How we equipped 1800+ teachers to deliver the learner programme on the Andhra Pradesh Higher Education English Communication Skills Project.
The ten-day teacher training programme was delivered over three phases with 112 Master Trainers training more than 1800 teachers.
The training aimed to equip teachers with the required facilitation skills so that they can deliver a blended learner course focusing on employability skills and based around LearnEnglish Select effectively to the students. The ten-day teacher training programme focused on introducing communicative teaching strategies and methods, learner-centred techniques such as elicitation, collaborative learning activities that develop speaking, reading and writing skills of learners. Another key element of the training was to familiarise the teachers with the learner course materials.
The training capitalised on teachers’ general pedagogic knowledge (such as classroom management skills), and contextual knowledge of students’ social context and integrated teaching demonstrations where the teachers experienced taking part in a lesson using the ideas from the input they had received. The teachers then took part in microteaching where they practised facilitating a lesson using ideas they had been exposed to in the input and practical demonstration sessions. This was then followed by a reflection stage, where the teachers discussed and reflected on ways of using or adapting the ideas from the training into their own classrooms in their own contexts.
Teachers gave extremely positive feedback in the monitoring and evaluation activities conducted during the first two phases of the training. Teachers credited the acquisition of learner-centred methods for the classroom to the training and stated that these are essential to make the classroom more interactive for the students. Teachers also acknowledged that the training had a positive impact on their English ability and microteaching sessions allowed them to practise learner-centred methods and strategies in a no-risk environment and get valuable feedback from their peers and the Master Trainer.
When the teachers were asked about applying learning in the classroom and how they would achieve this, one of the teachers responded:
‘By adopting the strategies, methods and techniques such as reflecting on my own teaching skills and practices, shifting from a teacher-led approach to a learner centred one, reducing teacher talk time, conducting activities including warmers, using instruction checking questions, effective and relevant teaching aids and most of all giving due priority to L-S-R-W skills.’
During observation of training sessions, it seemed that a gradual shift from a traditional approach was taking place. This was evident in teachers’ feedback in focus group discussions as the majority stated that ‘learner-centred activities develop critical thinking skills, communication skills and social skills. They encourage alternative methods of assessments and help students transfer the skills to the real world and promote intrinsic motivation to learn.’
Teachers have now received a wide range of input related to using learner-centred methods in the classroom. We would like to invite teachers to continue building on skills and knowledge acquired in the training and embrace continuing professional development; Please visit https://www.britishcouncil.in/teach/continuing-professional-development for more details.