolkit for creating and re-purposing OER using FOSS']]<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Main_Page Karnataka] DSERT has initiated the Subject Teacher Forum program to enable Mathematics, Science, Social Science, English and Telugu teachers to create OER and also make it available on the KOER portal<br />
#[http://karnatakaeducation.org.in/KOER/en/index.php/Portal:Teacher_Education Karnataka] DSERT has initiated the Teacher Educators - Communities of Practice program to enable teacher educators from DIETs and CTEs to create OER and also make it available on the KOER portal<br />
#Kerala - Kerala Infrastructure and Technology for Education (KITE) has initiated impact studies and documentation of their programs for wider dissemination <br />
#[[Portal:South_India|South India Teacher Educators Community of Practice]]. CEMCA, RIE Mysuru and IT for Change are collaborating on supporting a community of practice amongst the teacher educators from the SCERT and other teacher education institutions of the states in South India<br />
#[[Telangana_ICT_implementation |Telangana]] Department of School Education has initiated the Subject Teacher Forum program to enable Mathematics, Science, Social Science, English and Telugu teachers to create OER and also make it available on their [http://troer.telangana.gov.in/OER/index.php/Main_Page TROER] portal<br />
#[https://teacher-network.in/OER/hi/index.php/%E0%A4%B0%E0%A4%BE%E0%A4%9C%E0%A4%B8%E0%A5%8D%E0%A4%A5%E0%A4%BE%E0%A4%A8 Rajasthan Department of School Education] has initiated the Subject Teacher Forum program to enable Mathematics teachers to integrate ICT in their professional development, their teaching and for creating OER<br />
<br />
All these projects are facilitated by [http://ITforChange.net IT for Change], a NGO which envisions a society where digital technologies contribute to social justice and equity.<br />
<br />
[[Category:Portal]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Category:Tamil_Nadu&diff=13141Category:Tamil Nadu2022-07-02T14:49:48Z<p>Guru: added Category:Communities using HotCat</p>
<hr />
<div>[[Category:Communities]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Tamil_Nadu&diff=13140Tamil Nadu2022-07-02T14:49:22Z<p>Guru: </p>
<hr />
<div>Welcome to the Tamil Nadu teachers repository of OER<br />
<br />
<br />
<br />
<br />
[[Category:Tamil Nadu]]</div>Guruhttps://teacher-network.in/OER/index.php?title=TNOER_need&diff=13139TNOER need2022-07-02T07:43:59Z<p>Guru: added Category:Tamil Nadu using HotCat</p>
<hr />
<div>==Educational Context==<br />
Across several curricular and policy documents, two factors have been emphasized as being key contributors to the quality of education:<br />
a) Availability of good quality curricular resources <br />
b) Strengthening the quality of teacher development within the education system<br />
Digital technologies have the potential to address both these requirements and it is important to design and develop programs that build upon the possibilities that digital technologies can provide in terms of pathways of resource creation, possibilities for learning and processes of teaching-learning. While the current worldwide discourse during the COVID pandemic has focused on the movement to digital learning, we would need to leverage this scenario to use digital technologies in education in an inclusive and empowering manner.<br />
Need for a curated resource repository<br />
Traditionally, curricular resources have been created by SCERT for the school system and these have been disseminated across schools. This kind of a centralized resource creation, while being large scale, has some limitations – in terms of limited number of resources, less flexibility in adding resources and also the inability for resources to be contextualized for the learners’ needs. It is also difficult, if not impossible, for teachers to share their experiences from trying out these resources in classrooms. Teachers’ engagement in curricular resource creation is recognized as a key aspect of making available relevant and contextual resources; and such an engagement is also an enduring and sustainable method of teacher development and resource creation. <br />
On the other hand, in today’s context digital resources are available in plenty – along various paradigms of access - and many educational technology companies are seeking to access students’ mind space and attention through multiple forms of e-content. This plethora of digital resources available today has created an urgent need in terms of building a critical understanding of what constitutes a good quality learning resource and what paradigms of learning one should allow with the increasing use of digital content and platforms. <br />
Having a dynamic, contextualized reosurce repository, that supports teachers in their classroom transaction is an essential component for strengthening teacher development and training programs. This note outlines the objectives, proposed design and processes for creating such a repository.<br />
==Objectives of the resource repository==<br />
i. To provide multiple resources for the teacher to support her classroom teaching<br />
ii. To provide resources for deepening teachers’ pedagogic content knowledge<br />
iii. To provide supplementary and enrichment resources for students<br />
iv. To provide resource support for the planned teacher development programs<br />
v. To provide a platform for teachers to share their experiences and resources<br />
==Form and structure of the resources==<br />
The resources should be designed to support the achievement of educational aims, as applicable for all subjects, and keeping in view a constructivist approach. The resources are also meant to be a support for strengthening teachers’ classroom practice and strengthening student leanring.<br />
==Key principles in the design of resources==<br />
1. The resources should be in line with the overall objectives of any subject and also have contextually relevant content<br />
2. The content should be accurate and free of any bias or prejudices and should also be accessible for children with special needs, and be available as open educational resources<br />
3. The resources should be able to address learners at multiple learning levels <br />
