The document outlines a 10-day training programme for Education Instructors in the Indian Army Educational Corps. It discusses:
1) The importance of training and qualities of an effective trainer.
2) A needs analysis was conducted to understand the trainees, including their educational background, attitudes towards English, and preferred learning styles.
3) The goals of the programme are to develop the instructors' language and professional teaching skills so they can effectively teach English to Army personnel.
This course is designed for anyone looking to improve team dynamics through applying Emotional Intelligence. EQ is a recognised strategic tool for enhanced performance, productivity, communication, and influencing people. Individuals who have little understanding of emotional intelligence competencies, who would like to understand how to make a greater contribution in key areas of their business and personal lives.
This course is designed for anyone looking to improve team dynamics through applying Emotional Intelligence. EQ is a recognised strategic tool for enhanced performance, productivity, communication, and influencing people. Individuals who have little understanding of emotional intelligence competencies, who would like to understand how to make a greater contribution in key areas of their business and personal lives.
Sertifikasi SDM Indonesia untuk memenuhi standard ketentuan professional inte...Management_Team
UPDI LLC mengundang kepada seluruh Lembaga Perguruan Tinggi di Indonesia, untuk bekerjasama dalam meningkatkan kompetensi profesional warga negara Indonesia, dalam memenuhi standard ketentuan profesional internasional, sebagai bagian dari Corporate Social Responsibility Department, UPDI di Indonesia.
Program ini ditujukan untuk meningkatkan daya saing sumber daya manusia Indonesia terhadap sumber daya manusia negara lain terutama di dalam memenuhi ketentuan AFTA 2016.
company profil pt. centra gama indovisi, selain terdaftar beberapa judul atau topik training terkini, tentunya dapat merequest judul training yang sesuai dan ilmu baru yang ingin di dalami
Pedoman ini merupakan bagian dari program SCORE dan merupakan tanggapan terhadap kesimpulan-kesimpulan yang dibuat oleh pemerintah, pengusaha dan pekerja di
International Labour Conference pada tahun 2007. Dalam diskusi mengenai perusahaan yang berkesinambungan, mereka menyimpulkan bahwa:
”Perusahaan yang berkesinambungan perlu untuk berinovasi, mengadopsi teknologi ramah
lingkungan, mengembangkan keterampilan dan sumber daya manusia, dan meningkatkan produktivitas untuk tetap kompetitif di pasar nasional dan internasional. Mereka juga perlu
menerapkan praktek-praktek tempat kerja yang didasarkan pada sikap menjunjung tinggi
hak-hak mendasar di tempat kerja dan standar perburuhan internasional, dan membina
hubungan manajemen-tenaga kerja yang baik sebagai hal penting untuk meningkatkan produktivitas dan menciptakan pekerjaan yang layak. Prinsip-prinsip ini berlaku untuk semua perusahaan. ”
Uraian tentang aneka ragam sumber daya yang ada dalam organisasi, baik yang tangible ataupun yang intangible; yang kesemuanya diarahkan untuk mencapai keunggulan daya saing (competitive advantage) organisasi.
MAKALAH : http://management-administer.blogspot.co.id/2016/10/staffing-pimpinan-dan-kepemimpinan-lpi.html
A. Latar Belakang
Sumber daya terpenting suatu organisasi adalah sumber daya manusia yang akan memberikan tenaga, bakat, kreativitas dan usaha mereka kepada organisasi. Beberapa tugas-tugas kepemimpinan kritis manajer mencakup penarikan, penyeleksian, pengembangan dan penggunaan sumber daya manusia dalam mencapai tujuan organisasi. Tanpa sumber daya manusia yang cakap, organisasi dan manajemen akan gagal. Bagaimana manajer melaksanakan fungsi penyusunan personalia (staffing) secara efektif akan menentukan sukses atau kegagalan mereka sebagai manajer. Penyusunan personalia adalah fungsi manajemen yang berkenaan dengan penarikan, penempatan, pemberian, latihan, dan pengembangan anggota-anggota organisasi. Penyusunan personalia sangat erat dengan tugas-tugas kepemimpinan, sehingga pembahasannya, sering ditempatkan sebagai bagian dan fungsi pengarahan.
B. Rumusan Masalah
1. Bagaimana proses penataan staf?
2. Apa yang dimaksud dengan perencanaan SDM?
3. Apa saja langkah-langkah rekuitmen SDM?
4. Bagaimana proses seleksi?
5. Bagaimana pendidikan dan pelatihan SDM?
6. Apa saja manfaat penilaian SDM?
7. Bagaimana upaya peningkatan profesionalisme SDM?
8. Apa pengertian dari kepemimpinan?
9. Apa saja fungsi utama pemimpin?
10. Apa saja gaya kepemimpinan?
11. Apa saja faktor-faktor dan efektivitas yang mempengaruhi pemimpin?
12. Bagaimana pemimpin yang ideal bagi LPI?
8 Great Success Criteria - CerdasMulia Trainer BootcampArry Rahmawan
8 Great Success Criteria adalah materi training for trainer yang dibawakan dalam rangka persiapan menuju CerdasMulia Trainer Bootcamp di Puncak, Aprill 2013
Sertifikasi SDM Indonesia untuk memenuhi standard ketentuan professional inte...Management_Team
UPDI LLC mengundang kepada seluruh Lembaga Perguruan Tinggi di Indonesia, untuk bekerjasama dalam meningkatkan kompetensi profesional warga negara Indonesia, dalam memenuhi standard ketentuan profesional internasional, sebagai bagian dari Corporate Social Responsibility Department, UPDI di Indonesia.
Program ini ditujukan untuk meningkatkan daya saing sumber daya manusia Indonesia terhadap sumber daya manusia negara lain terutama di dalam memenuhi ketentuan AFTA 2016.
company profil pt. centra gama indovisi, selain terdaftar beberapa judul atau topik training terkini, tentunya dapat merequest judul training yang sesuai dan ilmu baru yang ingin di dalami
Pedoman ini merupakan bagian dari program SCORE dan merupakan tanggapan terhadap kesimpulan-kesimpulan yang dibuat oleh pemerintah, pengusaha dan pekerja di
International Labour Conference pada tahun 2007. Dalam diskusi mengenai perusahaan yang berkesinambungan, mereka menyimpulkan bahwa:
”Perusahaan yang berkesinambungan perlu untuk berinovasi, mengadopsi teknologi ramah
lingkungan, mengembangkan keterampilan dan sumber daya manusia, dan meningkatkan produktivitas untuk tetap kompetitif di pasar nasional dan internasional. Mereka juga perlu
menerapkan praktek-praktek tempat kerja yang didasarkan pada sikap menjunjung tinggi
hak-hak mendasar di tempat kerja dan standar perburuhan internasional, dan membina
hubungan manajemen-tenaga kerja yang baik sebagai hal penting untuk meningkatkan produktivitas dan menciptakan pekerjaan yang layak. Prinsip-prinsip ini berlaku untuk semua perusahaan. ”
Uraian tentang aneka ragam sumber daya yang ada dalam organisasi, baik yang tangible ataupun yang intangible; yang kesemuanya diarahkan untuk mencapai keunggulan daya saing (competitive advantage) organisasi.
