NISHTHA TRAINING 2020 FOR SAMAGRA SHIKSHA

NISHTHA TRAINING

NISHTHA:

NISHTHA is the new initiative programme for skill developments. You may Know that All the teachers are informed to submit their details for orientation of NISHTHA Training. You all must have submitted your Name, email, Whatsapp Number, Teacher Code (RM0101197017092002). Teacher Code includes R/C(Regular or Contractual)M/F(Male or Female) DDMMYYYY (DOB)DDMMYYYY(Date of appointment).

Ex. You are a female and your date of birth is 14^th January 1972 and you are a contractual employee appointed on 17^th September 2016 than your teacher code will be CF1401197217092016 .

Lets Understand NISHTHA

The Department of School Education and Literacy has launched a National Mission to improve learning outcomes at the elementary level through an Integrated Teacher Training Programme called NISHTHA under the Centrally Sponsored Scheme of Samagra Shiksha in 2019-20.

NISHTHA is a capacity building programme for "Improving Quality of School Education through Integrated Teacher Training". It aims to build competencies among all the teachers and school principals at the elementary stage. NISHTHA is the world's largest teachers' training programme of its kind.The basic objective of this massive training programme is to motivate and equip teachers to encourage and foster critical thinking in students. The initiative is first of its kind wherein standardized training modules are developed at national level for all States and UTs.

Introduction to Nishtha :

The full form of NISHTHA is National Initiative for School Heads and Teachers Holistic Advancement. The department of school and Education introduce NISHTHA for the all round development of teacher and to provide initiative training and improve the quality of School Education. NISHTHA includes the following features and key points.

Key Features of NISHTHA :

v Integrated training of principals/heads as key academic support

v Capacity building of 4.2 million teachers

v Focus on competency and higher order thinking skills based teaching learning

v Training of all heads and teachers as first level counselors

v Promoting experiential and joyful learning

v Awareness of centrally sponsored schemes/initiatives

v Online monitoring and support system

v Convergence of multi-departmental efforts

v Activity based training modules

These are the important key features of NISHTHA. In Overview it is clear that NISHTHA is developed for the development of teaching skills and method of teaching, use of ICTs, Digital library, TLM or resources implementation and joyful learning. Joyful learning includes video resources, experiencial TLMs,etc.

NISHTHA : National Initiative for School Heads' and Teachers' Holistic Advancement

NISHTHA is a capacity building programme for "Improving Quality of School Education through Integrated Teacher Training". It aims to build competencies among all the teachers and school principals at the elementary stage. The functionaries (at the state, district, block, cluster level) shall be trained in an integrated manner on learning outcomes, school based assessment, learner – centred pedagogy, new initiatives in education, addressing diverse needs of children through multiple pedagogies, etc. This will be organized by constituting National Resource Groups (NRGs) and State Resource Groups (SRGs) at the National and the State level who will be training 42 lakhs teachers subsequently. A robust portal/Management Information System (MIS) for delivery of the training, monitoring and support mechanism will also be infused with this capacity building initiative.

Outcomes from NISHTHA :

The main expected outcomes from NISHTHA are:

v Improvement in learning outcomes of the students.

v Creation of an enabling and enriching inclusive classroom environment

v Teachers become alert and responsive to the social, emotional and psychological needs of students as first level counselors.

v Teachers are trained to use Art as pedagogy leading to increased creativity and innovation among students.

v Teachers are trained to develop and strengthen personal-social qualities of students for their holistic development.

v Creation of healthy and safe school environment.

v Integration of ICT in teaching learning and assessment.

v Developing stress free School Based Assessment focused on development of learning competencies.

v Teachers adopt Activity Based Learning and move away from rote learning to competency based learning.

v Teachers and School heads become aware of new initiatives in school education.

v Transformation of the Heads of Schools into providing academic and administrative leadership for the schools for fostering new initiatives.

NISHTHA Training Resources :

NISHTHA provides Training resources for School Teachers to National Monitoring teams and support. For better implementation it also developed NISHTHA App. Click here to download the app. It also provides Handbook & Video Tutorial.

Content of NISHTHA :

NISTHA Training has the following contents:

Content of NISHTHA :

Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclusive Education

This module will help teachers to:

Describe the educational policies, the National Curriculum Frameworks development, functions and the linkages among intended, transacted and assessed curriculum

Module 2: Developing Social - Personal Qualities and Creating Safe and Healthy School Environment

This module will help teachers to:

· Build their understanding about the personal-social qualities.

· Reflect on their own personal-social qualities for the development of the same in learners.

· Develop qualities and skills required to provide guidance in classroom.

· Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.

Module 3: Art Integrated Learning

· The module aims to develop:

· understanding of ‘Arts’ as pedagogical tool and of its impact on the holistic learning and development of every child.

· familiarity with art experiences (different art forms) as medium of exploring his/her creative expression.