4. The resources will be in different formats and will be accessible online and offline<br />
5. The resources must allow for continuous revision through teachers, experts and other stakeholders in the education system<br />
6. The resource repository must also allow for monitoring and feedback from the teachers on the training and the extent of implementation<br />
==Structure of the resources==<br />
Broadly the resource repository will have three kinds of content being added:<br />
i. Teaching-learning resources for use in the classroom<br />
ii. Resources for teacher preparation <br />
iii. Monitoring and evaluation resources for the administration <br />
(i) and (ii) will have large elements of overlap; to the extent that any (training) program specific resources are involved, they will need to be added in addition to the curricular resources. <br />
==Organization of curricular resources==<br />
The resources should be structured in such a way that concepts are linked and built, across grade levels and should have clarity on the learning objectives. The resources should be developed as a set of lessons and not as discrete resource units. <br />
1. Organize the resources by topic (not by class) – each topic must have a concept map that links all the underlying concepts and relevant basic concepts, creating teaching trajectories <br />
2. For each of the concepts, map the different kinds of tools that can be used <br />
3. Under each concept, list down the activities (can be bundled into any number of lessons)<br />
4. A full description of the activities – including hands-on experimentation, observation, field visits, community interaction, computer simulations, audiovisual content (both readily available and teacher made). The activities will also invoke multiple resources <br />
5. Inclusion of questions and ideas that will provoke the learners to go beyond the syllabus requirements and connect various subjects<br />
6. Methods of assessment – multiple methods of assessments to be included. <br />
7. Appropriate metadata must be added to all content created so that teachers can access this by concept/ grade/ type of resource/ purpose of resource, etc. <br />
8. The resources can also be made available periodically offline and through an app. <br />
This is a general design for the curricular content; this needs to be qualified and specialized for different subjects/ grades as the project gets underway.<br />
<br />
[[Category:Tamil Nadu]]</div>Guruhttps://teacher-network.in/OER/index.php?title=TNOER_need&diff=13138TNOER need2022-07-02T07:43:32Z<p>Guru: Created page with "==Educational Context== Across several curricular and policy documents, two factors have been emphasized as being key contributors to the quality of education: a) Availabi..."</p>
<hr />
<div>==Educational Context==<br />
Across several curricular and policy documents, two factors have been emphasized as being key contributors to the quality of education:<br />
a) Availability of good quality curricular resources <br />
b) Strengthening the quality of teacher development within the education system<br />
Digital technologies have the potential to address both these requirements and it is important to design and develop programs that build upon the possibilities that digital technologies can provide in terms of pathways of resource creation, possibilities for learning and processes of teaching-learning. While the current worldwide discourse during the COVID pandemic has focused on the movement to digital learning, we would need to leverage this scenario to use digital technologies in education in an inclusive and empowering manner.<br />
Need for a curated resource repository<br />
Traditionally, curricular resources have been created by SCERT for the school system and these have been disseminated across schools. This kind of a centralized resource creation, while being large scale, has some limitations – in terms of limited number of resources, less flexibility in adding resources and also the inability for resources to be contextualized for the learners’ needs. It is also difficult, if not impossible, for teachers to share their experiences from trying out these resources in classrooms. Teachers’ engagement in curricular resource creation is recognized as a key aspect of making available relevant and contextual resources; and such an engagement is also an enduring and sustainable method of teacher development and resource creation. <br />
On the other hand, in today’s context digital resources are available in plenty – along various paradigms of access - and many educational technology companies are seeking to access students’ mind space and attention through multiple forms of e-content. This plethora of digital resources available today has created an urgent need in terms of building a critical understanding of what constitutes a good quality learning resource and what paradigms of learning one should allow with the increasing use of digital content and platforms. <br />
Having a dynamic, contextualized reosurce repository, that supports teachers in their classroom transaction is an essential component for strengthening teacher development and training programs. This note outlines the objectives, proposed design and processes for creating such a repository.<br />
==Objectives of the resource repository==<br />
i. To provide multiple resources for the teacher to support her classroom teaching<br />
ii. To provide resources for deepening teachers’ pedagogic content knowledge<br />
iii. To provide supplementary and enrichment resources for students<br />
iv. To provide resource support for the planned teacher development programs<br />
v. To provide a platform for teachers to share their experiences and resources<br />
==Form and structure of the resources==<br />
The resources should be designed to support the achievement of educational aims, as applicable for all subjects, and keeping in view a constructivist approach. The resources are also meant to be a support for strengthening teachers’ classroom practice and strengthening student leanring.<br />
==Key principles in the design of resources==<br />
1. The resources should be in line with the overall objectives of any subject and also have contextually relevant content<br />