MAKALAH : http://management-administer.blogspot.co.id/2016/10/staffing-pimpinan-dan-kepemimpinan-lpi.html
A. Latar Belakang
Sumber daya terpenting suatu organisasi adalah sumber daya manusia yang akan memberikan tenaga, bakat, kreativitas dan usaha mereka kepada organisasi. Beberapa tugas-tugas kepemimpinan kritis manajer mencakup penarikan, penyeleksian, pengembangan dan penggunaan sumber daya manusia dalam mencapai tujuan organisasi. Tanpa sumber daya manusia yang cakap, organisasi dan manajemen akan gagal. Bagaimana manajer melaksanakan fungsi penyusunan personalia (staffing) secara efektif akan menentukan sukses atau kegagalan mereka sebagai manajer. Penyusunan personalia adalah fungsi manajemen yang berkenaan dengan penarikan, penempatan, pemberian, latihan, dan pengembangan anggota-anggota organisasi. Penyusunan personalia sangat erat dengan tugas-tugas kepemimpinan, sehingga pembahasannya, sering ditempatkan sebagai bagian dan fungsi pengarahan.
B. Rumusan Masalah
1. Bagaimana proses penataan staf?
2. Apa yang dimaksud dengan perencanaan SDM?
3. Apa saja langkah-langkah rekuitmen SDM?
4. Bagaimana proses seleksi?
5. Bagaimana pendidikan dan pelatihan SDM?
6. Apa saja manfaat penilaian SDM?
7. Bagaimana upaya peningkatan profesionalisme SDM?
8. Apa pengertian dari kepemimpinan?
9. Apa saja fungsi utama pemimpin?
10. Apa saja gaya kepemimpinan?
11. Apa saja faktor-faktor dan efektivitas yang mempengaruhi pemimpin?
12. Bagaimana pemimpin yang ideal bagi LPI?
8 Great Success Criteria - CerdasMulia Trainer BootcampArry Rahmawan
8 Great Success Criteria adalah materi training for trainer yang dibawakan dalam rangka persiapan menuju CerdasMulia Trainer Bootcamp di Puncak, Aprill 2013
Effective to provide training program (training for trainer)Management_Team
At every human resource development program, the participants look forward to receiving the strategy of implementation of the topic of discussion in the working environment, while the theories that serve as the basic topic of discussion, it is still difficult to implement.
Topic in human resource development program, is expected to serve as a guide to build strategy implementation in the work environment, so that theory is just as insightful thinking which can be obtained from various sources.
Strategy implementation topic of discussion, not a theory but a technique to determine the stage of carrying out the work, planned and systematically arranged, but in tune with the culture of the organization, so as not to clash both vertical and horizontal.
the objective of competency-based education is to prepare individuals for the challenges of the future; empower students with knowledge and skills in various fields of study in a flexible educational program tailored to each student
English_version_Application of isd_in_classroom_sea_eng_16_dec2011Takahiro Matsumoto
translated version of the same title in Japanese. An anesthesiologist's experience in the application of instructional system design (ISD) for health professional education.
This was presented at Software Engineers Association, in Tokyo, on16 Dec 2011.
PTE coaching in Chandigarh is not just about exam preparation; it's a journey that transforms language proficiency. With expert guidance, personalized strategies, and a commitment to excellence, aspirants can confidently stride towards success in the PTE exam.
This training program offers opportunity for participants to acquire insights, explore leadership and management skills, supervisory management concepts, and examine actionable strategies for building the kind leadership and management skills to enable their team or their co-workers to deliver their optimum performance.
EFL Teacher Expectation for Fully Digital World-T.pptxRajeev Ranjan
EFL Teacher Expectation for Fully Digital World-Times have changed, teachers have evolved, and we now have a new breed of learning technologists.
Technology is changing our world. Routine knowledge and skills are being automated, digitised and outsourced. (Cambridge)
You are either into technology or you are in the way and had better start looking for a new job.’
Teachers who spent their lives managing with a textbook, a tape recorder and a blackboard are now adept at using PowerPoint to present grammar, playing podcasts to practise listening skills, pulling texts off the world wide web to introduce reading skills and perhaps most ground-breaking of all – empowering students by giving them access to a wide range of web-based tools that allow them to publish work and engage with live audiences in real contexts.
Rajeev Ranjan
www.rajeevelt.com
Online Learning Resource Sharing with StudentsRajeev Ranjan
Online Resource Sharing with Students
Let the Ice-Melts!
Be ready to learn, unlearn and relearn!
Be ready to write, read, add, delete and rewrite to cater the need of 21st century young generation!
Be open to care and share with students!
Why?
21st century generation love to explore technology based learning resources
Learning Outcomes –Maximize Students’ Learning Experiences, Develop Comprehensive Knowledge
Importance and Benefits of Sharing Online Resources with Students
• Focused Learning
• Extended Learning
• Time Saving
What is Online Learning Resources?
IGI Global defines Online Learning Resources (OLR) as
Learning resources that are made available online, not from printed sources,
Any resource available on the Internet in an online educational environment,
Documents such as course or chapter objectives, lecture notes, assignments, or answers to chapter questions/ audio or video lessons, interactive exercises or exams, or documents providing links to other Web sites,
Any digital material used for supporting student learning that is delivered in multiple delivery models,
Teacher as Learner and Learner as Teacher!
Develop comprehensive knowledge about the “Online Learning Resources” (OLR) before sharing with students
No matter!
What are the forms of Online Learning Resources i.e. audio, video, website links, pdfs, images, word file etc
Ask questions to yourself
a. Why do I want to share this material?
b. Will it help our learners?
c. How much learning resources should be shared?
Rajeev Ranjan
Principal, Teacher Trainer and Counselor
www.rajeevelt.com
Principal Role, Responsibilities and Duties- Tips to become good administrator, pedagogical leader and financial controller- from CBSE Principal Handboolk-in pursuit of excellence-rules mentioned in cbse bye-laws
Reference- CBSE Bye-laws
Rajeev Ranjan
www.rajeevelt.com
Cbse Assessment Framework for Science, Mathematics and English for Classes 6...Rajeev Ranjan
Assessment Framework for CBSE Science, Mathematics and English for Classes 6 to 10-
Key Points/Highlights/ Salient Features
Developers: - Joint Project
1. Central Board of Secondary Education, New Delhi
2. British Council
3. AlphaPlus
Focuses on “Assessment and Pedagogy”
1. The design of the assessment specifications for CBSE Science Mathematics and English for Classes 6 to 10”
2. Encourage teachers to focus on higher order thinking skills and move away from rote learning.
Golden Words:-
Barbara Wickham OBE, Director India, British Council states that “High quality assessment, curriculum and pedagogy are the golden triangle of any education system and when these are made available to young people in an enabling environment it has a profound impact on learning outcomes.” (CBSE Assessment Framework 2021)
Manoj Ahuja Chairman, CBSE stated that “Competency Based Education (CBE) is an alternative to ensure a future ready generation proficient in relevant skills. CBSE with its focus on holistic education is facilitating this progression to CBE where learners would gain mastery of 21st century skills.” (CBSE Assessment Framework 2021)
“Assessment Framework for CBSE Science Mathematics and English for Classes 6 to 10” Salient Features:-
Approach-
The focus of the curriculum is on the students developing a broad range of skills within the relevant subject areas which support their progression in school and more widely as global citizens.
The NCERT curriculum is not a definitive national curriculum which sets out what should be taught in each of the classes for each subject.
NCERT curriculum students should develop higher order thinking skills that better prepare them for later life, rather than a focus on learning of facts.
The NCERT curriculum is well known to teachers it is not universally well understood and there is a significant amount of teaching practice which still focuses on students learning facts and teaching to the text book rather than developing these broader skills.
What is ‘Learning Ladder’?
‘Learning Ladder’ identified both pedagogy and learning outcomes from the NCERT curriculum aligned with the content from the CBSE syllabus.
This learning ladder is presented so that the assessment content is linked directly to the NCERT curriculum which will facilitate amendments to be made if the curriculum changes in future.
