This section focuses on work done and offered to teachers and schools in face to face workshop mode. LDG has designed and conducted workshops on general methods of classroom teaching since 1992. Moving with the times, the workshops have incorporated various teaching technologies, methods and behaviours which are aligned to the learners of today. Here is a write up on the generic workshops that are on offer.
Education is constantly under development. New models are conceived and tested over various teaching situations to establish a model that works well in most cases. In keeping with the research our teachers need to be regularly updated with concepts that, once learned are soon forgotten if not practised. Teaching Concepts are Models, when done in a practical, user-friendly manner, empower the participants to try these concepts in their own classrooms.
Understanding Bloom’s Taxonomy
Benjamin Bloom left the community with much to think about when he defined his levels of mental complexity. How do we use these every day in the classroom? How to we vary the use of these levels across subjects and learning levels? This workshop explores some best practices in teaching to the level of the students while giving some insights on setting of better question papers.
- Understanding levels of complexity and Bloom’s theories
- Working with the taxonomy – asking questions, setting tasks
- Matching learning with behaviour as defined by the taxonomy
- Setting better questions – a better structured question paper
Using Multiple Intelligences in the Classroom
By the end of the workshop participants will be able to
- explain the basic theories behind MI and its use in the classroom
- identify the various learning styles adopted by the students in their own classrooms
- prepare lesson plans that cater to multiple intelligences
- guide parents in understanding variations in the way their children respond to situations
Mathland – Creating Math Cultures in the Classroom
This workshop, based on the works of Jean Piaget, Seymour Papert, Sheila Tobias, Marilyn Curtain-Philips and John Holt is designed for Primary and Middle school teachers who may not be specifically Math teachers but who are teaching math.
General Learning Objectives:
- To examine the causes of what is generally called “mathophobia” in students and teachers
- To help teachers overcome their own fear of math and build the confidence to teach math cheerfully
- To see how creating a conducive environment in the classroom can help inculcate an aptitude for maths, curiosity and scientific temper
- To help teachers to consciously build a “mathland” within the classroom.
Teaching Without Tears
This group of workshops is not restricted to any specific level or group of subjects. The concepts and skills dealt with in each of these workshops are generic in nature and can be applied anywhere. These sessions on classroom management are based on the facilitator’s own experiences and training in specific models over time.
The Teacher Makes the Difference
Teachers will engage with principles of learning that will help them to see the powerful effect the teacher has on the learning space and the students in his/her care. More specifically, the program will uncover the following ideas:
- Essential characteristics of effective teachers.
- Assumptions that teachers make in approaching learning.
- Steps to becoming more effective as a teacher.
- Motivating learners in modern classrooms.
- Teacher behaviour that promotes long term learning.
Designing Active Lessons
This module demonstrates the various strategies that a teacher can adopt at different points in a lesson to encourage participation and active learning. Content includes:
- What makes Lessons active? The four essential elements.
- Writing and teaching to Learning Outcomes.
- Promoting Active Participation through activity, chunking the lesson.
- Using Questions and Questioning Techniques to encourage thinking at different levels.
- Practising new skills using Microteaching.
Understanding the School Climate, the role of the Teacher
Every school has something unique and exclusive to its position in society. This is manifested in many ways, through students, administrators, society and the teachers. It helps a school to be in sync with the way it is seen in society and orientation of its teachers helps achieve this target.
Teachers should be able to articulate the purpose and vision of the School and the beliefs of the stakeholders. They will also understand the school climate, its position in the community and identify steps towards maintaining and rebuilding the image where necessary. Topics include:
- Purpose of the school, position in the social structure of the region/city.
- Our School – its signs and symbols, meaning for learners, disseminating this to all.
- Analysing the School Climate – aspects of leadership, teaching, learning, home environment, discipline are analysed through surveys and presentation of information.
- Role of a teacher in developing the school climate through daily interactions.