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Teachers writing workshop Thrissur 2024 (view source)

Revision as of 05:02, 27 April 2024

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→‎Paper Presenters and Facilitators
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=== Objective of the workshop ===
 
=== Objective of the workshop ===
 
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.
 
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.
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=== Participant Information ===
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Kindly fill out [https://teacher-network.in/limesurvey/index.php/389443?lang=en this questionnaire] so that the organizers have a good understanding of the articles you are working on and your expectations from the workshop. Please click [https://teacher-network.in/limesurvey/index.php/389443?lang=en here] for the questionnaire.
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=== Checklist of activities for each teacher ===
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Each teacher should
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# fill the [https://teacher-network.in/limesurvey/index.php/389443?lang=en participant information form]
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# [https://teacher-network.in/OER/index.php/Learn_Freeplane#Installation install Freeplane] Concept mapping software, on the laptop they will bring to the workshop
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# create a simple concept map on any topic, e.g. Thrisssur.
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# read the articles provided as links on this page
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===Introduction===
 
===Introduction===
 
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.  
 
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.  
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| Session 1 || 10 to 10:30 AM || Introduction to the program/workshop
 
| Session 1 || 10 to 10:30 AM || Introduction to the program/workshop
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|Workshop page
 
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| Session 2 || 10:30 to 11:15 AM || Interactive session on writing: Writing as Carpentry
 
| Session 2 || 10:30 to 11:15 AM || Interactive session on writing: Writing as Carpentry
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Overview of 'digital tools' and their use in writing
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|Reading from M.T. Vasudevan Nair (Chapter 1 from [https://www.scribd.com/document/690191919/Kathikante-Panippura-by-MT-Vasudevan-Nair Kathikante Panippura]), [https://cloud.itforchange.net/s/sCcQC6Z2RorSEP8 Brief notes on writing], [https://cloud.itforchange.net/s/pnTnFzwkZEsBxek podcast in English], [https://cloud.itforchange.net/s/kfZHxJqAp7bEWsT podcast in Malayalam]
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|Concept map '[[Digital Tools for supporting writing|Digital Tools for supporting writing']]
   
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|-
 
| Tea Break || 11:15 to 11:30 AM
 
| Tea Break || 11:15 to 11:30 AM
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|
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|
 
|-
 
|-
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| Session 3 || 11:30 to 1 PM || Initiating and organising writing: Using digital mind maps
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| Session 3 || 11:30 to 1 PM || Overview of 'digital tools' and their use in writing
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|User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]
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Initiating and organizing writing: Using digital mind maps
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|Concept map '[[Digital Tools for supporting writing|Digital Tools for supporting writing']]
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Video on concept mapping
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User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]
 
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|-
 
| Lunch || 1 to 2 PM
 
| Lunch || 1 to 2 PM
 
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|-
 
| Session 4 || 2 to 3:30 PM || Creation of digital concept maps by teachers (on the papers they presented)
 
| Session 4 || 2 to 3:30 PM || Creation of digital concept maps by teachers (on the papers they presented)
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We will break into 3 sub-groups for this activity. One resource person will participate in each group
 
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|
 
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| Tea Break || 3:30 to 3:45 PM
 
| Tea Break || 3:30 to 3:45 PM
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|-
 
|-
 
| Session 5 || 3:45 to 4:45 PM || Initial presentation + Peer feedback in plenary, and discussion
 
| Session 5 || 3:45 to 4:45 PM || Initial presentation + Peer feedback in plenary, and discussion
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|-
 
| Session 1 || 10:00 to 11:30 AM || “Free writing”
 
| Session 1 || 10:00 to 11:30 AM || “Free writing”
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|[[Digital Tools for supporting writing|Free Writing - what and how]]
 
|-
 
|-
 
| Tea Break || 11:30 to 11:45 AM
 
| Tea Break || 11:30 to 11:45 AM
 
|-
 
|-
 
| 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)
 
| 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)
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|[https://owl.purdue.edu/owl/multilingual/multilingual_students/key_concepts_for_writing_in_north_american_colleges/stages_of_the_writing_process.html Stages of the Writing Process] [from Online Writing Lab (OWL) at Purdue University]
 