Reference and Resource:-
A suggested Assessment Framework for CBSE Science Mathematics and English for Classes 6 to 10 (British Council and CBSE, New Delhi)
www.cbse.nic.in
Competency Based Learning- Importance and BenefitsRajeev Ranjan
Competency- Based Learning- Education-What is competency based learning? Definition of competency based learning-Importance of Competency based education- developing skill- knowledge--Skill -based learning,
proficiency-based learning,
mastery-based learning,
outcome-based learning,
performance-based learning,
standards-based education,
Rajeev Ranjan
www.rajeevelt.com
Top 25 Multiple Choices Questions with Answers on National Education Policy ...Rajeev Ranjan
Top 25 Multiple Choices Questions with Answers on National Education Policy 2020-1. Who was the chairman of NEP 2020 drafting committee?
a. Kailasavadivoo Sivan
b. Dr. K. Kasturirangan
c. Prof. Yaspal Sharma
d. Prod. G. RajaGopal
2. When did the Union Cabinet approved the new National Education Policy (NEP), 2020?
a. 29 June 2020
b. 29 July 2020
c. 29 August 2020
d. 29 January 2020
3. Fill in the blank.
Education is ---------------------------for achieving full human potential, developing an equitable and just society, and promoting national development.
a. Constitutional
b. Legitimate
c. Fundamental
d. Authentic
4. When did India adopted Goal 4 (SDG4) of the 2030 Agenda for Sustainable Development?
a. 2020
b. 2015
c. 2030
d. 2025
5. NEP 2020 aimed to achieve equitable access to the highest-quality education for all learners regardless of social or economic background. This target will be achieved up to the year----------------
a. 2020
b. 2015
c. 2030
d. 2040
6. NEP 2020 lays particular emphasis on the development of -------------------------
a. the best infrastructure in the world
b. the provision to give 100 employment
c. the provision to give free education
d. the creative potential of each individual
7. What is guiding light for the National Education Policy 2020?
a. rich resources of ancient and modern India
b. rich heritage of Indian classical music and art
c. rich heritage of ancient and eternal Indian knowledge
d. rich heritage of Indian Sufi tradition
Rajeev Ranjan
Principal, Teacher Trainer
www.rajeevelt.com
Multiple Choice Questions with Answers on National Education Policy 2020Rajeev Ranjan
Multiple Choices Questions with Answers on National Education Policy 2020
https://www.slideshare.net/rajeevelt/multiple-choice-questions-national-education-policy-2020set10- NEP 2020 - #frequentlyaskedquestions 85. NEP 2020 recommends that the Government of India will constitute a ‘Fund’ to build the nation ’s capacity to provide equitable quality education for all girls as well as transgender students. What will be the name of the fund?
a. ‘Gender-Education Fund’
b. ‘Gender-Promotion Fund’
c. ‘Gender-Inclusion Fund’
d. ‘Gender-Employment Fund’
86. What is full form of stands for (RPWD) Act 2016?
a. The Rights of Professionals with Disabilities (RPWD) Act 2016
b. The Rights of Persons with Distortions (RPWD) Act 2016
c. The Rights of Persons with Deformities (RPWD) Act 2016
d. The Rights of Persons with Disabilities (RPWD) Act 2016
87. What does CWSN stand for------
a. Children with Secular Needs
b. Children with Social Needs
c. Children with Special Needs
d. Children with Singular Needs
88. What is another suggested name of Children with Special Needs mentioned in NEP 2020?
a. Divyang Child
b. Disable Child
c. Distort Child
d. Distinguished Child
Rajeev Ranjan
www.rajeevelt.com
Multiple choice questions national education policy 2020-set-10Rajeev Ranjan
Multiple choice questions national education policy 2020-set-10-82. What is the single greatest tool for achieving social justice and equality according to NEP 2020?
a. Inclusive Education
b. Equitable Education
c. Vocational Education
d. Education
83. Bridging the gaps in access, participation, and learning outcomes of children will continue to be one of the major goals of all education sector development programmes. What is major gap identified in NEP 2020?
a. the social category gaps
b. the emotional category gaps
c. the physical category gaps
d. the religious category gaps
84. NEP 2020 recommends that regions of the country with large populations from educationally-disadvantaged SEDGs should be declared as ---------------------------------
a. Socio-Cultural Zones (SCZs)
b. Socio-Geographical Zones (SGZs)
c. Socio-Economic Zones (SEZs)
d. Special Education Zones (SEZs),
85. NEP 2020 recommends that the Government of India will constitute a ‘Fund’ to build the nation ’s capacity to provide equitable quality education for all girls as well as transgender students. What will be the name of the fund?
a. ‘Gender-Education Fund’
b. ‘Gender-Promotion Fund’
c. ‘Gender-Inclusion Fund’
d. ‘Gender-Employment Fund’
86. What is full form of stands for (RPWD) Act 2016?
a. The Rights of Professionals with Disabilities (RPWD) Act 2016
b. The Rights of Persons with Distortions (RPWD) Act 2016
c. The Rights of Persons with Deformities (RPWD) Act 2016
d. The Rights of Persons with Disabilities (RPWD) Act 2016
87. What does CWSN stand for------
a. Children with Secular Needs
b. Children with Social Needs
c. Children with Special Needs
d. Children with Singular Needs
88. What is another suggested name of Children with Special Needs mentioned in NEP 2020?
a. Divyang Child
b. Disable Child
c. Distort Child
d. Distinguished Child
Rajeev Ranjan
www.rajeevelt.com
www.rajeevranjan.net
Frequently asked question NEP 2020 for competitive examRajeev Ranjan
National Education Policy 2020
Frequently asked Questions
Multiple Choice Questions on NEP, 2020 Multiple Choice Questions on NEP, 2020
1. Who was the chairman of NEP 2020 drafting committee?
a. Kailasavadivoo Sivan
b. Dr. K. Kasturirangan
c. Prof. Yaspal Sharma
d. Prof. G. RajaGopal
2. When the Union Cabinet did approved the new National Education Policy (NEP), 2020?
a. 29 June 2020
b. 29 July 2020
c. 29 August 2020
d. 29 January 2020
3. Fill in the blank.
Education is ---------------------------for achieving full human potential, developing an equitable and just society, and promoting national development.
a. Constitutional
b. Legitimate
c. Fundamental
d. Authentic
4. When India did adopt Goal 4 (SDG4) of the 2030 Agenda for Sustainable Development?
a. 2020
b. 2015
c. 2030
d. 2025
5. NEP 2020 aimed to achieve equitable access to the highest-quality education for all learners regardless of social or economic background. This target will be achieved up to the year----------------
a. 2020
b. 2015
c. 2030
d. 2040
6. NEP 2020 lays particular emphasis on the development of -------------------------
a. the best infrastructure in the world
b. the provision to give 100 employment
c. the provision to give free education
d. the creative potential of each individual
7. What is guiding light for the National Education Policy 2020?
a. rich resources of ancient and modern India
b. rich heritage of Indian classical music and art
Rajeev Ranjan
Principal, Teacher Trainer
www.rajeevelt.com
360 Degree Leadership Feedback and Assessment- a Leadership and Management De...Rajeev Ranjan
360 Degree Assessment Tool Used for leadership development initiatives
1. multi-rater feedback,
2. multi source feedback,
3. multi source assessment,
360 Degree Assessment Tools are used for learning and development. 360 Degree Assessment Tools are helpful: -
1. For understanding leaders’ effectiveness
2. For helping leaders identifying their strengths
3. For improving leader’s self-awareness around critical leadership competencies
4. For sharing powerful insights into how the people we work with perceive my leadership styles
5. For identifying organizations development needs,
6. For identifying what’s most important in order to attain organization’s strategic goals
360-degree assessment tool provides comprehensive view of yourself through feedback from: -
your colleagues,
people you report to,
your boss,
other stakeholders
Rajeev Ranjan
Principal, Teacher- Trainer
www.rajeevelt.com
Ten Tips to Develop Emotional Intelligence for Organizing Classroom EffectivelyRajeev Ranjan
Emotional intelligence importance implication and benefits in the classroom-What are the five components of emotional intelligence?