2. The content should be accurate and free of any bias or prejudices and should also be accessible for children with special needs, and be available as open educational resources<br />
3. The resources should be able to address learners at multiple learning levels <br />
4. The resources will be in different formats and will be accessible online and offline<br />
5. The resources must allow for continuous revision through teachers, experts and other stakeholders in the education system<br />
6. The resource repository must also allow for monitoring and feedback from the teachers on the training and the extent of implementation<br />
==Structure of the resources==<br />
Broadly the resource repository will have three kinds of content being added:<br />
i. Teaching-learning resources for use in the classroom<br />
ii. Resources for teacher preparation <br />
iii. Monitoring and evaluation resources for the administration <br />
(i) and (ii) will have large elements of overlap; to the extent that any (training) program specific resources are involved, they will need to be added in addition to the curricular resources. <br />
==Organization of curricular resources==<br />
The resources should be structured in such a way that concepts are linked and built, across grade levels and should have clarity on the learning objectives. The resources should be developed as a set of lessons and not as discrete resource units. <br />
1. Organize the resources by topic (not by class) – each topic must have a concept map that links all the underlying concepts and relevant basic concepts, creating teaching trajectories <br />
2. For each of the concepts, map the different kinds of tools that can be used <br />
3. Under each concept, list down the activities (can be bundled into any number of lessons)<br />
4. A full description of the activities – including hands-on experimentation, observation, field visits, community interaction, computer simulations, audiovisual content (both readily available and teacher made). The activities will also invoke multiple resources <br />
5. Inclusion of questions and ideas that will provoke the learners to go beyond the syllabus requirements and connect various subjects<br />
6. Methods of assessment – multiple methods of assessments to be included. <br />
7. Appropriate metadata must be added to all content created so that teachers can access this by concept/ grade/ type of resource/ purpose of resource, etc. <br />
8. The resources can also be made available periodically offline and through an app. <br />
This is a general design for the curricular content; this needs to be qualified and specialized for different subjects/ grades as the project gets underway.</div>Guruhttps://teacher-network.in/OER/index.php?title=TNOER&diff=13137TNOER2022-07-02T07:40:20Z<p>Guru: </p>
<hr />
<div>{{Color-box|11|Tamil Nadu open education resource repository| <br />
<br />
Resources for discussions in the Cluster meeting program 2022-23 <br />
[https://teacher-network.in/OER/index.php/TNOER_need Need for resource repository].<br />
<br />
[https://teacher-network.in/OER/index.php/TNOER_Maths Mathematics]. [https://teacher-network.in/OER/index.php/TNOER_Science Science]. [https://teacher-network.in/OER/index.php/TNOER_English English]<br />
<br />
}}<br />
<br />
[[Category:Tamil Nadu]]</div>Guruhttps://teacher-network.in/OER/index.php?title=TNOER&diff=13136TNOER2022-07-02T07:30:43Z<p>Guru: </p>
<hr />
<div>{{Color-box|11|Tamil Nadu open education resource repository| <br />
<br />
Resources for discussions in the Cluster meeting program 2022-23 <br />
<br />
[https://teacher-network.in/OER/index.php/TNOER_Maths Mathematics]. [https://teacher-network.in/OER/index.php/TNOER_Science Science]. [https://teacher-network.in/OER/index.php/TNOER_English English]<br />
<br />
}}<br />
<br />
[[Category:Tamil Nadu]]</div>Guruhttps://teacher-network.in/OER/index.php?title=TNOER&diff=13135TNOER2022-07-02T07:30:00Z<p>Guru: added Category:Tamil Nadu using HotCat</p>
<hr />
<div>{{Color-box|11|Tamil Nadu open education resource repository| <br />
<br />
Resources for discussions in the Cluster meeting program 2022-23 <br />
<br />
[[https://teacher-network.in/OER/index.php/TNOER_Maths Mathematics]]<br />
}}<br />
<br />
[[Category:Tamil Nadu]]</div>Guruhttps://teacher-network.in/OER/index.php?title=TNOER&diff=13134TNOER2022-07-02T07:29:31Z<p>Guru: Created page with "{{Color-box|11|Tamil Nadu open education resource repository| Resources for discussions in the Cluster meeting program 2022-23 https://teacher-network.in/OER/index.p..."</p>
<hr />
<div>{{Color-box|11|Tamil Nadu open education resource repository| <br />
<br />
Resources for discussions in the Cluster meeting program 2022-23 <br />
<br />
[[https://teacher-network.in/OER/index.php/TNOER_Maths Mathematics]]<br />
}}</div>Guruhttps://teacher-network.in/OER/index.php?title=Tamil_Nadu&diff=13133Tamil Nadu2022-07-02T07:27:35Z<p>Guru: </p>
<hr />
<div>{{Color-box|11|An introduction to the education resource repository| <br />
<br />
Welcome to resources created for students studying in Tamil<br />
<br />
[[https://teacher-network.in/OER/index.php/TNOER More]]<br />
}}<br />
<br />
<br />
[[Category:Tamil Nadu]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Explore_an_application&diff=13078Explore an application2022-06-23T06:31:31Z<p>Guru: </p>
<hr />
<div>''[http://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B5%E0%B2%B0%E0%B3%8D%E0%B2%97:%E0%B2%85%E0%B2%A8%E0%B3%8D%E0%B2%B5%E0%B2%AF%E0%B2%95%E0%B2%97%E0%B2%B3%E0%B2%A8%E0%B3%8D%E0%B2%A8%E0%B3%81_%E0%B2%85%E0%B2%A8%E0%B3%8D%E0%B2%B5%E0%B3%87%E0%B2%B7%E0%B2%BF%E0%B2%B8%E0%B2%BF ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]'' [https://teacher-network.in/OER/hi/index.php/%E0%A4%85%E0%A4%A8%E0%A5%81%E0%A4%AA%E0%A5%8D%E0%A4%B0%E0%A4%AF%E0%A5%8B%E0%A4%97_%E0%A4%95%E0%A4%BE_%E0%A4%85%E0%A4%A8%E0%A5%8D%E0%A4%B5%E0%A5%87%E0%A4%B7%E0%A4%A3 हिंदी]<br />
<br />
{{Color-box|5|Welcome to the world of free and open software applications|The digital world is full of offerings, software applications, web tools, digital resources and is open to teachers and students to dive into it and learn. Such learning is not only becoming familiar and comfortable and competent in the use of different digital methods, but also strengthening ones own capabilities for self-learning and peer based learning.<br />
