Difference between revisions of "TIIE-EL-Teacher"
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[[Category:TIIE-EL]] | [[Category:TIIE-EL]] | ||
| − | + | =='''Topic:''' Strategies for Teaching Language using Language Lab Stories* == | |
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| − | == '''Topic:''' Strategies for Teaching Language using Language Lab Stories* == | ||
=== '''Objectives:''' === | === '''Objectives:''' === | ||
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=== '''Feedback and suggestions for improvement:''' === | === '''Feedback and suggestions for improvement:''' === | ||
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| + | === Questions / points for discussions: === | ||
=== '''Notes:''' === | === '''Notes:''' === | ||
The intention is to provide a brief overview of the Language Lab resources. It is advisable to keep the presentation duration flexible as per attendees' availability | The intention is to provide a brief overview of the Language Lab resources. It is advisable to keep the presentation duration flexible as per attendees' availability | ||
Revision as of 09:21, 16 March 2023
Topic: Strategies for Teaching Language using Language Lab Stories*
Objectives:
- To introduce the concept of Language Lab (why it is needed and its benefits).
- To discuss possible strategies for integrating Language Lab resources into classroom teaching.
- General FAQs regarding using Language Lab resources (how to access and possible challenges)
- Presenting our work on Language strategies and tools (including Mathematics and Science if time permits) in TIIE school sessions and camps.
Initial talk:
- Basic introductions
- Introducing the concept of Language Lab
- Inclusive aspects
- Student- Centric (at their own pace)
- Multilingual
- Context-based (designed for students studying in government schools in Bengaluru)
Demo of Language Lab resources:
- Materials & Resources required:
- Screen, projector, speaker, laptops and tabs.
- KOER pages, shareable Language Lab links.
- Show the resources on KOER
- Story 1: Rani’s first day at school (available in Kannada, English and Hindi)
- Connecting to introducing oneself
- To encourage conversations, discussions on how was your first day
- Bilingual text – students can read in Kannada/ English depending on what they are comfortable with. For students who speak other languages, peers or facilitator can translate the meaning in their languages and introduce the Kannada / English words
- Suggestions from teachers – can you think of ways in which this can be used to achieve any of the learning outcomes in Kalika Chetarike?
- Learning Outcomes 6.2, 6.4, 6.9 and 7.1
- Story 2: Timmy and Pepe (available in Kannada and English)
- For emergent readers in English
- Body parts
- Learning outcomes
- Ask teachers how they think these resources can be used? “Would you use these resources for introducing the unit, or at the end for assessment purposes?”
- Take teachers’ suggestions and feedback
- Let teachers know that similar resources for stories from Kalika Chetarike can also be prepared. Teachers are welcome to contribute to the resource creation process.
Experiences so far:
- Sharing the activities conducted in the TIIE sessions and camps.
- Activities on self-introduction
- Corresponding to Learning outcome 6.2 from KC
- Corresponding to the following Nipun Bharat competencies (Talk about friends, classroom, introduce himself/herself, develop vocabulary from their classroom and social environment
- Session on story elements
Feedback and suggestions for improvement:
Questions / points for discussions:
Notes:
The intention is to provide a brief overview of the Language Lab resources. It is advisable to keep the presentation duration flexible as per attendees' availability