What are the four types of emotional intelligence?
How do you know if you are emotionally intelligent?
Emotional Intelligence (E.I.) ‘the ability to perceive accurately, appraise and express emotions; the ability to access and or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth’ (Mayer & Salovey, 2001)
Rajeev Ranjan
Principal, Teacher Trainer
www.rajeevelt.com
Agility skill for growth and success in professional lifeRajeev Ranjan
Agility is a mindset. Agility means adaptability to new ideas. Agility means individual’s willingness to do things differently, doing something new innovatively and creatively. Agility requires courage to think differently and ready for experimentation. Agility requires a positive learning culture, a positive working culture where fear of failure exists scarcely. Fear of failure or punishment for failing in giving appropriate outcomes stops individual to look forward for designing and implementing innovative ways to invent something new and valuable.
Agility is core skill in today’s world. An agile person performs significantly and meaningfully in unfamiliar and challenging situation. An agile person thinks positively, innovatively, creatively, and think critically how well it works with the desired outcomes.
Rajeev Ranjan
Principal and Teacher- Trainer
10-Tips for Imparting Comprehensive Early Childhood Care and Education Fujim...Rajeev Ranjan
Comprehensive early childhood care and education fujimoto-Emotional, physical, health, nutrition and intellectual dimensions interact to create a whole and must be borne in mind in child care. Comprehensiveness takes into account the holistic development of all dimensions of the child.
Rajeev Ranjan
www.rajeevelt.com
Engaging families in literacy and learning in early childhood care and educationRajeev Ranjan
Engaging families in literacy and learning in early childhood care and education-Family learning implies broader learning activities including, but not limited to, literacy. It encompasses any learning activity that involves both children and adult family members where learning outcomes are intended for both, and which contributes to the development of a positive learning culture in the family (NIACE, 2013)
Experiential learning national education policy 2020Rajeev Ranjan
Experiential learning
4.6. In all stages, experiential learning will be adopted, including hands-on learning, arts-integrated and sports-integrated education, story-telling-based pedagogy, among others, as standard pedagogy within each subject, and with explorations of relations among different subjects. To close the gap in achievement of learning outcomes, classroom transactions will shift, towards competency-based learning and education. The assessment tools (including assessment “as”, “of”, and “for” learning) will also be aligned with the learning outcomes, capabilities, and dispositions as specified for each subject of a given class.
4.7. Art-integration is a cross-curricular pedagogical approach that utilizes various aspects and forms of art and culture as the basis for learning of concepts across subjects. As a part of the thrust on experiential learning, art-integrated education will be embedded in classroom transactions not only for creating joyful classrooms, but also for imbibing the Indian ethos through integration of Indian art and culture in the teaching and learning process at every level. This art-integrated approach will strengthen the linkages between education and culture.
4.8. Sports-integration is another cross-curricular pedagogical approach that utilizes physical activities including indigenous sports, in pedagogical practices to help in developing skills such as collaboration, self-initiative, self-direction, self-discipline, teamwork, responsibility, citizenship, etc. Sports-integrated learning will be undertaken in classroom transactions to help students adopt fitness as a lifelong attitude and to achieve the related life skills along with the levels of fitness as envisaged in the Fit India Movement. The need to integrate sports in education is well recognized as it serves to foster holistic development by promoting physical and psychological well-being while also enhancing cognitive abilities.
Adversity quotient 21st century life skills for success in Personal and Profe...Rajeev Ranjan
Adversity Quotients-21st Century Life Skills for Success in Personal and Professional Life-A person’s ability to adopt well in the face of adversity.Intelligence Quotient (IQ) test – which measures memory, analytical thinking and mathematical ability----Rajeev Ranjan
www.rajeevranjan.net
www.rajeevelt.com
Curriculum and Pedagogy in Schools National Education Policy 2020Rajeev Ranjan
Curriculum and pedagogy in schools national education policy 2020--Curriculum and Pedagogy in Schools- Restructuring school curriculum and pedagogy in a new 5+3+3+4 design- Education is fundamental for achieving full human potential, developing an equitable and just society, and promoting national development.
www.rajeevelt.com
Ecce literacy and numeracy- national educational policy-2020Rajeev Ranjan
ECCE-Foundational Literacy and Numeracy: An Urgent & Necessary Prerequisite to Learning- NEP 2020--Universal provisioning of quality early childhood development, care, and education -ECCE ideally consists of flexible, multi-faceted, multi-level, play-based, activity-based, and inquiry-based learning, comprising of alphabets, languages, numbers, counting, colours, shapes, indoor and outdoor play, puzzles and logical thinking, problem-solving, drawing, painting and other visual art, craft, drama and puppetry, music and movement. It also includes a focus on developing social capacities, sensitivity, good behaviour, courtesy, ethics, personal and public cleanliness, teamwork, and cooperation.
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Vision of National Education Policy 2020-Providing Universal Access to Qualit...Rajeev Ranjan
The vision of national education policy 2020- Education is fundamental for achieving full human potential, developing an equitable and just society, and promoting national development. Providing universal access to quality education is the key to India’s continued ascent, and leadership on the global stage in terms of economic growth, social justice and equality, scientific advancement, national integration, and cultural preservation. Universal high-quality education is the best way forward for developing and maximizing our country's rich talents and resources for the good of the individual, the society, the country, and the world. (NEP,2020)
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Fundamental Principles of National Education Policy 2020Rajeev Ranjan
Fundamental principles of National education policy 2020-The purpose of the education system is to develop good human beings capable of rational thought and action, possessing compassion and empathy, courage and resilience, scientific temper and creative imagination, with sound ethical moorings and values. It aims at producing engaged, productive, and contributing citizens for building an equitable, inclusive, and plural society as envisaged by our Constitution.
(Excerpts from NEP 2020)
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
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Unit 8 - Information and Communication Technology (Paper I).pdf
Rajeev "TRAINER TRAINING PROGRAMME"
1. TRAINER TRAINING PROGRAMME
TRAINING PROGRAMME FOR THE EDUCATION INSTRUCTORS OF
THE ARMY EDUCATIONAL CORPS POSTED AT DIFFERENT CORPS
AND COMMAND HEADQUARTERS
UNDER THE SUPERVISION OF
Prof. S Mohan Raj
&
Dr. Jayshree Mohan Raj
Centre for training and development
EFL University, Hyderabad
DESIGNED BY
Rajeev Ranjan
PGDTE Participants
2007-08
The English and Foreign Languages University
2. Hyderabad-500605
CERTIFICATE
This is to certify that the project titled ‘A 10-dayTraining Programme for the
Education Instructors of the Army Educational Corps Posted at Different
Corps and Command Headquarters’ has been completed by Mr. Rajeev Ranjan,
(Roll No. 116) PGDTE participants, under our supervision and guidance.
April 2008 (Prof. S Mohan Raj)
Hyderabad
April 2008 (Dr. Jayshree Mohan Raj)
Hyderabad
3. ACKNOWLEDGEMENTS
First of all, We thank the Indian Army and in particular, the Army Educational
Corps who detailed us to undergo this course in English Language Teaching at The
English and Foreign Languages University, Hyderabad.