<br />
This page gives you an organized representation of the different software applications used in the textbook, organized by the themes of ICT. <br />
<br />
You can learn every tool as and when you require its functions. You can also independently explore the applications as well! This section intentionally includes many applications, which you may learn at your pace and inclination! }}<br />
{| class="wikitable"<br />
|{{Color-table|theme=3|title=Basic digital literacy}}[[Explore a computer]]<br />
<br />
[[Learn Ubuntu]]<br />
<br />
[[Learn Tux Typing]]<br />
<br />
[[Learn Tux Paint]]<br />
<br />
[[Learn Image Viewer]]<br />
<br />
[[Learn VLC Player]]<br />
|{{Color-table|theme=6|title=ICT for connecting and learning}}<br />
[[Learn Firefox]]<br />
<br />
[[Learn Thunderbird]]<br />
<br />
[[Learn Moodle]]<br />
<br />
[[Learn BigBlueButton]]<br />
<br />
|-<br />
|{{Color-table|theme=9|title=ICT for generic resource creation (text)}}[[Learn Gedit]] <br />
<br />
[[Learn Freeplane]]<br />
<br />
[[Learn LibreOffice Writer|Learn Libreoffice Writer]] <br />
<br />
[[Learn LibreOffice Calc]] <br />
<br />
[[Learn LibreOffice Impress]]<br />
<br />
[[Learn LibreOffice Math]]<br />
<br />
[[Learn PDF Shuffler]] <br />
<br />
[[Learn Okular]] <br />
<br />
|{{Color-table|theme=1|title=ICT for generic resource creation (graphic)}}[[Learn Screenshot|Learn ScreenShot]] <br />
<br />
[[Learn Kolor Paint]] <br />
<br />
[[Learn MyPaint]] <br />
<br />
[[Learn Tupi]] <br />
<br />
[[Learn GIMP]] <br />
<br />
[[Learn Inkscape]] <br />
<br />
[[Learn Sozi]] <br />
<br />
|-<br />
|{{Color-table|theme=10|title=ICT for generic resource creation (audiovisual)}}[[Learn Audacity]]<br />
<br />
[[Learn H5P]]<br />
<br />
[[Learn Kazam]] <br />
<br />
[[Learn Record My Desktop|Learn Record my Desktop]]<br />
<br />
[[Learn Openshot Video Editor|Learn Open Shot video Editor]]<br />
<br />
[[Learn Kdenlive]] <br />
<br />
[[Learn FF multi convertor]]<br />
|{{Color-table|theme=14|title=ICT for resource creation - subject specific (maths and science)}}[[Learn Geogebra]]<br />
<br />
[https://teacher-network.in/OER/index.php/Learn_Robo-compass Learn Robo-comp] [https://teacher-network.in/OER/index.php/Learn_Robo-compass as]#[https://teacher-network.in/OER/index.php/Learn_Robo-compass s] <br />
<br />
[[Learn TurtleBlocks]] <br />
<br />
[[Learn PhET]] <br />
<br />
[[Learn Stellarium]] <br />
<br />
[[Learn Kalzium]] <br />
<br />
[[Learn Avogadro]] <br />
<br />
[[Learn Easy Java Simulation]] <br />
<br />
|-<br />
|{{Color-table|theme=5|title=ICT for resource creation - subject specific (social science and languages)}}[[Learn Marble]] <br />
<br />
[[Learn KGeography]] <br />
<br />
[[Learn KLetters]] <br />
<br />
[[Learn KWordquiz]]<br />
<br />
[[Learn Kanagram]] <br />
<br />
[[Learn Translators]] <br />
<br />
[[Learn Dictionaries]] <br />
<br />
[[Learn OSM]] <br />
|{{Color-table|theme=8|title=ICT for resource creation - publishing}}[[Learn Flickr]] <br />
<br />
[[Learn Google Photos]] # <br />
<br />
[[Learn Wikimedia Commons]] <br />
<br />
[[Learn Google Drive|Learn GoogleDrive #]] <br />
<br />
[[Learn Youtube]] <br />
<br />
[[Learn Vimeo]] <br />
<br />
[[Learn Yourlisten]]<br />
<br />
[[Learn Soundcloud]] <br />
<br />
[[Learn Slideshare]] <br />
<br />
[[Learn Geogebratube]]<br />
<br />
[[Learn Mediawiki]] <br />
|}<br />
<nowiki>#</nowiki> - not Free and Open Source.<br />
<br />
=== Navigating across the applications ===<br />
Click on [[:Category:Explore an application|Explore an application]] to get a list of all applications you can explore. You can click on any of the links [[:Category:Explore an application|on this page]] to open the application you want to explore<br />
<br />
Each of the nodes in the mind map below will link to a strand of technology learning. "Click to Learn" on a particular node (on the red arrow) to navigate to that application. Happy Exploring!!<br />
<br />
Download [http://119.226.159.19/OER/images/e/e2/Introduction_to_technology_learning_with_page_link_English1.mm concept map of applications]<br />
<br />
=== Teachers toolkit ===<br />
You can refer to the '[https://teacher-network.in/OER/index.php/Teachers%27_toolkit_for_creating_and_re-purposing_OER_using_FOSS Teachers' toolkit to create OER using FOSS applications]', to self-learn how to use text, image, animation, audio and video editors to create and revise OER. You can also learn how to publish OER created by you, on your own site, or on popular OER sites. <br />
[[Category:Explore an application]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Karnataka&diff=13053Karnataka2022-06-22T16:26:47Z<p>Guru: added Category:Communities using HotCat</p>
<hr />
<div>Please visit "Karnataka Open Educational Resources" portal in [https://karnatakaeducation.org.in/KOER/en/index.php/ English] and in [https://karnatakaeducation.org.in/KOER/ Kannada]<br />
<br />
[[Category:Communities]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Krashen_hypotheses&diff=12591Krashen hypotheses2022-05-18T12:16:46Z<p>Guru: link added</p>
<hr />
<div>The primary purpose of language is to communicate. Yet, many children who spend years learning a language in school, are unable to communicate freely in that language. This issue is visible with regard to English. Even as the age for learning English is reduced and states are moving to English as the medium of instruction, we find that children do not acquire communicative skills in English.<br />
<br />
=== Krashen's hypotheses ===<br />
Stephen Krashen a linguist, has done extensive research on second language learning, and his 'hypotheses' governing language learning are relevant to ELT. His hypotheses are:<br />
# acquisition-learning hypothesis,<br />
# input hypothesis,<br />
# monitor hypothesis,<br />
# affective filter and<br />
# natural order hypothesis<br />
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.jpg|right|frameless|1200x1200px|alt=Download concept map on Krashen's hypotheses]]<br />
[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|alt=Krashen's hypotheses|thumb]]<br />