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|-
 
| Lunch || 1:00 to 2:00 PM
 
| Lunch || 1:00 to 2:00 PM
 
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|-
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| Session 3 || 2:00 to 3:30 PM || Peer Feedback  and discussion in small groups
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| Session 3 || 2:00 to 3:30 PM || Brief 20 minute session on the use of AI for writing; Peer Feedback  and discussion in small groups  
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(Each group member reads one paper of their peer and notes down comments/feedback. Then all members present this feedback to the whole group)
 
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| Tea Break || 3:30 to 3:45 PM
 
| Tea Break || 3:30 to 3:45 PM
 
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|-
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| Session 5 || 3:45 to 4:45 || Final revisions in the draft
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| Session 4 || 3:45 to 4:45 || Final revisions in the draft, digitizing if needed
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|[https://owl.purdue.edu/owl/multilingual/multilingual_students/key_concepts_for_writing_in_north_american_colleges/reference_and_citation_in_writing.html Reference and Citation in Writing] (from OWL, Purdue)
 
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|-
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| Session 6 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning
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| Session 5 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning
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|[[:File:Reflecting on the ‘skill-will’ matrix for ‘writing’.odt|Skill Will Matrix]] - Understanding Ability and Willingness to Write, to explore possible CPD
 
|}
 
|}
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=== Resources for the workshop ===
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=== Additional Resources for the workshop ===
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=== Points to consider and think about while writing ===
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# problem statement/context?
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# objectives/research questions
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# scope - where, when
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# approach, processes and timelines
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#* how
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#* resources
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#* cost implications/funds for project
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# challenges and mitigation
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#* constraints and how they were overcome
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# reflections
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#* your key learnings from the project
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#* which children did well, why
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#* which did not, why
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# outcomes
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#* what happened
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#* your plans for the future
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# conclusions
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# references
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# Writing as Carpentry (podcast)
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'''Caveat:''' Above only intended to serve as questions to think about while writing. Actual paper may have different headings
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# Using digital technologies to support writing
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#  
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# Mind mapping as a method to support writing
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#  
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# Learning [[Learn Freeplane|Freeplane]], a digital tool for developing concept maps - User manual
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#  
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# Free Writing - what and how
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# Skill Will matrix - Understanding Ability and Willingness to Write, to explore possible CPD
      
=== Paper Presenters and Facilitators ===
 
=== Paper Presenters and Facilitators ===
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{|
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{| class="wikitable"
 
|-
 
|-
 
! Name of the teacher !! Paper Title  
 
! Name of the teacher !! Paper Title  
 
!Reference resources for writing!! ITfC
 
!Reference resources for writing!! ITfC
 
|-
 
|-
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| Ms. Anila R, UPST, GUPS Paralikkad || Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques  
+
| Ms. Anila R, UPST, GUPS Paralikkad ||[https://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024/abstracts&action=submit#Enhancing_English_Language_Proficiency_in_Primary_School_Children_through_Integrated_Dance.2C_Acting.2C_and_Games|[https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#Enhancing_English_Language_Proficiency_in_Primary_School_Children_through_Integrated_Dance.2C_Acting.2C_and_Games Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques]
−
| || JK
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| [https://files.eric.ed.gov/fulltext/EJ1132014.pdf Improving Students’ Vocabulary Mastery by Using Total Physical Response]
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| JK
 
|-
 
|-
−
| Ms. Anitha Hassan, LPST, GLPS Ottupara || 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children  
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| Ms. Anitha Hassan, LPST, GLPS Ottupara || [https://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024/abstracts&action=submit#100_days_100_reading_cards_.E2.80.93_An_Effective_Strategy_for_Improving_Reading_Skill_of_Children 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children]
−
| || MI
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| [https://jelr.greadc.org/index.php/jelr/article/view/12/7 Effectiveness of Flash Card Media To Improve Early Childhood English Letter and Vocabulary Recognition in Reading]
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| JK
 
|-
 
|-
−
| Ms..Arathy K R, LPST, GHSS Villadam || Importance of evolving texts parallel to textbooks  
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| Ms..Arathy K R, LPST, GHSS Villadam || [https://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024/abstracts&action=submit#Importance_of_evolving_texts_parallel_to_textbooks Importance of evolving texts parallel to textbooks]
−
| || MI
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| [https://www.youtube.com/watch?v=PwX_4TnQxtU Stories as Pedagogy]
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| MI
 