· skill of planning and organizing age-appropriate art experiences to make learning of different subjects appealing.

Module 4: School Based Assessment

This module will help you to —

• understand the genesis and importance of School Based Assessment,

• familiarize with learner-centred approaches for assessment,

• facilitate integration of teaching learning process with assessment procedures,

• develop context-based exemplars in the relevant subject areas for the purpose of assessment.

Module 5: Health and Well-being in Schools

At the end of this session you will be able to:

• Understand the concept of health and wellness.

• Understand the importance of a healthy environment for children in school.

• Develop and understand about pedagogical processes to be adopted in order to develop healthy attitudes and behaviors among children.

• Develop life skills for achieving enhanced Learning Outcomes related to health and wellness.

Module 6: Integration of ICT in Teaching-Learning and Assessment

After going through this module, the learner will be able to

• Explain the meaning of ICT

•Identify appropriate learning resources suitable to the nature of content and teaching-learning strategies

• Explore various eContent, tools, software, hardware for teaching, learning and assessment for different subjects

• Design and implement a teaching-learning plan based on ICT-Content-Pedagogy integration

Module 7: Initiatives in School Education

After going through this module, the learner will be able to

• Get awareness about the recent initiatives of the DoSE&L for school education such as PGI, UDISE+, etc. for implementation in the schools.

• Understand the objectives and provisions under Samagra Shiksha for improving quality of school education

• Take initiatives in schools with regard to promoting reading habits using library books and undertake activities related to sports, kitchen gardens, Youth and Eco Clubs, etc., for providing children experiential learning opportunities and joyful learning

Module 8: Pedagogy of Environmental Studies (Primary Stage)

After going through this module you will be able to

• appreciate EVS as an integrated curricular area at the Primary Stage

• relate its objectives with the concepts and issues included in the syllabus

• locate the concepts and issues in textbooks and be aware of different approaches to their transaction in classroom

• plan and design context and need specific learning experiences for children

• organise learning opportunities to engage all learners meaningfully.

• use varied assessment strategies to map the learning progress against learning outcomes in EVS

Module 9: Pedagogy of Mathematics

After going through this module the teachers will know about the transactional strategies including the assessment part that can be adopted to engage the children in learning. They will be able to

relate the competencies and skills as given in the Learning outcomes with the state syllabus

conduct appropriate pedagogical processes to help children in achieving the class level learning outcomes

integrate assessment with pedagogical processes to continuously ensure the progress in learning by all children

Module 10: Pedagogy of Languages

This module on language pedagogy attempts to support state resource groups / master trainers to—

· understand the various aspects of language education viz. nature of language learning, role of language in learning, multilingualism as a resource and a strategy, language-in-education policy, objectives of language teaching in Indian contexts, the ideas and philosophy of National Curriculum Framework-2005;

· familiarise teachers with the approach of integrated skills (LSRW) for literacy and language learning, engaging children in context based activities for developing communicative competence of the children, providing authentic texts and assessment as learning approach;

· be able to chalk out the learning outcomes and pedagogical process for language teaching-learning for different stages;

· sensitise teachers on using various strategies to language teaching which include language skills - listening and speaking, reading, writing, and teaching of grammar, vocabulary and so on;

· build an understanding of generic concerns such as knowing the learner, gender issues, special needs, inclusive classroom, school based pre-vocational education and others such pertinent issues;

· understand the processes and use the strategies for continuous assessment and the reporting of learning outcomes; and

· enable them to build the capacity of teachers in order to achieve learning outcomes stipulated for every class in different subject areas.

Module 11: Pedagogy of Science (Upper Primary Stage)

· After going through this module, the learner is expected to

· have basic understanding of science as a subject at upper primary stage

· have basic understanding of curricular expectations and learning outcomes at upper primary stage

· apply science as a process of inquiry and knowledge construction

· explain how teacher can facilitate learning

· integrate content, pedagogy and assessment during teaching-learning process

· design various learning situations for students to transact concepts

Module 12 Pedagogy of Social Sciences (Upper Primary Stage)

Understanding the relevance of Social Sciences in order to appreciate the phenomena of continuity and change.

· Recognising the relevance of the subject in establishing inter linkages with natural and social environment.

· Appreciating the values enshrined in the Constitution of India such as justice, liberty, equality and fraternity and the unity and integrity of the nation and the building of a socialist, secular and democratic society.

· Classifying and comparing the cause and effect relationship in the context of occurrence of events, natural and social processes and their impact on different sections of society

· Explaining the concepts like unity in diversity, democracy, development, diverse factors and forces that enrich our culture and art.

· Discussing the need for evolving plurality of approaches in understanding natural and social phenomena

· Creating awareness and sensitivity towards diversity, gender disparity, needs of Children With Special Needs (CWSN) and marginalised sections of society.