Super Teacher

Academic Excellence Program

Super Teacher’s StepUp is a research-based Academic Excellence Program. The program is based on the Golden Tetrahedron 4U (GT4U) model, which was successfully implemented in 550 schools across 14 countries. The program significantly impacted the academic standards of the institutions by upskilling the teachers. This translated to better academic transactions, which in turn improved the learning outcomes of the students. This is evident from their performance in the international benchmarking assessments. It is holistic, advanced and sustainable. The four corners of the tetrahedron represent the four domains (4 U’s) of the teaching-learning process, as depicted below:

PROGRAM DETAILS

Domain A: Understanding the Curriculum

Module A1 : Steps towards Competency-based Education system

In the last few decades, the world has changed a lot. New technologies are coming, unimaginable new phenomena are emerging, and previously unknown new skills have found a place in society. People have started realizing that everyone has his own set of unique skills and capacities. This demands for education, which is not based on knowledge, but on competency. This is the reason CBSE is moving away from rote-learning and shifting towards Competency-based Education (CBE). This module trains educators with a thorough understanding of Competency-based Education.

Coverage: Introduction to Competency-based Education. How NEP 2020 leads to Competency-based Education. Skills vs Competency vs Proficiency. Examining learning outcomes and learning objectives suggested by curriculum framework. Various validities of curriculum. NEP 2020, current curriculum and upcoming NCFSE. PISA and its influence in NEP 2020. PISA key competencies. Seven proficiencies on the scientific literacy scale. Mapping of PISA key competencies to CBSE Learning Objectives and Learning Outcomes. Why CBE demands teachers to have thorough understanding of the curriculum at micro and macro level.

Module A2 : Creating Learning Objectives and Bloom’s Taxonomy

The key feature of Competency-based Education is that it is based on measurable actions and evidence of learning. The well-written learning objectives work as the units to measure the teaching and learning in Competency-based education. This module gives hands-on experience for writing learning objectives in context to Competency-based education.

Coverage: Examining Bloom’s taxonomy from the perspective of CBE. Understanding SMART Rule for writing learning objectives. Hands-on practice with writing learning objectives.

Module A3: Foundational Literacy and Numeracy

Foundational Literacy and Numeracy (FLN) refers to a child’s ability to read simple sentences with meaning and solve basic math problems by the end of Class 3. These are critical gateway skills that help children learn meaningfully in higher classes and help them acquire 21st Century skills like critical thinking and problem solving, which are imperative to succeed in the long run. This module provides a thorough understanding of FLN with hands-on activities.

Coverage: Why Foundational Literacy and Numeracy, Learning Goals for FLN, Mindset and skillsets of an FLN teacher, Roadmap to attain foundational literacy and numeracy, Structuring instruction plan aligned with FLN learning outcomes, FLN resources, FLN Toolkit and how to use it, Creating a comfortable environment for children.

Module A4: Integration of AI into curriculum

This time of Schooling is an age of Learning by Doing, it’s an age of ‘algorithmization of the learnt knowledge’. The persistence of many unsolved global issues and increasing trend of automation in problem solving itself has created a need to nurture a new set of skills in the coming generations. The most over-arching skill from this set is Artificial Intelligence. Various government agencies including NITI Ayog are trying hard to ‘soft-infuse’ these skills in the young generation. This module provides a smooth start-off of Coding and AI for educators having little or no technical knowledge. It also provides an understanding of Roadmap for the inclusion of AI into the curriculum at school level and the expectations from the Policy Makers.

Coverage: What and what NOT is Artificial Intelligence (AI), Why AI is so crucial (in reference to NITI Ayog, NCF and Position Papers), CBSE Roadmap for integration of AI into curriculum. AI vs Machine Learning vs Deep Learning, Domains of AI: Computer Vision, Data, NLP, Hands On with Machine Learning: Machine Learning - Supervised - Unsupervised - Reinforced, Machine Learning Models. Exposure to Deep Learning, Neural Network, System Maps, Decision Tree, Problem Scoping, AI Ethics, Interdisciplinary approach with AI, AI Project Cycle, 4W model for Problem Scoping, HandsOn experience of AI+X Model ( X ~ Languages, Science, Maths, Social Sciences, Earth Sciences), AI + single subject, AI + Multiple Subjects, Framework for AI integration in school curriculum, Keystone Project on AI Implementation.