<br />
Understanding these hypotheses and integrating the principles into our ELT program can enable the classroom to support learners acquire communicative skills in the English Language (and any other language as well).<br />
<br />
Krashen says "'''Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production'''."<br />
<br />
'''<big>Download [[:File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|concept map on Krashen's hypotheses]]</big>'''<br />
<br />
=== Integrating Krashen's hypotheses in work with Government schools ===<br />
In the 'Teachers Communities of Learning' (TCOL) program, IT for Change has attempted to bring these hypotheses into program design and transaction and seen significant validity for these.<br />
<br />
Apart from the application of the hypotheses, there is one more significant benefit to ELT - we can identify pedagogies that are actually harmful to language learning, such as<br />
# not providing adequate meaningful input (which has to focus a lot on listening (audio), not only reading (print)<br />
# most input provided is not very contextual or meaningful to the learner<br />
## memorizing entire script without any other activity in the initial stages <br />
## Textbook chapters, which may be of contexts not easily understandable <br />
# expecting production too soon - both speaking and writing<br />
# premature and excessive focus on formal grammar <br />
# not providing adequate peer learning possibilities <br />
# creating a stressful environment of 'achievement/production'<br />
<br />
=== Books written by Krashen ===<br />
[http://sdkrashen.com/content/books/sl_acquisition_and_learning.pdf Second Language Acquisition and Second Language Learning] - Stephen D Krashen URL. This book available for free download for non-commercial purposes, following chapters are especially useful:<br />
<br />
5. The Role of the First Language in Second Language Acquisition<br />
<br />
7. On Routines and Patterns in Language Acquisition and Performance<br />
<br />
8. Relating Theory and Practice in Adult Second Language Acquisition<br />
<br />
[https://www.researchgate.net/profile/Stephen-Krashen/publication/242431410_Principles_and_Practice_in_Second_Language_Acquisition/links/5e0a19f8a6fdcc28374ac606/Principles-and-Practice-in-Second-Language-Acquisition.pdf?_sg%5B0%5D=JUQDcILltqnMReBeIEwYy1dl Principles and Practice in Second Language Acquisition - Krashen, S.D. URL] <br />
<br />
Book available for free download for non-commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"<br />
<br />
[[Category:English]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Karnataka&diff=12312Karnataka2022-03-01T08:12:05Z<p>Guru: </p>
<hr />
<div>Please visit "Karnataka Open Educational Resources" portal in [https://karnatakaeducation.org.in/KOER/en/index.php/ English] and in [https://karnatakaeducation.org.in/KOER/ Kannada]</div>Guruhttps://teacher-network.in/OER/index.php?title=Learn_LibreOffice_Writer&diff=12076Learn LibreOffice Writer2021-11-09T06:21:56Z<p>Guru: /* For Windows */</p>
<hr />
<div><noinclude><br />
''[http://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B2%E0%B2%BF%E0%B2%AC%E0%B3%8D%E0%B2%B0%E0%B3%86_%E0%B2%86%E0%B2%AB%E0%B3%80%E0%B2%B8%E0%B3%8D_%E0%B2%B0%E0%B3%88%E0%B2%9F%E0%B2%B0%E0%B3%8D_%E0%B2%95%E0%B2%B2%E0%B2%BF%E0%B2%AF%E0%B2%BF%E0%B2%B0%E0%B2%BF ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]'' <br />
{{Template:Book-sidebar}}<br />
</noinclude><br />
<br />
<br />
===Introduction===<br />
LibreOffice Writer is the free and open-source text editor application of the LibreOffice software package. Writer is a text editor similar to Microsoft Word.<br />
<br />
==== Basic information ====<br />
{| class="wikitable"<br />
|ICT Competency<br />
|ICT for creating generic resources<br />
|-<br />
|Educational application and relevance<br />
|LibreOffice Writer is a software used for creating (including writing, editing, formatting, and possibly printing) text resources. Apart from entering and editing text, you can insert images and links also. <br />
|-<br />
|Version<br />
|LibreOffice Writer is also available on the Windows (visit [https://libreoffice.org/download/download/?type=win-x86_64&version=6.3.3&lang=en-US download LibreOffice on Windows] to install LibreOffice on a Windows system) and Macintosh operating systems.<br />
This tool has no specific configuration requirements but in this application you can use many extra features by installing [https://extensions.libreoffice.org/extensions extensions]<br />
|-<br />
|Other similar applications<br />
|[https://products.office.com/en-in/word Microsoft Word], [https://www.openoffice.org/product/writer.html OpenOffice writer], [https://www.google.co.in/docs/about/ Google Docs]<br />
|-<br />
|The application on mobiles and tablets<br />
|[https://play.google.com/store/apps/details?id=com.collabora.libreoffice Collabora Office for Android] and [https://www.libreoffice.org/download/android-and-ios/ for iOS] <br />
|-<br />
|Development and community help<br />
|The Document Foundation<br />
[https://www.libreoffice.org/get-help/community-support/ Community help]<br />
|}<br />
<br />
==== Overview of features ====<br />
LibreOffice Writer lets you design and produce text documents that can include graphics, tables, or charts. In this application you can save the documents in a variety of formats, including the standardized Open Document Format (ODF), Microsoft Word format(.doc), or HTML. Here you can easily export your document to the Portable Document Format(PDF).<br />
<br />
==== Installation ====<br />
===== For Ubuntu =====<br />
# The application is part of the Ubuntu custom distribution.<br />
# In case you do not find it on your computer, you can install by choosing “LibreOffice” in Ubuntu Software Centre<br />
# If you would like to install through the terminal follow these steps below:<br />
## Open terminal by clicking (Ctrl+Alt+T),<br />
## Once Window page is open, in front of dollar($) symbol just type below command.<br />
## sudo apt-get install libreOffice-writer<br />
<br />
===== For Windows =====<br />
