PREAMBLE

Among its Seven Service Components, Edify International has been guided by a mission to contribute in academic excellence, institutional development, and professional development to execute its vision leading towards transformation. The institution has been envisioned and lead by a team of highly skilled professionals. On its mission to craft, test, and deliver quality services in diverse fields, the institution has been further guided by the visionary support of select international advisors from different countries.

As part of its business, Edify Center for Professional Development has recently designed and tested a highly relevant service offering entitled TRAINING ON TEACHER DEVELOPMENT: TRANSFORMING INSTRUCTIONAL SKILLS by establishing depth understanding of the basic concepts of instructional methodology, and promoting its application through the transformation of the professional instructional skills, especially at pre-primary, elementary, and secondary level.

Teaching learning has been undergoing transformation in every step of development of education system worldwide. In the process of teaching learning, teachers’ roles have been constantly revisited in all contexts of teaching learning. School education has achieved significant landmarks in improving overall teaching learning by transforming teacher roles into a collective proposition of teacher, student, and parent roles. As a result, teaching has become an integrated approach of transformation of behavior for life.

Collaboration, cooperation, innovation, and participation are some of the highly emphasized approaches used in transforming instructional roles of the teachers. A student may require instructions at home as well as at school in a number of ways. The instruction should not be taken as one way traffic. Rather, it requires an integrated approach to implement it. Not only teacher, but also the parents and as well as the pupil are equally responsible in successful implementation of teaching-learning instructions.

The instructions may be passed from teachers, students, and parents in any combination and direction under different situations. Therefore, instruction is a multi-directional proposition in teaching learning.

This training program closely emphasizes on a number of facets of instructional skills of the parents and teachers as well as within the networks of students so as to facilitate more clear and precise understanding among each other leading improved level of teaching learning process at school and home.

The thematic discourse of the Training is envisioned and facilitated by a panel of experts who address the queries of the participants and share the experience, whereas the implementation of the skills is disseminated by means of a number of model class delivery, disguised teacher-student role plays, case studies, and team events. High emphasis is placed on ‘learner-centered’, and ‘learner in action’ approaches.

PROGRAM OBJECTIVES

This training program has been organized to accomplish two-fold purpose :

1. Develop sound and highly effective instructional skill competence on people responsible for child education, and
2. Generate funds to contribute in a newly establishing charity organization that focuses on promoting the access of quality education for the children of high risk workers in Nepal.

INTENDED PARTICIPANTS

We expect the following people to participate in this training program:

1. The pre-primary, elementary, and secondary level teachers looking for improving their teaching skills,
2. The fresh graduates seeking teaching as a future career for them, and
3. Responsible parents who are interested to learn how to provide effective teaching instructions to their children at home; this will help them participate effectively in the mission of school education.

CONTENTS

Since this is going to be a model training program fully based on participants’ involvement, primary focus in terms of contents to be covered will be on each participant’s interest of learning instructional skills and key problems faced by each of them in day to day teaching learning will be analyzed collectively and mutual understanding will be established on how to resolve them.

Thematically, the training will cover :

• significance of the instructional leadership,
• selected instructional taxonomies
• forms of instructions,
• using instructions in students’ assessments and assignments at school and home,
• passing instructions to special students,
• using instructions for reinforcement, reward and feedback
• using instructions for project-based and cooperative learning
• setting objectives and feedback
• reflection of instructional approaches in the teaching plans
• using instructions for promoting ‘learning to read and reading to learn’,
• helping students in building self-instructional habits,
• composing structurally correct instructions,
• involving parents in instructional development and implementation,
• getting parental assistance to establishing right instructional approaches and structures,
• confirming the students’ ability in understanding instructions,
• making students work in individual and group instructions,
• shaping student behavior by the help of tactful instructional approaches, and
• making inventory for suggestive, guiding, and reminding instructional statements.