Difference between revisions of "Teachers writing workshop Thrissur 2024"

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April 29 and 30, 2024
 
April 29 and 30, 2024
  
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=== Objective ===
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=== Objective of the workshop ===
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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.
+
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.
 +
 
 +
=== Participant Information ===
 +
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.
 +
 
 +
=== Checklist of activities for each teacher ===
 +
Each teacher should
 +
 
 +
# fill the [https://teacher-network.in/limesurvey/index.php/389443?lang=en participant information form]
 +
# [https://teacher-network.in/OER/index.php/Learn_Freeplane#Installation install Freeplane] Concept mapping software, on the laptop they will bring to the workshop
 +
# create a simple concept map on any topic, e.g. Thrisssur.
 +
# read the articles provided as links on this page
 +
 
 
===Introduction===
 
===Introduction===
−
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.  
+
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.  
  
 
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.  
 
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.  
  
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==== Writing Workshop ====
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=== Writing Workshop Methodology ===
  
 
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.
 
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.
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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.   
 
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.   
 
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’.
 
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’.
 +
 +
=== Tentative workshop session plan -  April 2024 ===
 
{| class="wikitable"
 
{| class="wikitable"
−
|+ Tentative workshop time table -  April 2024
 
 
|-
 
|-
−
! Session No !! Time !! Agenda  
+
! Session No !! Time !! Agenda
 
!Resources for the session
 
!Resources for the session
 
|-
 
|-
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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
−
|
+
|Workshop page
 
|-
 
|-
−
| 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/ Writing as Cooking
−
|
+
|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 മലയാളം ഓഡിയോ]
 
|-
 
|-
 
| Tea Break || 11:15 to 11:30 AM
 
| Tea Break || 11:15 to 11:30 AM
 +
|
 +
|
 
|-
 
|-
−
| Session 3 || 11:30 to 1 PM || Initiating and organising writing: Using digital mind maps  
+
| Session 3 || 11:30 to 1 PM || Overview of 'digital tools' and their use in writing
−
|User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]
+
Initiating and organizing writing: Using digital mind maps
 +
|Concept map '[[Digital Tools for supporting writing|Digital Tools for supporting writing']]
 +
[https://teacher-network.in/OER/images/1/1c/Concept_Mapping.pdf Slides on concept mapping]
 +
 
 +
User manual on the Digital Mindmap tool - [[Learn Freeplane|Freeplane]]
 
|-
 
|-
 
| Lunch || 1 to 2 PM
 
| Lunch || 1 to 2 PM
 
|-
 
|-
 
| 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)
 +
We will break into 3 sub-groups for this activity. One resource person will participate in each group
 
|
 
|
 
|-
 
|-
−
| Tea Break || 3:30 to 3:45 PM
+
| Tea Break || 3:30 to 3:45 PM
 +
|
 
|-
 
|-
 
| 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 6 || 4:45 to 5:00 PM || Interactive session: ‘Reading for Writing’ and Accessing academic articles (assigning article for reading)
 
| Session 6 || 4:45 to 5:00 PM || Interactive session: ‘Reading for Writing’ and Accessing academic articles (assigning article for reading)
−
|
+
|[https://www.researchgate.net/publication/49617664_We_learn_to_write_by_reading_but_writing_can_make_you_smarter_We_learn_to_write_by_reading_but_writing_can_make_you_smarter#fullTextFileContent We learn to write by reading - Krashen], [https://learningcenter.unc.edu/tips-and-tools/reading-to-write/ Reading to Write (from UNC website)] Reading for Writing ([https://cloud.itforchange.net/s/x4KXZepimRQbqew മലയാളം ഓഡിയോ]), [https://cloud.itforchange.net/s/cd9meYX9TyrJGQF Brief Notes on 'Reading for Writing']
 
|-
 
|-
 
| Day 2
 
| Day 2
 
|-
 
|-
−
| Session 1 || 10:00 to 11:30 AM || “Free writing”  
+
| Session 1 || 10:00 to 11:30 AM || “Free writing”
−
|
+
|[[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)
−
|
+
|[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]
 