We will remain indebted to Prof S Mohan Raj, our supervisor and course
coordinator and Dr. Jayshree Mohan Raj, our supervisor, for their enduring
patience, wholehearted interest, kind understanding, and steady encouragement
towards making this project a success.
We thank our parents, our family members, and our friends, specially Mr. Raj
Singh Badyal for extending their full support in all our endeavours.
Last but not the least, we thank the ALMIGHTY for guiding us the right means.
April 2008
Hyderabad Education Instructor
April 2008 Rajeev Ranjan
Hyderabad
(i)
4. CONTENTS
Acknowledgements (i)
Contents (ii)
. Chapter1: Introduction to Trainer Training Programme
1.1 Importance of training 1
1.2 Qualities of a trainer 1
1.3 The trainee 2
1.4 Justification of the programme 3
1.5 Statement of Intent 3
Chapter 2: Needs Analysis
2.1 Introduction 4
2.2 Points to be borne in mind for needs analysis 5
2.3 Analysis of the needs 6
2.4 Main sources for needs analysis 8
2.5 The instruments used in needs analysis 8
2.6 Procedure adopted for needs analysis 9
Chapter 3: General aims and specific objectives of the course
3.1 Aims of the course 10
3.2 Objectives of the course 11
Chapter 4: Course design
4.1 Syllabus 12
4.2 Methodology 19
4.3 Time-table 20
4.4 Evaluation 22
5. (ii)
5. Chapter 5: Conclusion 23
Bibliography 24
Appendices 25
Appendix 'A': Pre-Programme Information Questionnaire 25
Appendix 'B':Learners'Profile 26
6. (iii)
CHAPTER 1
INTRODUCTION
1.1 Importance of Training
“Excellence is an art won by training and habituation. We do not act rightly
because we have virtue or excellence, but we rather have those because we have
acted rightly. We are what we repeatedly do. Excellence, then, is not an act but a
habit.”
Training helps human being as well as animals to behave aptly in specific situation
specifically to the specific situational stipulation. In fact, this is a universal truth,
“we are strange beings, we seem to go free, but we go in chains - chains of
training, custom, convention, association, environment- in a word, Circumstance-
and against these bonds the strongest of us struggle in vain”.
The beauty of the training lies in escorting human beings to reach a point of
perfection, if not 100 percent perfection.
If training is so imperative, what can be role of the trainer in a programme? What
can be the characteristic features of a good trainer? Trainer is the mentor,
facilitator, a hard worker, devotion to the organization and a co-learner. S/he
should be a good communicator, hard ruler with a kind heart which helps the
trainer to make poise with the trainee.
1.2 Qualities of a Trainer:-
Attitude
Trainer Skills Language Proficiency
(50%)
Knowledge
Professional competence
(50%)
A trainer’s attitude towards a trainee matters a lot in a training programme. S/he
should have command on the subject including consideration for the trainees. S/he
should be capable of gaining insight into personal biases and challenging oneself to
overcome them for the purpose of effective multiplicity in training. A trainer
7. should have unconditional equal treatment of the people within one’s recognized
limitations including empathy for others, even those who have different values and
beliefs. Success of a programme depends on the mutual understanding and respect
between the trainee and the trainer at different level.
The core skills of a trainer are:
a) Building rapport
b) Active listening and speaking
c) Efficient questioning
d) Managing information
1.3 The trainee
First and foremost quality of a trainee is willingness to learn. If the trainee has an
urge to learn, or high motivation level, learning can be maximized. If it is an
educational training programme, devotion and motivation is must for training.
Interest in the subject and readiness to work hard has great importance. So, the
trainee should have qualities of adaptability and adoptability, attitude and aptitude
during the training period. If the trainer and trainee have mutual understanding in a
language trainer training programme, what should be the focus of programme so
that trainees become well versed? A good communicator is a skilled professional
and has a deeper knowledge of subjects. It makes a good human being after the
completion of the programme.
Some questions always haunt our mind, what is a trainer training programme?
What are the essential features of a training program? What are the essential
features of a language training program? According to Lesly Bikinsan, a training
programme is
"A desperate attempt to avoid disaster"
Self –Instructional Design, 1986
As mentioned above, “On the mountains of truth we can never climb in vain. We
will reach a point higher up today, or we will train our powers so that we will be
able to climb higher tomorrow”. A language trainer training programme should be
aimed at developing language competence, professional competence, acquaintance
with new teaching methodology, tolerance for the trainees, etc. It should sensitize
the trainees to the latest development in language teaching –learning scenario like
use of modern technologies, OHP, computer, projector, etc. Trainer training
programme also sensitizes the trainees about modern research happened in the field
of mental and physical level like how mind works in language learning . These
8. interesting topics should be included to bring awareness in the trainees about
interesting and crucial facts. It will certainly help the trainees in their career as ELT
professionals.
1.4 Justification of the programme
The Indian Army is one of the largest in the world. It is necessary for the forces to
update themselves with the latest technological innovations so that the enemy is
not able to face at us. Education is the only medium which makes it possible for us
to achieve our ultimate goal.
English has further an important role because the instructions for using
arms, weapons, nuclear weapons etc. are not only given in English but the manuals
also are available in English.
Many Army personnel who get enrolled in the Army after Middle schools
i.e. after 8th standard want to continue their education. Similarly, personnel who get
enrolled after Secondary school feel to uplift their educational standard with
Higher Secondary. To fulfill the educational requirements of the Army personnel,
secondary and Higher Secondary classes are conducted at the Corps and Command
HRDCs (Human Resource Development Centre). The Army Educational Corps
has been imparted the duty to educate these Army personnel. For the purpose of
teaching English to these personnel, the Army Educational Corps (AEC) enrolls
Education Instructors who are M.A. in English. Before being posted to these
Headquarters, these Instructors are put to a very general type of technical training
called Diploma in Teaching. This course (Diploma in Teaching) deals with general
principles of education, the educational psychology, and information technology.
They are not given any specific training in the teaching of English so that they can
9. deal with the needs of the learners who come for secondary or higher secondary
examination.
Working in the Indian Army for the last eight years as Education Instructors,
it is our personal experience that a course should be designed for these Education
Instructors so that they can not only exposed to the different language teaching
strategies/methodologies but can also exploit the text in their own ways making
language teaching at par with the world today. This becomes more important
considering the fact that this course (Secondary or Higher Secondary) has to be
completed within six-months.
1.5 Statement of intent:
We intend to design a 10- hour course for the Education Instructors of the Army
Educational Corps posted at different Corps and Command Headquarters of the
Indian Army.
CHAPTER 2
NEEDS ANALYSIS
2.1 Introduction: Any course should be based on an analysis of learners'
needs. This is one way in which training procedures can enclose a positive
outcome in life. The answers to the analysis will probably be different, but the
questions that need to be asked are the same. Nevertheless, it is mandatory for us
to know what the learners’ require and as a result, learners' true needs are
discovered.
We come to about the learners’ age, cultural background, educational qualification,
and level of language proficiency and their requirements from the course.
In other words, ‘needs-analysis’ helps to develop in the trainer 'the ability to
comprehend and/or produce the linguistic features of the language’.
Let’s make a distinction between target needs and learning needs.
When we think in terms of trainee and trainer need, both should proceed in
one direction only then the target can be achieved. First we can distinguish
10. between the target needs (trainee) in target situations and the trainee requirements
for implication of their knowledge.
evaluation needs evaluation needs
analysis analysis
assessment course assessment course
design design
teaching- teaching-
learning learning
Process: theory Process: reality
As can be seen in the above two illustrations, needs analysis gives the course designer a
clear picture about, what (course contents), who (trainees), how (methods), and why
(objectives). On the basis of prior analysis, course designer designs the course which
caters the needs of the trainees. Suppose, most of the trainees are weak in linguistic and
phonetics areas, they include these elements in the course. It depends on the duration of
the training programme, whether it is a 10 -day course or an academic year course. The
nature of the course (orientation programme) or one full academic year programme also
helps the course designer in selection and gradation of the topics. When we analyze the
needs before starting a programme, it saves not only the time of the course designers, but
also of the trainers and trainees.
