GUIDELINES FOR USING TEACHER TRAINING VIDEO PROGRAMMES
In this package, there are forty video programmes covering areas such as Developing School Readiness, Creating a School Climate, etc., contained in four VHS tapes. This guide is intended to acquaint you with the content of the video programmes in the package. The guide gives you the following details of the video programmes: objectives, programme highlights, possible activities and points or issues on which you can initiate discussion in your training situations.
Introduction to the Training materials You might have been supplied with the following instructional materials as part of the training package:
1. Self-instructional package (print material) for SOPT Part I and II, consisting of modules on various topics such as Operation Blackboard scheme, MLL concepts and role of primary teachers, creating a school climate for effective teaching learning, girls education, value education, multigrade teaching, etc.
2. A set of four VHS tapes comprising forty video programmes covering topics enlisted under 1 above.
3. Training manual for SOPT which provides guidelines and suggestions on schedules for short term inservice training, training strategies, organisation of materials and evaluation of training.
Why Do You Need the Package ? The use of these materials will facilitate the development of concepts and review examples of teaching-learning in a variety of situations, effective use of teaching development of activities and learning materials. The package will help to save instructional time and provide a rich resource of audio-visual materials.
2 Use of Educational Television
Programmes
Why Was It Designed? The package has been designed to approach the problems faced by teachers in handling different subjects in different situations (such as in multigrade classrooms) through activities and through playway.
What Does the User Guide Broadly Contain? The guide contains the programme briefs, which will provide the details of video programmes like title, duration, format, the curriculum point to which the programme could be integrated, objectives, overview, post viewing activities, etc.
Some Suggestions on Using the Tape The following points are important and may be noted before the programmes are shown to the trainees:
- Ensure that the equipment is in order.
- Set your video and see that the video programme you want to show is at the correct starting point. Trainees will be bored to see you fiddling with the knobs and searching for the particular programme segment.
- Ensure that electric points/switches are accessible and the electric current is available. Make alternative arrangement such as a generator.
- Ensure favourable viewing conditions such as adequate cross ventilation, covered windows, etc. Complete darkness is not good for viewing and health.
- Make proper seating arrangements so that every student/trainee is able to view the programmes comfortably.
- Ideally the seating arrangement should be within the angle of 40_-45_ to the television set. Special seating arrangements should be made for handicapped trainees.
- Keep the television set slightly higher than the eye level of the viewers.
- It is not healthy for the audience to sit either very close or very far from the set. Taking into consideration the diagonal size of the television screen, ensure that there is a distance of about two metres between the set and the first row. The last row should not be more than eight metres from the set.
Guidelines for Using Video Programmes 3
- Adjust sound, volume and brightness of the set.
How to Start In-group Training Situations? - Decide the focus and key teaching points for your training session.
- Identify the programme by searching through the briefs.
- Preview and select key video sequence to support the module (print material).
- Adapt issues explained in the print and video programmes to local environment.
- Initiate discussions among teachers on issues they feel relevant and issues listed under "discussion" in the programme brief.
- Interact with teachers to find out in what way(s) the modules and video programmes help them.
- Evaluate your presentation through informal chat with trainees and note down points to be incorporated in the next session.
Before doing the above, the teacher educators are advised to do:
- Planning teaching session-plan how to present the module along with the video programme.
- Preview/select stills-before showing the film you may see first and select the relevant portion (look into counter for reading in the tape).
- List activities to be done before, during and after the module with the video programme.
Programme Brief 1
1.1 Title : SCHOOL READINESS
1.2 Duration : 30 Minutes
1.3 Language : Hindi
1.4 Format : Demonstration
2.0 Guidelines for Teacher Educators This video programme can be shown while discussing the module Developing School Readiness in Children: Guidelines and Activities in Special Orientation of Primary Teachers.
3.0 Objectives After viewing the programme the viewers will be able to:
- Understand the significance of School Readiness Programme.
- Access the reading, writing and number readiness among children.
- Organise activities like: free conversation, story telling, language games, reciting of poems and songs, visual discrimination and auditory discrimination.
- Organise activities in pre-number concepts like Big and Small, Fat and Thin, Top and Bottom, Near and Far, etc.
- Organise activities for motor development, indoor and outdoor games for large muscle co-ordination and fine muscle co-ordination.
- Organise activities for creative art i.e. drawing, tearing and pasting, painting, etc.
- Organise activities for social emotional development i.e. activities wherein children have to cooperate, share and wait for their turn.
- Organise activities for cognitive development i.e. activities wherein children develop classification skills, seriation, sequential thinking and concept formation, etc.
- Make children enjoy learning.
- Make children come to school willingly.
- Provide a base for formal learning.
Programme Briefs
4.0 Pre-requisites - An attractive classroom.
- Planning of the six weeks programme. - Teaching aids.
