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Happenings at RIESI, Bengaluru
Additional Projects
| Course |
: |
RIESI – SSA Collaborative Training programme for Resource Persons in English in Alappuzha District in Kerala |
| Date |
: |
21.07.2009 to 14.08.2009 Batch I
10.08.2009 to 14.08.2009 Batch II
25.08.2009 to 29.08.2009 Batch III
22.09.2009 to 26.09.2009 Batch IV
12.10.2009 to 16.10.2009 Batch V |
| Beneficiaries |
: |
150 in 5 batches consisting of teacher, trainers IEDC Resource teachers, Block Project Officers, District Programme Officer of SSA and DIET faculty members |
Objectives:
- To develop the language competence of the participants so that they can use English with, accuracy and fluency.
- To develop the professional competence of teachers to enable them to transact classes with confidence in the constructivist paradigm.
- To familiarize the teachers with different strategies for constructing various discourses relevant to day-to-day life and to process them in the class.
- To identify and make use of the strength of the critical pedagogy
- They gain experience in putting the pedagogy of reading into practice.
- They develop competency in reading the text critically from multiple perspectives
- They gain hands-on experience in the language lab, computer lab and the library
Programme:
The methodology envisaged is the transaction of an activity package. The course participants are expected to view the materials critically from different perspectives and to present their views before the group. A variety of presentation strategies has been envisioned:
- The course participants have to listen to various discourses in context such as narratives, drama, films, etc. and internalize the articulatory features of spoken discourses.
- The participants will be participating in discussion, debate and drama and will be presenting speech, soliloquy, narratives, etc.
- The course participants will be critically reading case studies, articles, news reports, screenplays, drama, etc.
- They will also involve themselves in creative writing by way of constructing a variety of discourses such as conversation, diary, report, review, cases, drama, screenplay, poems, stories, etc.
Output:
After the fifth day of the course, participants were asked to give their feedback on the inputs in various sessions such as film as a pedagogic tool, music as a trigger to generate language, theatre as a pedagogic tool, experiencing language lab, producing children’s literature, choreography as a pedagogic tool, publishing journal, and using language effectively for classroom interaction. Apart from this feedback was collected after the completion of the sessions on each day.
Negative feedback by course participants was minimal and almost negligible. It was confined to only 3% of participants. Considering the course as a whole 85% of the participants responded in the positive. 12% of the participants responded that the training programme was effective ‘to some extent’. 3% of the participants responded in the negative.
| Course |
: |
RIESI and RVMSSA Andhra Pradesh Training Programme for Resource Persons in English |
| Date |
: |
07.12.2009 to 12.12.2009 Batch I
15.12.2009 to 20.12.2009 Batch II
05.01.2010 to 10.01.2010 Batch III
25.01.2010 to 30.01.2010 Batch IV |
| Beneficiaries |
: |
140 in 4 batches consisting of primary teachers, high school teachers, trainers, District Programme Officers of SSA, DIET faculty members and SCERT faculty members |
Objectives:
- To develop the language competence of the participants so that they can use English with, accuracy and fluency.
- To develop the professional competence of teachers to enable them to transact classes with confidence in the constructivist paradigm.
- To familiarize the teachers with different strategies for constructing various discourses relevant to day-to-day life and to process them in the class.
- They plan and perform drama based on a social issue without writing down the script
- They gain experience in putting the pedagogy of reading into practice.
- They develop competency in reading the text critically from multiple perspectives
- They gain hands-on experience in the language lab, computer lab and the library
Programme: The methodology envisaged is the transaction of an activity package.
- The course participants have to listen to various discourses in context such as narratives, drama, films, etc. and internalize the articulatory features of spoken discourses.
- The participants will be participating in discussion, debate and drama and will be presenting speech, soliloquy, narratives, etc.
- The course participants will be critically reading case studies, articles, news reports, screenplays, drama, etc.
- They will also involve themselves in creative writing by way of constructing a variety of discourses such as conversation, diary, report, review, cases, drama, screenplay, poems, stories, etc.
Output:
After the fifth day of the course, participants were asked to give their feedback on the inputs in various sessions such as film as a pedagogic tool, music as a trigger to generate language, theatre as a pedagogic tool, experiencing language lab, producing children’s literature, choreography as a pedagogic tool, publishing journal, and using language effectively for classroom interaction. Apart from this feedback was collected after the completion of the sessions on each day.
Negative feedback by course participants was minimal and almost negligible. It was confined to only 2 % of participants. Considering the course as a whole 86% of the participants responded in the positive. 10% of the participants responded that the training programme was effective ‘to some extent’. 3% of the participants responded in the negative.
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