# Click on [https://www.fosshub.com/LibreOffice.html this link] and click on '''libreoffic windows installer''' for windows<br />
# It will start downloading "'''LibreOffice_..._Win_x64.msi'''" into your computer (by defulat browser will save the files in "'''Downloads'''" folder in your system<br />
# Double-click on download "LibreOffice_..._Win_x64.msi" file to begin installation<br />
# Click Yes if it ask your permission to allow this program make change to the computer, Keep clicking on "Next" button to continue and complete the installation.<br />
If you are not able to install Libreoffice in your windows machine, [https://www.libreoffice.org/get-help/install-howto/windows/ follow this official website installation instructions] <br />
<br />
===== '''For MAC OS''' =====<br />
# Go to [https://www.fosshub.com/LibreOffice.html this click] and click on '''libreoffic MAC OS''' for MAC laptops<br />
# It will start downloading "LibreOffice_..._MacOS_x86-64.dmg" into your computer (by defulat browser will save the files in "'''Downloads'''" folder in your system<br />
# Double-click on download "'''LibreOffice_..._MacOS_x86-64.dmg'''" file to begin installation<br />
# An installation window appears: drag and drop the LibreOffice icon onto the Applications icon in the same window. You may be required to enter your administrator password.<br />
# The files are copied over and a progress bar shows when the installation is complete.<br />
If you are not able to install Libreoffice in your MAC machine, [https://www.libreoffice.org/get-help/install-howto/macos/ follow this official website installation instructions] <br />
<br />
===Working with the application===<br />
<br />
==== Creating and saving a text file====<br />
<gallery mode="packed" heights="250px" caption="Creating and saving a text file"> <br />
File:LO_writer_1_Main_page.png|LibreOffice Writer main page<br />
LOI Save as.png|Save a document<br />
File:LOW save Window.png|Save window <br />
</gallery><br />
<br />
#Opening LibreOffice Writer - When you click on Application - Office - LibreOffice Writer, the main page will show as in the first image. You can add text, image, table and graphs in a text document. You can also type in multiple languages in the same document. To change the language click on "EN" button in top panel, and select the language you want to type in.<br />
#Saving a file - When you start entering text into the document, save your document by using SAVE option. Documents can be saved using the FILE – SAVE option or by using short-cut key CTRL+S. Always give a meaningful file name for your documents. To save a file with another file name, you can use the Save-as option from the File menu.<br />
#Saving a file - After selecting file name and folder click on "SAVE". <br />
#The file will be saved with a .odt extension. ODT is the short form of Open Document Text. <br />
<gallery mode="packed" heights="250px" caption="LibreOffice Writer menu"><br />
File:LO_Writer_4_Menu_Bar.png|LibreOffice Writer menu bar <br />
</gallery><br />
The LibreOffice menu bar has multiple options for file operations (including saving discussed above), editing, viewing the document, inserting images, links, tables, etc in the document and formatting and defining styles in the document. There is also a tools option with functionalities for spell check, grammar, defining frequently used words, etc. You can either click on the menu bar on each item or click on the symbols shown for each. The commonly used options are discussed below. <br />
<br />
==== Editing and formatting a document====<br />
[[File:Formatting in LOWriter.png|thumb|Formatting a document]]<br />
#To copy text from one place to another, or from one document to another, you can select the text, go to Edit --→ Copy and go to a different place in the document to paste it; Edit → Paste. The editing menu also has an important feature for searching selected words. You can use the Edit--> Find option for searching selected words.<br />
#The format option is for changing the format of the text, changing the text font, text size, page format and text wrapping options. many of these option we can use short cut icons from formatting text tool bar, the letter “B” and “I” can be used to make the text bold and italics.<br />
#You can type in text in different languages, not only in English. You can type a paragraph of text with words/sentences in different languages. The IBUS application allows you to type in most Indian languages. To type in Hindi or Kannada or Telugu or Tamil, visit the [[Learn_Ubuntu]] page<br />
<br />
==== Inserting images and tables ====<br />
<gallery mode="packed" heights="250px" caption="Insert option in LibreOffice Writer"> <br />
File:Inert option in LOW.png|Insert Menu<br />
File:LO_Writer_9_Insert_image.png|Inserting Image<br />
File:LO_Writer_10_Inserted_Image.png|Inserted Image View<br />
</gallery><br />
<br />
#The insert menu option is for inserting images, hyper links, charts, page numbers, page breaks, formulas. Page numbers can be inserted in the footer of the page <br />
#Inserting an image - Go to Insert → Image → This will open a folder from which images are to be inserted<br />
#The image (triangle) inserted above will looks like this.<br />
<br />
<gallery mode="packed" heights="250px" caption="Inserting Table"> <br />
File:Inert table in LOW.png|Insert Table<br />
File:Format Table in LOW.png|Format Table<br />
</gallery><br />
# To insert Table, go to Table from Menu bar and select "Insert Table", in given window choose required number of rows and columns. Alternatively you can also insert table from toolbar, Click on table grid from toolbar and move the cursor over the grid until you highlight the number of columns and rows you want. Click and the table appears in the document.<br />
# You can format your table by selecting the options in 'Table'. Move your cursor inside the table and 'Select -> Table'. You can then adjust the row and column widths (Table -> Size), add or remove borders (Table -> Properties -> Borders), split or merge cells (Table -> Merge Cells, Table -> Split Cells) etc <br />
# You can also copy data from a spreadsheet. You can simply copy that data (in rows and columns) from the spreadsheet and paste into the document, it will create a copy of the spreadsheet in your document. If you do not want it as a spreadsheet, but only as a table, you need to select 'Paste Special -> Formatted text (RTF)' option.<br />
<br />