|-
 
|-
 
| Lunch || 1:00 to 2:00 PM
 
| Lunch || 1:00 to 2:00 PM
 
|-
 
|-
−
| Session 3 || 2:00 to 3:30 PM || Peer Feedback  and discussion in small groups
+
| 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  
 +
(Each group member reads one paper of their peer and notes down comments/feedback. Then all members present this feedback to the whole group)
 
|
 
|
 
|-
 
|-
 
| Tea Break || 3:30 to 3:45 PM
 
| Tea Break || 3:30 to 3:45 PM
 
|-
 
|-
−
| Session 5 || 3:45 to 4:45 || Final revisions in the draft
+
| Session 4 || 3:45 to 4:45 || Final revisions in the draft, digitizing if needed
−
|
+
|[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)
 
|-
 
|-
−
| Session 6 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning
+
| Session 5 || 4:45 to 5:00 PM || Possible Way forward; journaling for continued learning
−
|
+
|[[:File:Reflecting on the ‘skill-will’ matrix for ‘writing’.odt|Skill Will Matrix]] - Understanding Ability and Willingness to Write, to explore possible CPD
 
|}
 
|}
  
 +
=== Additional Resources for the workshop ===
 +
 +
=== Points to consider and think about while writing ===
 +
 +
# problem statement/context?
 +
# objectives/research questions
 +
# scope - where, when
 +
# approach, processes and timelines
 +
#* how
 +
#* resources
 +
#* cost implications/funds for project
 +
# challenges and mitigation
 +
#* constraints and how they were overcome
 +
# reflections
 +
#* your key learnings from the project
 +
#* which children did well, why
 +
#* which did not, why
 +
# outcomes
 +
#* what happened
 +
#* your plans for the future
 +
# conclusions
 +
# references
 +
 +
'''Caveat:''' Above only intended to serve as questions to think about while writing. Actual paper may have different headings
 +
#
 +
#
 +
#
  
 +
=== Paper Presenters and Facilitators ===
 
{| class="wikitable"
 
{| class="wikitable"
−
|+ Paper Presenters and Facilitators
 
 
|-
 
|-
−
! Name of the teacher !! Paper Title !! ITfC Facilitator
+
! Name of the teacher !! Paper Title  
 +
!Reference resources for writing!! ITfC
 
|-
 
|-
−
| Ms. Anila R, UPST, GUPS Paralikkad || Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques || JK
+
| 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]
 +
| [https://files.eric.ed.gov/fulltext/EJ1132014.pdf Improving Students’ Vocabulary Mastery by Using Total Physical Response]
 +
| JK
 
|-
 
|-
−
| Ms. Anitha Hassan, LPST, GLPS Ottupara || 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children || MI
+
| 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]
 +
| [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]
 +
| JK
 
|-
 
|-
−
| Ms..Arathy K R, LPST, GHSS Villadam || Importance of evolving texts parallel to textbooks || MI
+
| 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]
 +
| [https://www.youtube.com/watch?v=PwX_4TnQxtU Stories as Pedagogy]
 +
[https://cdn.azimpremjiuniversity.edu.in/apuc3/media/publications/downloads/magazine/LC-issue-16-Low-Res-HyperlinkedRevised.pdf Storytelling as a Pedagogical Approach]
 +
| MI
 
|-
 
|-
−
| Ms. Aswathi Mohanan, UPST, NSUPS West Koratty || Puppetry in English Classroom || JK
+
| 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]
 +
| [https://files.eric.ed.gov/fulltext/EJ1212334.pdf Puppet as a Pedagogical Tool: A Literature]
 +
 
 +
[https://files.eric.ed.gov/fulltext/EJ1212334.pdf Review]
 +
| MI
 
|-
 
|-
−
| Ms. Bindu K, LPST, RSLPS Engakkad || Discourse becomes easy || MI
+
| 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]
 +
| [https://www.journal-dogorangsang.in/no_2_Online_22/67_aug.pdf How Discourse Oriented Pedagogy Facilitates Collaborative Learning]
 +
| MI
 
|-
 
|-
−
| Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery || Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom || JK
+
| 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]
 +
| [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 || MI
+
| 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]
 +
| [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 The study of the Use of Picture Descriptions in]
 +
 
 +
[https://files.eric.ed.gov/fulltext/EJ1171736.pdf Enhancing Communication Skills among the 8th-]
 +
 