5.0 Programme Highlights - Readiness for reading and writing
- Number readiness
- Readiness for co-curricular activities
6.0 Overview Universalisation of elementary education is a national priority. Research surveys indicate that 50% of children drop out of school by Class V, of which 35% drop out in Class I itself. The reason is that most children come to Class I without having the necessary readiness and as a result they cannot adjust to the school environment and demands of the primary school curriculum. Therefore, it is necessary to introduce a school readiness programme at the beginning of the session of Class I to facilitate the children's adjustment in the school.
The school readiness programme highlights activities for the following aspects:
- Personal social development
- Readiness to read
- Readiness to write
- Readiness for number work
- Readiness for co-curricular activities
The six weeks programme specified in the booklets supplied by DPSEE, NCERT, Sri Aurobindo Marg, New Delhi 110016 spells out the activities as well as the content of the curriculum of the six weeks. The objective is to attract children to school, give them warmth and security and to foster in children good personal and social habits of regularity, cleanliness and co-operation, sharing and waiting for their turn, as well as participating in group activities. The programme also focuses on providing children basic readiness in terms of concepts and skills for reading, writing and number work.
6 use of Educational Television Programme
7.0 Post-viewing Activities
7.1 Discussion What further activities can you suggest for:
a. Reading readiness
b. Writing readiness
c. Number readiness
d. Co-curricular readiness.
7.2 Evaluation Initiate discussion among teachers to share their experiences in relation to activities they carry in their schools.
Indicate the category to which the following activity skill belongs:
Activity Reading Writing Number Co-curricular
Readiness Readiness Readiness Readiness
Visual discrimination:
Story, telling
Conversation
Sequential thinking
Action song
Directionability
Sound discrimination:
Show and tell
joining dots
Hurdle race
Cycling
Rolling the tyre
Drawing and colouring
Tearing and pasting
Vocabulary building
Picture word association
Seriation
Creative drama
Programme Brief 2
1.1 Title : HEAD START
1.2 Duration: 17.34 Minutes
1.3 Language: Hindi/English
1.4 Format : Activities
2.0 Guidelines for Teacher Educators This video programme can be shown while teaching the following contents in the teachers training programme:
- Education For All
- Primary education as a basic human right and constitutional provision
- Qualitative and quantitative aspects of universalization of elementrary education (UEE)
- Operation Blackboard (OB) for ensuring minimum educational facilities.
The programme could also be used while discussing the module "Developing School Readings in Children: Guidelines and Activities in the Special Orientation of Primary Teachers."
3.0 Objectives After viewing the programme the viewers will be able to:
- Acquaint themselves with different types of activities and familiarize with the new school environment.
- Develop the understanding of the multi-dimensional nature of a teacher's role in familiarizing children with the school.
- Engage children in play activities helpful in learning.
- Organize summer camps or other short duration camps for developing confidence in children.
- Initiate and organize parent-teacher meetings in their schools.
4.0 Pre-requisites Knowledge of different playful activities to engage children.
8 Use of Educational Television Programmes
5.0 Programme Highlights The programme highlights the following points:
- Summer programme as an innovation
- Objectives of the summer programme
- Play activities that could be conducted in summer camps
- Effect of summer programmes on the achievements of children
6.0 Overview The programme starts with a scene of heavily populated Bombay city, where many people live without basic facilities like electricity, sanitation, shelter, etc. To think about their children's education is difficult under such circumstances. There are more than 2000 children in a school. When children come to school, they feel themselves lost in the crowd and become reluctant. Their willingness, achievement and performance can be enhanced by organizing four weeks summer camps/programmes.
Objectives of Summer Programmes - To familiarize children with the new environment
- To facilitate them to adjust among children
Activities of Summer Programme. In summer programmes newly admitted children quickly get involved in different activities. There are a variety of playful activities. A skillful teacher can control the whole class. Through the summer programme children gain confidence and develop favourable views regarding the school. They begin to think that the school can be A nice place to go to. They find it all fun, they feel their teachers to be kind and cheerful. When their regular school starts they will be entering a familiar building with confidence and they will not feel confused and lost.
Output of a Summer Programme One can suppose that the significant achievement and performance of the children is because of a summer programme. It results in a lower dropout rate. The performance and. the achievement of students through this programme
Programme Briefs 9
cannot be calculated in terms of money, but how it contributes in giving to society better and happier citizens.
Parent-Teacher Meetings These Meetings should be conducted time to time in an informal, healthy and cordial environment. Emphasis has to be laid on the need to initiate parent-teacher meetings.
7.0 Post-viewing Activities The programme includes follow up activities such as:
7.1 Discussion 1. Do you agree with the view point that significantly better performance of children could be achieved due to the summer programme?
2. How can a parent-teacher meeting be conducted successfully in a school setting?
3. How and with what objectives are the different activities conducted in this programme?
7.2 Post-viewing Assignments Try to run a summer camp in your institution keeping in view the following:
i. Age group of children 6-9 years (junior)
10-12 years (Senior)
ii. Duration of the camp 4 weeks
iii. Time 8.00 a.m to 12.00 noon daily.
a. Identify activities and plan their sequence for both the groups.