|-
 
|-
−
| Ms. Aswathi Mohanan, UPST, NSUPS West Koratty || Puppetry in English Classroom  
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| Ms. Aswathi Mohanan, UPST, NSUPS West Koratty || [https://teacher-network.in/OER/index.php?title=Teachers_writing_workshop_Thrissur_2024/abstracts&action=submit#Puppetry_in_English_Classroom Puppetry in English Classroom]
−
| || JK
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| [https://files.eric.ed.gov/fulltext/EJ1212334.pdf Puppet as a Pedagogical Tool: A Literature]
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 +
[https://files.eric.ed.gov/fulltext/EJ1212334.pdf Review]
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| MI
 
|-
 
|-
−
| Ms. Bindu K, LPST, RSLPS Engakkad || Discourse becomes easy  
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| Ms. Bindu K, LPST, RSLPS Engakkad || [https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#Discourse_becomes_easy Discourse becomes easy]
−
| || MI
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| [https://www.journal-dogorangsang.in/no_2_Online_22/67_aug.pdf How Discourse Oriented Pedagogy Facilitates Collaborative Learning]
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| MI
 
|-
 
|-
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| Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery || Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom  
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| Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery ||[https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#Theatrical_Pedagogy:_Fostering_Learning_through_Acting_in_the_English_Classroom|[https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#Theatrical_Pedagogy:_Fostering_Learning_through_Acting_in_the_English_Classroom Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom]
−
| || JK
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| [https://files.eric.ed.gov/fulltext/EJ1184311.pdf Theater for Language Teaching and Learning: The E Theater, a Holistic Methodology]
 +
| JK
 
|-
 
|-
−
| Ms. Kulirma Beevi, LPST, SPKCMMGUPS Madayikonam || Enhancing Primary Level Learners' Writing Skills through Picture Description: A Comprehensive Pedagogical Approach  
+
| Ms. Kulirma Beevi, LPST, SPKCMMGUPS Madayikonam ||[https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#Enhancing_Primary_Level_Learners.27_Writing_Skills_through_Picture_Description:_A_Comprehensive_Pedagogical_Approach|[https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#Enhancing_Primary_Level_Learners.27_Writing_Skills_through_Picture_Description:_A_Comprehensive_Pedagogical_Approach Enhancing Primary Level Learners' Writing Skills through Picture Description: A Comprehensive Pedagogical Approach]
−
| || MI
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| [https://mjltm.org/article-1-520-en.pdf The Use of Pictures in Improving Students’ Writing], [https://files.eric.ed.gov/fulltext/EJ1171736.pdf The Use of Picture Descriptions in Enhancing Communication Skills]
 +
 
 +
[https://files.eric.ed.gov/fulltext/EJ1171736.pdf Amongst Eighth-Grade Learners of English as a Foreign Language]
 +
| JK
 
|-
 
|-
−
| Ms.Meenu Krishnan, UPST, NHSS Irinjalakuda || Fun Learning through Word Games -An Effective Tool for Improving Vocabulary  
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| Ms.Meenu Krishnan, UPST, NHSS Irinjalakuda || [https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#Fun_Learning_through_Word_Games_-An_Effective_Tool_for_Improving_Vocabulary Fun Learning through Word Games -An Effective Tool for Improving Vocabulary]
−
| || MI
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| [https://www.atlantis-press.com/proceedings/asiacall-2-21/125967408 Using Word Games to Improve Vocabulary Retention in Middle School EFL Classes]  (Download [https://www.atlantis-press.com/article/125967408.pdf here])
 +
| MI
 
|-
 
|-
−
| 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  
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| Ms. Meenu Vincent, HST, St.Sebastian's HS Chittattukara || [https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#Fostering_the_need_for_Global_Connectivity_by_ingraining_the_Relevance_of_Spoken_English_in_High_School_learners Fostering the need for Global Connectivity by ingraining the Relevance of Spoken English in High School learners]
−
| || JK
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| [https://www.researchgate.net/profile/Parupalli-Rao/publication/334282978_THE_ROLE_OF_ENGLISH_AS_A_GLOBAL_LANGUAGE/links/5d21b86e299bf1547c9effdb/THE-ROLE-OF-ENGLISH-AS-A-GLOBAL-LANGUAGE.pdf The Role of English as a Global Language]
 +
| MI
 
|-
 
|-
−
| Ms. Remya Gopal, HST, NHSS Irinjalakuda || Unlocking World: Transformative Power and Endless Adventures Found in Reading!  
+
| Ms. Remya Gopal, HST, NHSS Irinjalakuda || [https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#Unlocking_World:_Transformative_Power_and_Endless_Adventures_Found_in_Reading.21 Unlocking World: Transformative Power and Endless Adventures Found in Reading!]
 