 +
[https://files.eric.ed.gov/fulltext/EJ1171736.pdf Grade Students—Learners of English as a Foreign]
 +
 
 +
[https://files.eric.ed.gov/fulltext/EJ1171736.pdf Language]
 +
| JK
 
|-
 
|-
−
| Ms.Meenu Krishnan, UPST, NHSS Irinjalakuda || Fun Learning through Word Games -An Effective Tool for Improving Vocabulary || MI
+
| 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]
 +
| [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 || JK
+
| 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]
 +
| [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! || GK
+
| 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://nichd.nih.gov/sites/default/files/publications/pubs/documents/readingk-3.pdf#search=A-Child-Becomes-a-Reader%3A-Proven-Ideas-from-Research-for-Parents Proven-Ideas-from-Research-for-Parents]
 +
| GK
 
|-
 
|-
−
| Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam || Percipience Procedure: Fostering Comprehensive Learning through Active Engagement || GK
+
| 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
 +
| 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 || GK
+
| 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://cambridgeenglish.org/Images/664965-mediation-what-it-is-how-to-teach-it-and-how-to-assess-it.pdf mediation-what-it-is-how-to-teach-it-and-how-to-assess-it]
 +
 
 +
[https://ecml.at/Portals/1/6MTP/project-stathopoulou/documents/METLA-mediation-guide-EN.pdf#page=33 METLA (Mediation in Language Teaching, Learning and Assessment) project]
 +
| GK
 
|-
 
|-
−
| Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam || GK
+
| 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://www.researchgate.net/publication/342668156_Mindfulness_in_the_foreign_language_classroom_Influence_on_academic_achievement_and_awareness Mindfulness in the foreign language classroom: Influence on academic achievement and awareness]
 +
 
 +
[https://tandfonline.com/doi/full/10.1080/23311908.2019.1609242?scroll=top&needAccess=true Langerian mindfulness and language learning]
 +
 
 +
[https://tandfonline.com/doi/full/10.1080/23311908.2019.1609242 Mindfulness in the foreign language classroom: Influence on academic achievement and awareness]
 +
| GK
 
|-
 
|-
−
| 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
+
| 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
 
|-
 
|-
−
| Ms. Sumitha N S, LPST, SNLPS Irinjalakuda || Enhancing English Speaking Skills through Confidence Building in Children || GK
+
| 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]
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[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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[[Category:Workshop]]
 
[[Category:Workshop]]
 
[[Category:English]]
 
[[Category:English]]
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[[Category:Kerala]]

Latest revision as of 08:52, 30 April 2024

Workshop Dates

April 29 and 30, 2024

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.

Participant Information

Kindly fill out 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 here for the questionnaire.

Checklist of activities for each teacher

Each teacher should

  1. fill the participant information form
  2. install Freeplane Concept mapping software, on the laptop they will bring to the workshop
  3. create a simple concept map on any topic, e.g. Thrisssur.
  4. read the articles provided as links on this page

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.

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.

Writing Workshop Methodology

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.

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.

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. 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’.

Tentative workshop session plan - April 2024

Session No Time Agenda Resources for the session
Day 1
Session 1 10 to 10:30 AM Introduction to the program/workshop Workshop page
Session 2 10:30 to 11:15 AM Interactive session on writing: Writing as Carpentry/ Writing as Cooking Reading from M.T. Vasudevan Nair (Chapter 1 from Kathikante Panippura), Brief notes on writing, podcast in English, മലയാളം ഓഡിയോ
Tea Break 11:15 to 11:30 AM
Session 3 11:30 to 1 PM Overview of 'digital tools' and their use in writing

Initiating and organizing writing: Using digital mind maps

Concept map 'Digital Tools for supporting writing'

Slides on concept mapping

User manual on the Digital Mindmap tool - Freeplane

Lunch 1 to 2 PM
Session 4 2 to 3:30 PM Creation of digital concept maps by teachers (on the papers they presented)

We will break into 3 sub-groups for this activity. One resource person will participate in each group

