TEACHERS’ LEARNING PROGRAM
I never teach my pupils, I only attempt to provide the conditions in which they can learn.”
- Albert Einstein
Teachers are the single most critical agent of transformation in society – often forgotten and unappreciated. In our pursuit to transform the
world of tomorrow, we believe the teachers have a pivotal role to play. If the children are to
act as catalyst for positive individual and social transformation, the teachers are to act as triggers to that change. If we expect children to develop adaptive skills to thrive in life and influence the environment around them positively,
then it is mandatory for the teachers to act as mentors and role models. In order to provide emotional scaffolding to the students in their journey from good to great, the teachers must themselves experience this journey first. And
this can happen only through a systematic process of developing deep self awareness and questioning socio – cultural conditioning.
In Facilitate Learning, we invite teachers to undertake a journey in to the world of epistemology and learning processes. The module is influenced by the work of Jean Piaget, Howard Gardner, Eleanor Duckworth and David Hawkins
on critical exploration and reflective practices as key elements of pedagogy. We believe that the essence of teaching is to engage students with the phenomena and facilitate student’s own thinking. The module empowers teachers to
establish deeper learning – teaching connections with the students and creates broader appreciation for the psychology and process of learning. Through an engaging format, participants are encouraged to see teaching and learning
as deeply intertwined, and how it is imperative for teachers to become learners in order to develop effective teaching methodology.
- Higher Students Engagement
- Deeper Emotional Connect with Students
- Understanding Different Learning Approaches
- Critical Thinking and Exploration as Pedagogical tool
Key Deliverables: 2 and ½ Days Residential Module
Through a process of critical exploration, powerful experiences and meaningful dialogue, the module helps participant explore the following areas
|CORE AREA ||INSIGHT/SKILL DEVELOPMENT |
||Ability to understand different learning styles and its implication in class room transactions. Developing a more sensitive pedagogical approach based on differentiated instructions.|
||Ability to understand the core principles of engagement and developing higher order class room engagement|
||Developing a deeper emotional connect with students and coworkers. Ability to provide emotional scaffolding to students to pursue challenging goals|
|PROCESS OF CRITICAL EXPLORATION
||Ability to understand the dynamics of critical exploration and inquiry based learning. Ability to engage students meaningfully towards developing high order thinking|
||Developing inter personal effectiveness and feedback skills|
||Creating a road map for higher effectiveness at work and unleashing potential of students.|
Psychometric Instrument: Fundamental Interpersonal Relationship Orientation - Behaviour (FIRO - B)
The program uses William Schutz’s FIRO – B instrument to help participants understand interpersonal needs and relationships, and creating individual profile of each member. This will help participants to know and appreciate self and others at a deeper and informed level.
Out concepts on teams is influenced by the pioneering work of several key social and organisational psychologists, including the work of Robert Rosenthal on the power of positive expectations, and Jon Katzenbach on the core competencies of effective team. While these have helped us understand the dynamics of teamwork and design our interventions, as a reference framework for participants to understand team dynamics, we use Patrick Lencioni’s Five Dysfunctions of a Team model. The model explores the five fundamental dysfunctions typical in teams and demonstrates the cascading relationships between the dysfunctions. The program will help participants to explore the team’s strengths and identify typical dysfunctions.
The model explores the fundamental
relationships amongst the 3 most critical
elements of pedagogy - Students,
Teachers and Learning. It defines the
Modelling and Emotional Connect.