Table R1.1 Audit for student-centred teaching and learning. Examples of where this is happening (teacher, class, description) To what extent is this happening in my school? (Never, occasionally, sometimes, always) Related key resource ‘Planning lessons’ ‘Assessing progress and performance’ ‘Monitoring and giving feedback’ ‘Storytelling, songs, role play and drama’ ‘Using local resources’ ‘Using questioning to promote thinking’ ‘Talk for learning’ ‘Involving all’ Statement Teachers plan lessons that involve a variety of teaching and learning approaches. Teachers use formative assessment in their classrooms. Teachers monitor students’ work and provide individual oral and written feedback. Teachers use storytelling, role play and drama to interest students in learning. Teachers use familiar local resources to support learning and relate the learning to everyday day life. Teachers ask a variety of open questions that allow students to offer explanations and voice their opinions. Teachers encourage students to talk together their learning, as a whole class, in pairs, or in groups. Teachers actively involve all students in the lessons. Resource 2: Principles of pedagogy TESS-India aims to achieve transformational change for schools and teachers. The teacher development OERs are congruent with national policy aims. At the core of TESS-India is the student as an active learner and the teacher as the agent in their learning. The TESS-India OERs aim to move teachers away from
KR Using V KR Using pair work V KR Using local V KR songs, role play and drama V KR Monitoring and giving feedback V KR Assessing progress and V KR OER title visualisation: algebraic identities Developing mathematical reasoning: mathematical Visualising, comparing and contrasting: number systems Connecting mathematics: finding factors and multiples Building mathematical resilience: similarity and congruency in triangles Cooperative learning and mathematical talk: triangles Creating contexts for abstract mathematics: equations Enacting vocabulary and asking questions: exploring the circle Hands-on learning and embodiment: constructions in geometry Tackling mathematical anxiety: combination shapes and solids Learning from misconceptions: algebraic expressions Developing creative thinking in mathematics: trigonometry Reading, writing and modelling mathematics: word problems Thinking mathematically: estimation Developing stories: understanding graphs R3.3 Key resources and videos in the Secondary Science OERs. Key resource/video title Involving all V KR Talk for learning V KR Using questioning to promote thinking V KR
Planning lessons V KR Using V KR Using pair work V KR Using local resources V KR Storytelling, songs, role play and drama V KR Monitoring and giving feedback V KR Assessing progress and V KR OER title Pair work: atoms and molecules, and chemical reactions Reading in the science classroom : heredity and evolution Mind mapping and concept mapping: bases and salts Using local resources: life processes Community approaches: science education and environmental issues Using games: the Periodic Table Questioning: why do we fall ill? Language in the science classroom: cells Probing understanding: work and energy Using physical models: teaching electricity to Class X Brainstorming: force and laws of motion Building mental models: teaching carbon and its compounds to Class X Practical work and investigations: teaching gravitation to Class IX Effective demonstrations: teaching light and vision to Class X Effective project work: sources of energy Resource 4: The sections of a Teacher Development OER Table R4.1 Features of a TESS-India Teacher Development OER.