Tea Break 3:30 to 3:45 PM
Session 5 3:45 to 4:45 PM Initial presentation + Peer feedback in plenary, and discussion
Session 6 4:45 to 5:00 PM Interactive session: ‘Reading for Writing’ and Accessing academic articles (assigning article for reading) We learn to write by reading - Krashen, Reading to Write (from UNC website) Reading for Writing (മലയാളം ഓഡിയോ), Brief Notes on 'Reading for Writing'
Day 2
Session 1 10:00 to 11:30 AM “Free writing” Free Writing - what and how
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) Stages of the Writing Process [from Online Writing Lab (OWL) at Purdue University]
Lunch 1:00 to 2:00 PM
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

(Each group member reads one paper of their peer and notes down comments/feedback. Then all members present this feedback to the whole group)

Tea Break 3:30 to 3:45 PM
Session 4 3:45 to 4:45 Final revisions in the draft, digitizing if needed Reference and Citation in Writing (from OWL, Purdue)
Session 5 4:45 to 5:00 PM Possible Way forward; journaling for continued learning Skill Will Matrix - Understanding Ability and Willingness to Write, to explore possible CPD

Additional Resources for the workshop

Points to consider and think about while writing

  1. problem statement/context?
  2. objectives/research questions
  3. scope - where, when
  4. approach, processes and timelines
    • how
    • resources
    • cost implications/funds for project
  5. challenges and mitigation
    • constraints and how they were overcome
  6. reflections
    • your key learnings from the project
    • which children did well, why
    • which did not, why
  7. outcomes
    • what happened
    • your plans for the future
  8. conclusions
  9. references

Caveat: Above only intended to serve as questions to think about while writing. Actual paper may have different headings

Paper Presenters and Facilitators

Name of the teacher Paper Title Reference resources for writing ITfC
Ms. Anila R, UPST, GUPS Paralikkad Enhancing English Grammar Conceptualization and Retention through Integrated Acting and Dance Techniques Improving Students’ Vocabulary Mastery by Using Total Physical Response JK
Ms. Anitha Hassan, LPST, GLPS Ottupara 100 days 100 reading cards - An Effective Strategy for Improving Reading Skill of Children Effectiveness of Flash Card Media To Improve Early Childhood English Letter and Vocabulary Recognition in Reading JK
Ms..Arathy K R, LPST, GHSS Villadam Importance of evolving texts parallel to textbooks Stories as Pedagogy

Storytelling as a Pedagogical Approach

MI
Ms. Aswathi Mohanan, UPST, NSUPS West Koratty Puppetry in English Classroom Puppet as a Pedagogical Tool: A Literature

Review

MI
Ms. Bindu K, LPST, RSLPS Engakkad Discourse becomes easy How Discourse Oriented Pedagogy Facilitates Collaborative Learning MI
Elizabeth Poulose, UPST, St. Pius Xth UPS Wadakkanchery Theatrical Pedagogy: Fostering Learning through Acting in the English Classroom 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 The Use of Pictures in Improving Students’ Writing, The Use of Picture Descriptions in Enhancing Communication Skills

The study of the Use of Picture Descriptions in

Enhancing Communication Skills among the 8th-

Grade Students—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 Using Word Games to Improve Vocabulary Retention in Middle School EFL Classes (Download 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 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! Learning-about-your-childs-reading-development

Proven-Ideas-from-Research-for-Parents

GK
Ms. Sajitha Joseph, IIST, OLFGIIS Mathilakam Percipience Procedure: Fostering Comprehensive Learning through Active Engagement NA 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 Mediation_Focus_Paper

mediation-what-it-is-how-to-teach-it-and-how-to-assess-it

METLA (Mediation in Language Teaching, Learning and Assessment) project

GK
Ms. Sherine K R,HST, St. Joseph's HSS Mathilakam Mindfulness in English Language Learning Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

Mindfulness in the foreign language classroom: Influence on academic achievement and awareness

Langerian mindfulness and language learning

Mindfulness in the foreign language classroom: Influence on academic achievement and awareness

GK
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 Activity-Based Teaching, Student Motivation and Academic

Achievement പ്രവർത്തനത്തെ അടിസ്ഥാനമാക്കിയുള്ള പഠനം എങ്ങനെ അറിവ് നിലനിർത്താൻ സഹായിക്കും?

JK
Ms. Sumitha N S, LPST, SNLPS Irinjalakuda Enhancing English Speaking Skills through Confidence Building in Children Encouraging your child to speak English

Teaching speaking skills in English through student centered activities

GK
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