Domain B: Upskilling the Pedagogy

Module B1 : Pedagogical Strategy for Competency-based Education

The pedagogy used in classroom transactions is the core of any education system in the world. Competency-based Education demands for adoption of diverse pedagogies in classroom transactions based on the subject area and the learning goals and outcomes to be achieved. This module is a unique opportunity to understand ins and outs of various pedagogical approaches with hands-on experiences.

Coverage: Differentiating CBE approaches from that used in rote learning. Why our pedagogical approach should be diverse. Standard vs creative pedagogies. Challenges in adoption and execution of various pedagogical approaches. Constructivism for curriculum transaction. How to foster the PISA competencies in the classroom. Pedagogical approaches for Science and Social Sciences, Spiral Learning, Experiential Learning, Cooperative Learning, Inquiry Based Learning, Inductive Approach, Art- Integrated learning. Pedagogical approaches for Mathematics and CS, MetaCognitive Strategies, Reasoning, Problem Solving. Pedagogical approaches for English and Languages, Storytelling, Activating Prior Knowledge, Prediction, Summarization, Questioning, Visual Presentation.

Module B2 : Fostering 21st century skills

It is universally agreed that 21st-century skills are a must for all the students to acquire. The aim of 21-century pedagogy is to develop these skills and knowledge, so that students can succeed in academics as well as real life, as upstanding citizens of the world. As these skills are applied in all areas of life, it is required that schools should adapt to new ways of teaching, to help students cope up with the ever-changing world by knowing how to interpret and apply knowledge, instead of just understanding and presenting it. This module is a unique opportunity to understand the pedagogy that focuses on 21st-century skills.

Coverage: Introduction to 21st century skills. 21st century skills from the glasses of OECD, UNESCO, WHO and P21. 3Ls as components of 21st century skills, Nurturing 4Cs into kids as Learning Skills, assimilating IMT as lifelong Literacy Skills, Cultivating F-L-I-P-S as life skills into kids through the classroom instructions. Curriculum Framework on life skills. Expected demonstration of 21st century skills at various age-levels. Implementation, goals and outcomes of 21st century skills. Activities and resources for critical thinking - Gap fill in, Impromptu Debate, stimulating riddle etc. Activities and resources for creativity and innovation - wrong is right!, the other way of doing, S.C.A.M.P.E.R., Creative space etc. Activities and resources for collaboration and communication - save the last word for me, enquire-search-and-win, students’ teach hour etc.

Module B3 : Problem Solving with Design Thinking and Computational Thinking

The term design thinking has its roots in trying to understand the workings of a designer’s mind. It is a framework for identifying the challenges, gathering data and information, creating and testing solutions. Similarly, computational thinking is based on the thinking process of computer scientists. Both types of thinking have been adopted within the education systems all around the world for not only teaching computer science, but also other subjects like mathematics, science, languages etc. This module is a unique opportunity to understand how to utilize the strengths of both the thinkings in pedagogical process for problem solving.

Coverage: Problem solving process - linear, non-linear and spiral. Problem statements, natures of problems, Methods - Adoption and Innovation. Defining Design, Design is problem solving, Design in various forms - machine/tool, system or network, piece of art, idea or method, behavioral strategies. Design thinking, 5 phases of design thinking process. How to implement design thinking into the classroom. Introduction to computational thinking. Computational thinking in our daily lives. Decomposition, pattern recognition, abstraction, algorithmization. Developing computational thinking through classroom transactions. Interdisciplinary approach with computational thinking. Hands-on with unplugged computational thinking activities. Age specific implementation of computational thinking into classrooms. Integrating design thinking and computational thinking with other disciplines - science, math, social sciences and languages.

Module B4: Project Based Learning with Interdisciplinary Approach

When kids get opportunities to take on real-world challenges and use their acquired knowledge to solve them, it prompts more engagement, deepens the understanding of the concepts and strengthens the student’s general approach to problem-solving and collaborative work. This is exactly what Project Based Learning (PBL) is. But implementation of PBL has its own challenges. This module prepares teachers to best implement PBL for their subjects in their classrooms.