It also helps the course designers to be much focused while determining the aims and
objectives of the course. Usually in a training programme trainees are adult learners so
first course designers assume the learners previous knowledge on one hand and on the
other hand, they know that trainees almost possess the same qualification. So, most of the
time needs analysis of the trainees focuses on several aspects like language competence,
professional needs and future use of the training programme. So, a course designer
shoulders many responsibilities.
2.2 Points to be Borne in Mind for Needs Analysis:
Trainees’ needs:
Academic needs (present & future)
Professional needs
11. Trainees- oriented objectives:
Communicative skills
Language skills
Language structure
Study skills
Literary skills
Trainer Training Programme has broader aspects. It caters the needs at three levels and all
these levels are complement to each other. So at the time of needs analysis, any trainer
considers these points in mind.
Students Trainee Trainees' trainer
Trainee-centeredness
1. Autonomy
2. Independence
3. Initiative Responsibility (trainees take responsibility of their success
or failure.)
4. Training (getting trainees to lead a much disciplined academic life;
when they involve themselves in Teaching-Learning process.)
Roger Bowers says,
“If we accept that a student will learn best what he wants to learn, less well what he
only needs to learn, less well what still what he neither wants nor needs to learn, it
is clearly important to leave room in a learning programme for the learner’s own
wishes regarding both goals and processes. (1980).
In a trainee-centered class, the trainees’ involvement is essential, because of the
following reasons:
5. Learners as responsible individuals
6. ‘Managers’ and ‘monitors’ of own learning ( a sense of progress in
the learners, facing the system on their own)
7. ‘Knowers’ of objectives of learning (they know where this education
will lead them to.)
12. 8. ‘Assessors’ of success and failure (Though traditionally, teacher
assesses learners but a good learner assesses his success/failure not
in terms of marks obtained but in terms of what his achievement.)
9. ‘Providers’ of (self) remediation (Though remedial teaching is
provided by the teacher, but here the learner himself diagnoses the
problem and then finds a remedy.)
In the process of needs analysis, emphasis is on collection and assessment of
information relevant to the course, to build concrete ideas about how and what
(content /material the course should consist of). It helps us to achieve our target.
It is a continuous process i.e. since we teach presently; we discover something and
analyze it, so it always demands alertness. A good teacher/ a good course designer
tries and tests, evaluates critically and analyzes the whole course stage to the
classroom so that s/he can make changes when he designs the course next time.
So, needs analysis is a collaborative effort and gives the best outcome when it is
prepared as a joint venture.
Before starting needs analysis in a trainer training programme, we bear some
important aspects in our mind, which are as follows:
(See Appendix 'A' for questionnaires)
(See Appendix 'B' for learners' profile)
2.3 Analysis of the needs
10. Who are the learners?
* Age/sex/nationality/L1 – The learners are Education Instructors in
the Army Educational Corps of Indian Army, between 25-30 years
of age, and who have studied either Hindi or English as one of the
subjects in their schooling.
* Subject knowledge – All the learners are in possession of Masters
Degree in English.
* Socio-cultural background- The learners are from different states
of India and thus form a mixed group.
13. * Attitudes to subject or discipline – The learners have studies
English at the post-graduation level. So, all of them have a positive
attitude towards teaching-learning of English language.
11. Why are learners taking the course?
The trainees are posted to different Corps or Command Headquarters
where they are required to take the Secondary and Higher Secondary
classes for the Army personnel. They have to deal with the CBSE
syllabus. The trainees feel a great need to learn the teaching
strategies which not only induces in them the ability to understand
the different literary texts but also making it easier for the learners to
understand.
In adult learning programmes, the designer sends the material to the
learner two weeks before so that the learner can come with a
simulation on the day of the course.
12. How do learners learn?
* Learning background and experiences – Since the learners are from
different social and cultural backgrounds, they have studied in rural, semi-
urban, and urban schools.
* Concept of teaching and learning – The learners are serving in the
Army. So, they have developed a habit of group learning in them.
* Methodological and materials preferences-The methodologies change
from time to time and the trainees are exposed to different methodologies as
some of them have done B.Ed. So, it is necessary to train them in newer
technologies.
* Preferred learning styles and strategies-As is known, some learners are
visual, some audio, and some kin-aesthetic learners, so different strategies
will be used while imparting training.
4. What do learners know?
* Their literary abilities in L1 &L2- The learners have studied
Hindi/Regional language as one of their subjects. They all can read, write
and speak English well.
* Proficiency in English. (How much English do they know? For example,
writing articles, journals etc.)-The learners are proficient in English but need
improvement in certain areas.
14. * Writing experiences and genre familiarity (How much of writing are
they exposed to as the course demands too much of writing for future
profession.)- The learners are exposed to many genres but they are unaware
of the ways the genres can be exposed in language teaching.
5. What is the future use of the training programme?
The trainees' will make use of the programme directly when they are
back on duty to their respective places of posting.
They can interpret the text and reach the multiple meanings attached to
it.
6. What will the content areas be?
• Academic subject, specialism within discipline, secondary school subjects.
7. Who will the trainees use the language with?
• Non-native speakers.
• Reader’s knowledge-expert, beginner, etc.
• Relationship: peer, teacher, examiner and supervisor.
8. Where will the trainees use the language?
o Physical setting: school, conference.
o Linguistic context: home country.
(Where will a person use the language? In one’s own country, the
pressure reduces.)
o Human context: known /unknown readers. (Knowing to whom are
we writing? If the writer and the reader share something in common,
they can understand each other.)
2.4 Main sources for Needs Analysis
The trainees
People working or studying in the field.
Documents relevant to that field (to look into the previous records).
Organization
Colleagues (friends and teachers who have done similar work earlier).
2.5 The Instruments used in Needs Analysis and their uses
15. Questionnaires (It is structured to know about the personal, educational, social,
professional, background of the learners.)
Analysis of the authentic written and spoken texts (It helps in understanding
the problems of the learners’ in a better way.)
Discussions (people open up easily in normal discussions and give many a
details which they won’t be able to give in a formal atmosphere.)
Structured Interviews (After the discussion is over, the learner can be asked to
give the specific answers to the specific questions asked, so that it helps in
designing a useful course.)
Observations (while the trainees are at work, the problems faced by them can
be understood in a better way rather than conducting discussions and
interviews).
Assessments (A kind of pre-test, which is not always done on paper. It can be
done as a talk or a discussion).
2.6 Procedure adopted for Needs Analysis
Needs analysis can be best procured only when one approaches the people
involved in the process.
Using questionnaire
Talking to the organization and looking previous records
Nature of their previous training (what, how much, training focus)
Assuming their language competence
Needs of the organization
Nature of their jobs
Or
Professional needs
Future needs
Implication of the knowledge
16. We used traditional and very relevant way of needs analysis i.e. questionnaire and
discussed with the concerned trainees about the nature of their job. The trainees told
us that the nature of training they receive (language-oriented, based on
communicative language teaching/traditional teaching). We came to know that they
have to handle CBSE syllabus of Secondary and Higher Secondary level but they
don't receive any specific language training. They don't know the current approach
to language teaching. The organization assumes that since the instructors are
selected on the basis of PG Degree in English, they are aware of all the teaching
strategies. But how can one know by himself without proper training or exposure.