==== Creating bulleted and numbered lists====<br />
[[File:LO_writer_7_Bullets_and_Numbering.png|450px|Inserting lists]]<br />
<br />
#The formatting option allows you to create numbered or bullet lists in the document. For this select the text input that has been entered, go to Format, select Bullets and Numbering and choose the numbering type that is needed. You can create sub-numbered lists.<br />
#In the format option under Format-->Paragraph you can also define spacing between paragraphs, indents,etc.<br />
<br />
==== Creating an automatic Table of Contents====<br />
<gallery mode="packed" heights="250px" caption="Inserting Table of Content"> <br />
File:Adding paragrapgh style.png|Paragraph style for Table of Content<br />
File:Adding TOC into the document.png|Insert Table of Content<br />
</gallery><br />
<br />
#Often it is useful to create text documents which are organize into headings and sub headings to denote different sections. This can be done in two ways<br />
##You can select the text you want to define as a heading and choose from the predefined headings style, by selecting from the first drop down box as shown in the first image. <br />
##You can also define this from the Style menu by clicking on Style and selecting the given heading. <br />
##You can define the appearance of each heading under the Styles and formatting option by changing the default font colour, size, etc. <br />
#Once the headings are defined, you can insert the Table of Contents. Click in your document where you want to create the table of contents. Choose Insert - Table of Contents and Index – Index Entry, just click on “OK”. For updating table of content, right click on the table of content and Update Index or Table of Contents. Note that if you add any headings in the document, it will not automatically update the TOC, hence you will need to come to the TOC and do the update manually.<br />
==== Adding page header and footer ====<br />
<gallery mode="packed" heights="250px"><br />
File:LOWriter - Header and footers.png| Adding header and footers for the page<br />
File:LOWriter adding fields.png| Inserting page fields<br />
</gallery><br />
# You can add a header and / or footer to your document. You could provide the name of the document (or any other static information) in the footer. You can also insert page number in the header or the footer, which will be dynamically generated by Writer. It is useful to have page number and name of your document on every page, this is specially useful if the reader wants to read a print copy. LibreOffice Writer allows you to easily insert this information at the bottom or top of each page. This can be done using Insert--->Footer. <br />
# Once a footer has been inserted, you can go to the bottom of the page and insert multiple fields of information using Insert--->Fields. You can type any text in this footer, it will come on all pages. Other than page number, other dynamic information you can provide is the date/time stamp of the document. A similar method can also be adopted for inserting a header as well.<br />
<br />
==== Spelling check ====<br />
<gallery mode="packed" heights="250px" caption="Formatting in LibreOffice Writer"> <br />
File:Auto spell checking LO writer .png|Auto spell checking <br />
File:Checking spelling and grammar by manually .png|Spelling and grammar checking<br />
</gallery><br />
<br />
#Spelling - By enabling '''automatic spell checking''' under tools, you can check spelling within your document. You will see a red underline below a word spelt wrongly. (If you see a green line below a word, it suggests a grammatical error). You can move your cursor to the word and right click to get suggestions for correcting the spelling. In case you are clear your word is correct, you can also 'add your word to the dictionary' so that the next time you use it, it will not be treated as a wrong spelling. <br />
#You can also do a manual spelling and grammar checking of the document. Select the text and click on '''spelling and grammar''' under tools option. it will start looking spelling and grammar for the document. It is a good habit to always run a spelling check on your document before sharing. <br />
#To check the spelling and the grammar of a text, the appropriate dictionaries must be installed. You can have dictionaries for your own language (Telugu, Urdu etc) installed, apart from the one in English. <br />
====Saving the file====<br />
Like in most applications, a file can be saved using the FILE –> SAVE command, or by the shortcut key CTRL+S. Always give a meaningful file name, reading which you should get an idea of the file contents. Often adding the month-year information when the file was created can be useful later<br />
File will save in .odt format, ODT is the short form of Open Document Text. ODT conforms to Open Document Format (ODF) which is recommended by the Government of India through its [https://india.gov.in/policy-open-standards-e-governance Policy on open standards]””.<br />
<br />
Like in most applications, a file can be exported to a PDF format. This is useful when you only need to print the file and do not want any changes to it. You can also export a document to a 'html' (web page) format, which can be opened by a web browser.<br><br />
[[File:export as pdf.png|400px]]<br />
<br />
====Advanced features====<br />
# [https://help.libreoffice.org/Common/Track_Changes Track changes] (recording editing changes by another person in another colour in the document, which can be accepted or rejected by the author) <br />
# [https://help.libreoffice.org/Writer/Columns Multiple columns] (useful for making newsletters and magazines) and other page layout functions<br />
<br />
===Ideas for resource creation===<br />
# You can use this application to create and edit text resources. You can insert images, web links, hyper links in the document and connect the text to other resource formats. You can insert and edit tables, create sections (with section headings) and format it in many ways to create a text document. <br />
# Infographics, posters, comic strips are some resources you can create using text editors in addition to making reports. <br />
<br />
