tec_15_-_conference_brochure_low_res
tec_15_-_conference_brochure_low_res
tec_15_-_conference_brochure_low_res
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Day 2: Saturday 28 February<br />
Time Venue Activity<br />
10.<strong>15</strong> – 11.30 Various PARALLEL SESSION 1 continued<br />
Amol Padwad teaches in J. M. Patel College, Bhandara. He is the<br />
Convener, AINET, and an ELT consultant with a special inte<strong>res</strong>t in teacher<br />
development.<br />
11.00 – 11.30 Curriculum review: need and modalities to endorse prerequisite<br />
‘language competence’ in teacher education, Harisimran Sandhu<br />
While the ELT context in India is peculiarly wide-ranging, teacher<br />
education is not, being largely underpinned by a uniform curriculum that<br />
seems out of sync, among other things, with the <strong>low</strong> language proficiency<br />
among the vast majority of teachers. This p<strong>res</strong>entation builds a case to<br />
develop minimal ‘language competence’ before imparting language<br />
awareness and pedagogical competence among teachers. This could have<br />
far-reaching pedagogic implications to, eventually, optimize language<br />
learning among the target population of students.<br />
Harisimran Sandhu is a freelance ELT professional based in India, who is<br />
an examiner, teacher-trainer and training consultant.<br />
___________________________________________________________________________________<br />
11.30 – 12.00 Networking and coffee/tea break<br />
___________________________________________________________________________________<br />
___________________________________________________________________________________<br />
12.00 – 13.00 Various PARALLEL SESSION 2<br />
___________________________________________________________________________________<br />
12.00 – 13.00 Main Hall Are we supporting teachers to add<strong>res</strong>s student diversity in the<br />
classroom? Dilemmas and solutions, Renu Singh<br />
This paper draws on data from Young Lives, a longitudinal <strong>res</strong>earch study<br />
that is tracking 3,000 children in Andhra Pradesh and Telangana, India<br />
since 2002. There are worrying signs that learning standards have fallen<br />
since 2006. The paper discusses the findings and explo<strong>res</strong> teaching<br />
quality within both government and private schools. Policy analysis further<br />
highlights the gaps in professional development that teachers require to<br />
support the most disadvantaged students. Recommendations will cover<br />
what aspects of inclusive pedagogy are critical for add<strong>res</strong>sing diversity in<br />
classrooms.<br />
Renu Singh has over twenty-six years of teaching experience in policy<br />
analysis and <strong>res</strong>earch, teacher education, general and special education<br />
and early childhood development. She is currently working as Director,<br />
Young Lives, India, University of Oxford and is a visiting Professor, Jamia<br />
Millia Islamia University.<br />
___________________________________________________________________________________<br />
12.00 – 13.00 G01/02 How to help teachers find, create, recycle and adapt good-quality<br />
teaching materials, Katherine Bilsborough<br />
In this workshop we will look at ways for teacher educators to help<br />
teachers find, create, recycle and adapt good-quality materials that are<br />
appropriate for their learners. We will explore ways to help teachers<br />
exploit authentic materials for classroom use and we will see how teachers<br />
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