CHAPTER 3
AIMS AND OBJECTIVES
3.1 General aims of the course
a. To enable the trainees' to acquire competence in different
linguistic functions.
b. To reinforce the various sub-skills acquired related to reading,
writing, listening and speaking.
c. To broaden the language base to enable the trainee to use
language effectively.
d. To develop vocabulary through word building skills.
e. To develop greater confidence and proficiency in the use of
language skills necessary for social and academic purposes.
f. To promote advanced language skills with an aim to develop the
skills of reasoning, drawing inferences, etc. through meaningful
activities.
g. To actualize the skills of listening and speaking.
h. To enable the learners to test the listening/speaking skills which
are an important component of the overall testing pattern?
i. To appreciate and analyze special features of language that
differentiates literary texts from non-literary ones.
j. To develop the ability to be original and creative in interpreting
opinion.
k. Teaching skills and sub-skills of writing focused on the process
of writing.
17. l. The mastery of language elements: speech sound, word, phrases,
sentences, and discourse as well as their language structuring.
m. The development of communication skills involving accuracy,
fluency, and appropriacy.
n. The inculcation of literary skills to develop teacher to teach
poems and another literary genre.
o. Development of study skills.
p. Knowledge about general material.
q. Use of supplementary material.
3.2 Specific objectives of the course
i. To refer to dictionaries, encyclopedia, thesaurus and academic reference
material.
ii. To select and extract relevant information, using reading skills of
skimming and scanning.
iii. To comprehend the difference between what is said and what is implied.
iv. To understand the language of propaganda and persuasion.
v. To listen to lectures and talks and to be able to extract relevant and useful
information for a specific purpose.
vi. To make enquiries meaningfully and adequately respond to enquiries for
the purpose of travelling within the country and even abroad.
vii. To develop the art of formal public speaking.
viii. To write on various issues to institutions seeking relevant information.
ix. To present papers and taking part in symposia.
x. To take down notes from talks and lectures and make notes from various
resources for the purpose of developing the extracted ideas into sustained
pieces of writing.
xi. To write examination answers according to the requirements of the various
subjects.
18. xii. To develop the ability to comprehend technical language as required in
computer related fields.
CHAPTER 4
COURSE DESIGN
4.1 Syllabus
4.1.1 Why do we need a syllabus?
A good language syllabus is an expression of the educational philosophy of the
writer and a summary of what is best in current trends in language teaching. It
provides a support for the teacher and guide for the students,
available or obtainable in a basis for material production. A syllabus is needed for
examination; for revision and research. It is a basis for in service training and for
discussion and negotiation within administration without a good syllabus there is
nothing. (Leo O Keefe in Unique and Recurrent Elements in Syllabus for ESP, ELT,
Docs, 116. 1983)
19. So, a syllabus institutionalizes language learning. Syllabus is structured and
graded giving a sense of direction on teaching. It acts like a checklist for the
learners as well as teachers and also becomes a source of reference.
Here I would like to include the characteristic of a good syllabus:
Provide a basis for assessment
Giving moral support to learners and the teachers by making learning
seems manageable
Reassures administrators that thought and planning have gone into the
course
Establishes goals for the learning
Helps teachers plans and organize their teaching
Makes teachers accountable for what they do in the class
Gives learner a sense of direction
Gives criteria for selecting materials
Achieves standardization across school and across country
(Source - Cambridge University Press)
Broadly syllabus concerns with:
Why? –objectives
Who ?– learners
What?- content
How?- methodology and evaluation
In fact it should be a device of public planning for teaching but not for learning.
4.1.2 Types of syllabus and materials
Right from the beginning and specially in the 20th century, two types of syllabuses
have been dominating the era of teaching English and in material production, the
structural and the communicative. Structural approach started in the 1940s with
the British and from 1960 onwards it was adopted in India. Communicative
Language Approach started In 1970s and reached India in 1980 and since then, it
has been dominating the language learning scenario.
20. Distribution of time
We have included proficiency course to develop the language competence of the
teacher and methods of teaching English to sensitize the teachers to the current
trends of language teaching. Merely giving theory does not help the teacher to
adopt the current teaching methods in the class. We have distributed equal time
to the demonstration of the actual lesson by experts of different fields. At last,
teachers will do peer teaching in the supervision of the expert teachers. We have
included theoretical knowledge as well as practical knowledge for the teachers.
Language proficiency
Phonetics/ Spoken English - 9hrs
Grammar - 9hrs
Reading - 8hrs
Writing - 6hrs
Study skills - 3hrs
35 hrs
Professional Competence
Methods of teaching English - 5hrs
Demonstration classes - 6hrs
Peer teaching - 8hrs
19hrs
Miscellaneous
Introduction - 1hr
Valedictory - 1hr
Recreational - 4hrs
Total - 60hrs
4.1.3 Language Proficiency
General Objectives:
21. To develop the spoken English of the trainees
To develop the fluency of the trainees
To develop the intelligible pronunciation of the trainees
To develop the right attitude among the trainees for the spoken English
To improve the problematic areas of spoken English like speech sounds,
word-stress and sentence stress.
Specific objectives
At the end of the course trainees will be able to distinguish between
different sounds
At the end of the course trainees will improve their problematic sounds
At the end of the course trainees will be able recognize different sound-
symbols
At the end of the course trainees will have knowledge about the stressed-
unstressed syllable
At the end of the course trainees will be free from the common mistakes of
words stress, weak and strong words etc
To sensitize the trainees with tone group , tonic syllable and provide
practice in the reading poetry and reading passages
To enable the trainees to blend the theory and practice and use them in
their real teaching.
Grammar
General objectives:
To provide confidence in English grammar
To develop the trainees' own grammar
To sensitize the modern trends of grammar
To enable the trainees to develop accuracy and appropriateness in
grammar
22. Specific objectives:
At the end of the course, trainees will have clear concepts of time
&tense, different types of verbs (regular &irregular) etc.
To make aware the trainees, different types of use and
implications of article.
At the end of the course trainees will have the different functions
of the modals like requesting commanding, apologizing and
reprimanding etc.
To enable the trainees how to use different types of condition
At the end of the course they will have knowledge non-finite forms
At the end of the lesson trainees will be able to us clauses
correctly
Contents of the course
Time and Tense
• Use of verbs
• Present tense
• Past tense
• Active and Passive voice
• Direct & Indirect speech
Articles
• Countable
• Uncountable noun
• Use and omission of the articles
Modals
• Different functions of the modals like, requesting, commanding,
probability, ability etc.
Conditionals
23. • Different types of conditionals like hypothetical and factual
Non- Finite
• Infinitive
• Gerunds
• Participles
Clauses
• Relative clauses
Reading
General Objectives:
To develop the different levels of comprehension like factual, inferential,
evaluative ,etc
To develop the skills to exploit the texts for different purposes
To sensitize them to the use of different strategies of reading i.e.
skimming and scanning
To train the trainee to handle the different types of texts in the classroom
Specific objectives
At the end of the course, trainees will be able to exploit any reading text
To refer to dictionaries, encyclopedia, and thesaurus
To select and extract relevant information, using reading skills of skimming
and scanning
To comprehend the implied and the surface meaning of the text
To develop the abilities to differentiate between claims and realities, facts
and opinions.
Contents of the course
Reading
• Unseen passages
24. • Reading texts
• Detailed text
• Non-detailed text
Writing
General Objectives:
To develop the understanding between spoken communication and
written communication
To make the trainees conscious of communications functions of the
written English
To develop the competence level of writing like letter writing,
report writing, dialogue writing etc.