===References===<br />
#[https://help.libreoffice.org/Main_Page LibreOffice page]<br />
#[https://en.wikipedia.org/wiki/LibreOffice_Writer Wikipedia]<br />
<br />
[[Category:Explore an application]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Category:Kannada&diff=12054Category:Kannada2021-10-28T13:45:44Z<p>Guru: Created blank page</p>
<hr />
<div></div>Guruhttps://teacher-network.in/OER/index.php?title=Learn_OnlyOffice&diff=12004Learn OnlyOffice2021-10-25T12:48:41Z<p>Guru: added Category:Explore an application using HotCat</p>
<hr />
<div>FAQ<br />
<br />
[[Category:Explore an application]]</div>Guruhttps://teacher-network.in/OER/index.php?title=Learn_OnlyOffice&diff=12003Learn OnlyOffice2021-10-25T12:48:04Z<p>Guru: Created page with "FAQ"</p>
<hr />
<div>FAQ</div>Guruhttps://teacher-network.in/OER/index.php?title=User:Ranjani/Test_Page&diff=11451User:Ranjani/Test Page2021-09-14T11:47:34Z<p>Guru: added Category:Portal using HotCat</p>
<hr />
<div>{{Color-box|11|An introduction to the education resource repository|With governments across the country tentatively beginning to reopen schools it is very important<br />
for us to look at ways of supporting teachers and school administrators to resume teaching-<br />
learning practices. In the current context, children are coming back to school after a<br />
very abnormal disruption, and in many cases after major disruptions in their lives.<br />
While there are many aspects of this school reopening that would be like the annual reopening<br />
after vacations, there are some very crucial ways in which it would be different. Additional resources and tools are needed for responding to this requirement – for teachers,<br />
students, parents and school administrators. These resources also need to be flexible and allow<br />
for the school system to respond to the immediate requirement as well as for responding to any<br />
further school disruptions/ changes . While teachers are expected to create and use resources<br />
to respond to the situation, they have not had any special preparation to do so. The repository<br />
is intended to be a participatory, supportive space for meeting this need.<br />
[[https://teacher-network.in/OER/index.php/An_introduction_to_the_education_resource_repository More]]<br />
}}<br />
{| <br />
|-<br />
| style="width: 50%;" |{{Color-box|8|Resources for reading and writing|The teacher needs to have resources that are able to support the children in language acquisition at the levels they are - ranging from building/ reinforcing early language skills to grade-appropriate reading materials. These are not meant to be supplementary resources for the textbook, rather a set of resources for teachers to address the language learning needs of the children, at the level they are. [[https://teacher-network.in/OER/index.php/Resources_for_Reading_and_Writing Read more...]]}}<br />
<br />
| style="width: 50%;" |{{Color-box|3|Resources for mathematics|While there is a push for schools to reopen and there is talk of accelerated learning, It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. We need to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. [[https://teacher-network.in/OER/index.php/Resources_for_mathematics Read more...]]}}<br />
|-<br />
| style="width: 50%;" |{{Color-box|12|Listening and collaborative activities|#Listening #Storytelling #Collaborative games [[https://teacher-network.in/OER/index.php/Listening_and_collaborative_activities Read more...]]}}<br />
| style="width: 50%;" |{{Color-box|8|Models of assessments|Formative assessments focusing on doing, speaking and writing. Assessments to inform teaching [[https://teacher-network.in/OER/index.php/Listening_and_collaborative_activities Read more...]].<br />
}}<br />
<br />
|}<br />
{| <br />
|-<br />
| style="width: 50%;" |{{Color-box|8|Student learning materials|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3_Vidyagama_program section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments. }}<br />
<br />
| style="width: 50%;" |{{Color-box|3|Inclusive education resources|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3_Vidyagama_program section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments.}}<br />
|-<br />
| style="width: 50%;" |{{Color-box|12|Community resources for learning|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3_Vidyagama_program section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments.}}<br />
| style="width: 50%;" |{{Color-box|8|Mental health resources|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3_Vidyagama_program section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments.<br />
}}<br />
<br />
|}<br />
{| <br />
|-<br />
| style="width: 50%;" |{{Color-box|8|Setting up a mixed level learning environment|Extraordinary times call for dynamic and flexible responses and school education is currently facing such a situation. This [https://karnatakaeducation.org.in/KOER/en/index.php/Teachers_Community_of_Learning_Bangalore_South_Block_3_Vidyagama_program section] will be adding resources for teachers and schools to plan lessons and activities for students – out of school, online, blended – as well as strategies for communication with parents and student assessments. }}<br />
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| style="width: 50%;" |{{Color-box|3|Digital learning resources for teachers|The need is more urgent than ever for teachers to develop digital skills both for creating resources as well as for delivering lessons online. This is a compilation of resources for the teacher to build their digital skills [[https://teacher-network.in/OER/index.php/Resources_for_digital_learning_for_teachers Read more...]]}}<br />
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[[Category:Portal]]</div>Guruhttps://teacher-network.in/OER/index.php?title=User_talk:Anusha_sharma&diff=11399User talk:Anusha sharma2021-09-08T16:44:47Z<p>Guru: Created page with "Anusha talk page"</p>
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<div>Anusha talk page</div>Guruhttps://teacher-network.in/OER/index.php?title=User:Anusha_sharma&diff=11397User:Anusha sharma2021-09-08T16:44:21Z<p>Guru: Created page with "Anusha, IT for Change"</p>
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