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# Supporting school-level interactions where teachers will conduct audio activities and review assessment analysis (ML)
# Supporting school-level interactions where teachers will conduct audio activities and review assessment analysis (ML)
# 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)
# 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)
== Plan of Action ==
{| class="wikitable"
|'''Month'''
|'''Mode'''
|'''Proposed Activity'''
|-
|Nov 23
|In person
|Module 1:
1. Introductions, overview of the program, understanding beliefs and practices
2. Understanding ELL, it’s benefits and impact.
3. About language learning and acquisition - breaking common myths and misconceptions
4. Constructing a lesson with digital integrated activities for LSRW, vocabulary and creative expression.
5. Providing support and feedback to students – developing a checklist
6. Creation and planning of CoPs
7. How to create and maintain mentee teacher profiles
8. Assignment, Reflections and next steps
|-
|Nov 23
|Online
|Experience sharing, feedback discussions on progress, next steps. Interaction through COPs and through scheduled online sessions
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
|-
|Dec 23
|In person
|Module 2:
1 How to interpret understand and internalize TCK and TPK with examples
2. What would TPCK in classrooms looks like. What would be good practices worth sharing.
3. How can we help build/strengtehen TPCK?
4. Studying TPCK in teachers and including it in teacher profiles.
5. Assignment, Reflections and next steps
|-
|Dec 23
|Online
|Experience sharing, feedback, discussions on progress, next steps
|}
== Workshop 1 activities ==
== Workshop 1 activities ==