| [https://improvingliteracy.org/kit/learning-about-your-childs-reading-development Learning-about-your-childs-reading-development]  
 
| [https://improvingliteracy.org/kit/learning-about-your-childs-reading-development Learning-about-your-childs-reading-development]  
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| GK
 
| GK
 
|-
 
|-
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| Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam || Percipience Procedure: Fostering Comprehensive Learning through Active Engagement  
+
| Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam || [https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#Percipience_Procedure:_Fostering_Comprehensive_Learning_through_Active_Engagement Percipience Procedure: Fostering Comprehensive Learning through Active Engagement]
 
| NA
 
| NA
 
| GK
 
| GK
 
|-
 
|-
−
| Ms. Sandhya PU, HST, GNBHS Kodakara || Exploring the efficacy of mediation techniques in enhancing English as a Second Language classroom dynamics: A Research study  
+
| Ms. Sandhya PU, HST, GNBHS Kodakara || [https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#Exploring_the_efficacy_of_mediation_techniques_in_enhancing_English_as_a_Second_Language_classroom_dynamics:_A_Research_study Exploring the efficacy of mediation techniques in enhancing English as a Second Language classroom dynamics: A Research study]
 
| [https://oup.es/sites/default/files/2022-03/Mediation_Focus_Paper.pdf Mediation_Focus_Paper]
 
| [https://oup.es/sites/default/files/2022-03/Mediation_Focus_Paper.pdf Mediation_Focus_Paper]
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| GK
 
| GK
 
|-
 
|-
−
| Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || Mindfulness in English Language Learning  
+
| Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || [https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#Mindfulness_in_English_Language_Learning Mindfulness in English Language Learning]
 
| [https://files.eric.ed.gov/fulltext/EJ1142103.pdf Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom]
 
| [https://files.eric.ed.gov/fulltext/EJ1142103.pdf Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom]
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| GK
 
| GK
 
|-
 
|-
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| 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  
+
| Mr. Shibu E P, UPST, GWLPS Ponnore || [https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#E-LIFE_.28English_Learning_Interestingly_Fluently_and_Effectively.29_.E2.80.93_A_Programme_for_Developing_communication_skills_and_confidence_LP_and_UP_students E-LIFE (English Learning Interestingly Fluently and Effectively) – A Programme for Developing communication skills and confidence LP and UP students]
−
|  
+
| [https://files.eric.ed.gov/fulltext/EJ1216784.pdf Activity-Based Teaching, Student Motivation and Academic]
 +
 
 +
[https://files.eric.ed.gov/fulltext/EJ1216784.pdf Achievement] [https://www-smilefoundationindia-org.translate.goog/blog/how-activity-based-learning-can-help-in-knowledge-retention/?_x_tr_sl=en&_x_tr_tl=ml&_x_tr_hl=ml&_x_tr_pto=tc പ്രവർത്തനത്തെ അടിസ്ഥാനമാക്കിയുള്ള പഠനം എങ്ങനെ അറിവ് നിലനിർത്താൻ സഹായിക്കും?]
 
| JK
 
| JK
 
|-
 
|-
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| Ms. Sumitha N S, LPST, SNLPS Irinjalakuda || Enhancing English Speaking Skills through Confidence Building in Children  
+
| Ms. Sumitha N S, LPST, SNLPS Irinjalakuda || [https://teacher-network.in/OER/index.php/Teachers_writing_workshop_Thrissur_2024/abstracts#Enhancing_English_Speaking_Skills_through_Confidence_Building_in_Children Enhancing English Speaking Skills through Confidence Building in Children]
 
| [https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/encouraging-your-child-to-speak-english/ Encouraging your child to speak English]
 
| [https://www.cambridgeenglish.org/learning-english/parents-and-children/how-to-support-your-child/encouraging-your-child-to-speak-english/ Encouraging your child to speak English]
 
[https://academia.edu/87527346/TEACHING_SPEAKING_SKILLS_IN_ENGLISH_THROUGH_STUDENT_CENTERED_ACTIVITIES Teaching speaking skills in English through student centered activities]
 
[https://academia.edu/87527346/TEACHING_SPEAKING_SKILLS_IN_ENGLISH_THROUGH_STUDENT_CENTERED_ACTIVITIES Teaching speaking skills in English through student centered activities]
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