To introduce different types of style:
formal and informal
To writing skills integrated with the other skills
To develop the skills of writing like e.g. the structure of a paragraph
, definition , description, narration, explanations- topic sentence ,
linking, devices, introductions , conclusions.
To develop writing tasks from less linguistically challenging to more
linguistically challenging ones
Specific objectives
• At the end of the course trainees will have proper ideas about the
writing skills , sub-skills like
• To write different types of letter
• To write different functions of language in day to day life i.e.
sending telegrams , faxes ,emails , write applications , prepare a
personal bio-data
25. • To write formal reports as parts of personal
• To write different types of writing
• To write presentation of opinions, facts, arguments in the form of
set speeches for debates.
Course contents:
• Different types of writing,
• Formal & Informal
• Letter writing- complaints and applications
• Descriptions of a process, how to do
• Articles
• Discourse
Study skills
Objectives:
To draw their attention of the importance of the study skills
To enable the teacher to write note making, note technique,
dictionary skills etc
To develop the various means of information transfer
Specific objectives
At the end of the course, trainees will be able to -
Make notes
Take notes
Transfer information from verbal to non-verbal and vice-versa.
Handle reference skills.
Course content
Various types of dictionaries and their use of dictionary in the language
classroom
4.1.4 Professional Competence
26. Current Methods of English Language Teaching
General Objectives
To equipped the trainees’ knowledge with so many previous and
current methods of language teaching
To improve trainees competence in language teaching
Specific objectives
Objectives of teaching English
The problems of teaching English as L2
The design of the prescribed teaching materials , reader etc
Teaching vocabulary items
Promoting reading comprehension
Using language exercise
Teaching lesson planning of different topics, like language skills,
study skills etc.
Course Contents
Objectives of teaching English
Problems of teaching English
Language as skills etc,
Demonstration of the various topics by the experts of those particular areas
• Lesson planning
• Teaching vocabulary
• Teaching reading skill
• Teaching language exercises
• Teaching supplementary reader
• Teaching a poem
27. 4.2 Methodology
As we all know, there are many methods to make the study of English Language as
efficient as we can. This course is designed for advanced level learners and they
won't remain passive in the class and they have more worldly experiences. They
have the capability to evaluate the trainer. So, the following methodologies will be
used to make the training as constructive as possible.
♣ Lecturing: Whenever a new topic will be introduced, like the
phonetics which is a totally new topic for many a students in the north,
this method will be used. This will be supported by many examples
and illustrations, audio-visual aids (for reinforcement and creating
interest in the learners),
♣ Group Discussion: Group discussion is one of the best ways for
effective teaching specially in a mixed-ability group. This also lays
stress on time-management and listening to instructions. It also helps
in maximizing participation.
♣ Workshop: Workshop provides a hands-on experience which is
most suitable for the adult learners and enforces 'doing by learning'.
This gives them the freedom to speak, act, and experience the practical
problems.
♣ Role plays: In their leisure time, outside the classroom, the
trainees will be made to enact in role-plays which help the trainees to
learn through Para-linguistic features of the language.
4.3 Time-Table
0900-100 1000-110 1100-12 1200- 1300-140 1400-15 1500-16
0 0 00 1300 0 00 00
28. Day 1 INAU P &M RDG L WRTG PHNTK SS-DIC
Day 2 GRMR LP DL U LEC
Day3 WRTG RDG P&M N WRTG PHNTK RDG
Day4 GRMR PHNTK P &M C LEC
LEC H DL GRMR SS-NM/
NT
Day 5 GRMR P&M PHNTK
LEC DL PHNTK SS-REF
TUTRL
Day6 GRMR P&M PHNTK
TUTRL
WRTG PHNTK DL
Day7 GRMR RDG PHNTK
TUTRL
TUTRL
Day 8 GRMR PHNTK RDG
WRTG DL DL
TUTRL B
Day 9 GRMR GRMR RDG R
PRTG PRTG RP
E
PRTG PRTG PRTG
Day WRTG RDG FDBK A
PRTG PRTG PRTG
10
K
EXAM EP VAL
INAU- Inaugration
P&M- Principles and Methods
RDG- Reading
WRTG- Writing
PHNTK-LEC- Phonetic lecture
SS-DIC- Study skills (Dictionary)
29. GRMR- Grammar
LP- Lesson plan
DL- Demo lesson
SS-NM/NT- Study skills (Note making/note-taking)
PHNTK TUTRL- Phonetic Tutorial
SS-REF- Study skills (reference)
RP- Role play
FDBK- Feedback
EP- Entertainment programme
VAL- ledictory
4.4 Evaluation
Evaluation is a necessary module to weigh the knowledge of the trainees. However
no test especially language test can claim that this is the best module to check the
knowledge of the participants of a programme. But it gives organizational
feedback whether the trainees have achieved the prescribed aims and objectives of
the course or not. There are various means of checking the language competence of
the trainees'.
30. These can be:
§ Ask them to prepare different types of lesson plan for the teaching of literary
skills, language skills, language study, study skills etc.
§ Ask them to teach their colleagues.
§ Conducting written examination of Grammar and writing skills
§ Ask them to give a demo lesson of a particular topic
Through using various evaluation techniques programme designer can judge their
trainees language proficiency as well as professional competence. It is necessary to
give feed back to the trainees so that they can improve their weak points in terms
of expression, teaching methods, and language specific areas. It may be spoken
English, grammar, vocabulary, writing etc.
The participants will also be evaluated based on their Classroom participation.
CHAPTER 5
CONCLUSION
31. Though any course is ought to be designed in the very beginning i.e. before the
commencement of any course. Before any course starts, all the components of the
course, the trainer, the trainee, and the materials should be well tuned to grasp the
course contents.
It is an irony that since long no serious initiatives have been taken into this aspect
except for the fact that a selected few are being detailed to undergo the PGDTE
programme conducted at the three EFL University Campuses (formerly CIEFL)
and some of the instructors are made to attend the CTE course at the AEC Training
College and Centre, Pachmarhi (MP) which is again run mostly by those people
who don't have any specific training in English Language Teaching.
The question that arises here is, can a few trained instructors change the entire
scenario when we have a whole lot of trainees eagerly waiting to be trained in the
aspects of English Language teaching? Can a course run successfully when the
teacher himself is not trained enough in the teaching methodologies? Can a teacher
teach people when he is trained after completing 7-10 years of service and
imparting training to many secondary and higher secondary courses without
knowing much about the teaching principles? Can a teacher teach well when he is
not aware of the phonetics of English? The answer to all of the above questions is
definitely an intrepid 'no'.
It is a matter of pride for us to design this course which meets the needs of
Education Instructors posted at different Corps and Command Headquarters of the
Indian Army. Being a part of the Instructor community, we feel an urge to enhance
our knowledge by conducting such courses at different formations.
This programme has a direct impact on the instructors as well as the students. As
English literature is very rich and that richness can only be felt with a deeper
understanding of the different genres that can be used to teach the language.
CBSE syllabus is considered to be an ideal syllabus in the whole country and the
Education Instructors can teach the students this CBSE syllabus only when they
are up-to-date and are aware of the latest trends/innovations in the field of English
Language Education. They can instill positive qualities in the students only when
they are qualified in speaking patterns, comprehending and inferring the different
types of literary genres. Only when the instructors are able to look beyond the text,
they will be able to make the learners feel that variety, cultural, and social integrity
of the English language.
33. 1. Leo O Keefe: 1983. Unique and Recurrent Elements in Syllabus for ESP, ELT,
Docs
2. Teach English, 2005,Adorien Doff, Cambridge CUP
3. PGDTE Syllabus
4. RP Syllabus
5. CBSE Class XI and XII Syllabus