Coverage: Introduction to Project Based Learning (PBL). Nature of projects for foundation, preparatory, middle and secondary level. Steps in PBL, Activities and resources for PBL, Hands-on with PBL. Rubrics for evaluation of a project. Gold Standard PBL. Interdisciplinary approach to PBL

Module B5: Creating positive learning space with Social Emotional Learning

To ensure the mental wellbeing of students and to make them stand strong against the uncertain times, Social Emotional Learning (SEL) plays an important role. It is a process through which children and adults understand and manage emotions and establish and maintain positive relationships. They feel and show empathy for others, set and achieve positive goals, and make responsible decisions. Education Systems around the world are emphasizing on including SEL in the curricula. This module prepares teachers to assimilate the essence of SEL in their instructional Strategies and interactions with the students.

Coverage: Science behind SEL. Impact of SEL on human well-being. SEL frameworks (CASEL, RULER, EMC2). Impact of teacher SEL on student learning. Empathy, Mindfulness, Compassion, Critical Inquiry, SEL framework, Components of classroom management, Effective classroom management, SEL in lesson plans

Domain C: Upgrading the assessment

Module C1: Art and science of making assessment for Competency-Based Education

Competency-based assessment is diagnostic in nature, well constructed to collect evidence of learning for the mapped outcomes. This certainly requires a high level expertise on Competency-based assessment, not only to create Competency-based Assessment items but also to identify a relevant Competency-based Assessment item from a pool of Assessment items. This module teaches you the art and science of making assessment for Competency based education.

Coverage: Pillars of competency-based education, Assessment as a key pillar to attain CBE goals, Learning objective as basic units of competency, Key Stages in Test Development, Assessment Framework, Preparation of Test Blueprint, The Process of Item Writing, Creating Constructed Response Items, Short Answer Items, Essay Items, Performance Assessment Items, Selected Response Items, Multiple Choice Items, When to Use Multiple Choice Items, Advantages of Multiple-Choice Items, Disadvantages of Multiple-Choice Items, Guidelines for Writing Multiple Choice Items, Make assessment diagnostic.

Module C2: Nurturing Creativity and Critical Thinking with Socratic questioning skills

Kids are naturally curious, and in this age of the internet, today’s kids have easy access to knowledge. They are constantly acquiring knowledge from various sources; but this doesn’t guarantee learning! What seems to be lacking is the skill to think critically and creatively. This module teaches the educators how to nurture Creativity and Critical Thinking of their students with Socratic questioning skills.

Coverage: What is creativity, what is critical thinking , importance of creativity and critical thinking , techniques to improve creativity and critical Thinking, Socratic method of critical thinking, Clarity, Assumptions, Evidence, Perspectives, Implications, Questions about Questions, mental exercises to improve critical thinking.

Domain D: Utilizing the technology

Module D1 : Maximizing Student Engagement with immersive learning experiences

The retention of classroom learning is directly dependent on the degree of engagement of the students. To achieve this, educators around the globe have started using vibrant presentation tools in which lesson contents, questionnaire, interactive and collaborative activities, quizzes, and 3D objects can be embedded. Adding Augmented and Virtual Reality takes this to a new level. This module is designed to train teachers on creating amazing lesson presentations and using AR & VR for education.

Coverage: Preparing interactive digital lessons, Student engagement platform, augmented reality and virtual reality, digitalizing activities and experiments as simulations, adding interactivity in the presentation, quick reporting on the performance, intuitive experience with 3D, AR and VR, creative own AR and VR

Module D2 : Insightful Assessments With Gamified Quizzes and remote proctoring

Assessments need NOT to be always pen and paper or in the form of oral question-answer exchange, they can be made thrilling by gamifying with open and free assessment tools. It is wise to conduct practice tests after the school hours online with remote proctoring control. This module trains teachers on Gamification of Quizzes, remote proctoring, interactive online tests, using authentic and well-designed question resources and creating automated evaluation processes.

Coverage: Gamification of assessment, adding interactive assessment within the video, digitalizing offline assessments to online without student device, remote proctoring, automated correction and report generation, video assessment tools.

Module D3 : Mining the best Open Educational Resources from web planet

The SuperTeacher Team has explored, tested, and chosen more than 300 effective resources for various subjects and age-groups. The resources include videos, authentic textual content, high end animations, virtual labs and simulations, and important educational applications. Smart applications allow students to do lab-work virtually at home.

Coverage: Data mining on the world wide web, Resource mining from the web for all subjects, interactive videos, virtual labs, simulations, games.

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