Arizona State University India In-STEP Reform proposal Madhulika Lecturer D.I.ET.

Lucknow Uttar Pradesh

Map of Uttar Pradesh showing the location of DIET Lucknow

1.Introduction:
This is a Plan for a small-scale reform project intended to improve the quality and effectiveness of teacher education at the LUCKNOW, District Institute for Education and Training (DIET). In particular, this proposed project will Implement and evaluate a modified approach to teaching in Hindi Language for prospective teachers in which they will undergo reflective classroom teaching for Improving Writing Skill in Hindi Language for Student-Teacher.

2.Context and Rationale:

DIET is located in the heart of the city Lucknow in Uttar Pradesh in India. At this stage in DIET we have approximately 400 students enrolled in a two-year program of study that prepares them to become primary school teachers leading to Diploma in Elementary Education (D.El.Ed.) in Uttar Pradesh Government Funded Schools. Student- teachers from all parts of the districts are undergoing training program. DIET has seven departments-Preservice teacher training, In-service teacher training, Educational Technology, Planning and Management, Work Experience, Curriculum, Material Development and Evaluation, District Resource Unit (DRU). The primary role and responsibilities of the DIET is teacher training and capacity building of resource persons to conduct the decentralization of teacher training adopt training design along with district educational need. The faculty of DIET have one Principal, one VicePrincipal,6 Senior Lecturer,17 Lecturer and 3 Assistant Teachers(Technical Assistant, Work Experience Teacher and Statistian one of each) working in different departments. The DIET is to play a key role in universalization of education in the district. It is apex body in district for educational support, Monitoring and Evaluation of the schooling system .There are two distinct
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functions of DIET (a)DIET as engaged in the task of school Improvement. (b) DIET as engaged in the role of teacher development. While the former implies a more direct field engaged mode, the latter is more oriented to work with teacher education and teacher support. The primary activity of the DIET is the teacher training and capacity building of resource persons to conduct decentralized training and adapt training designs to meet district needs. In-Service teachers training incorporates diverse activities and avenues for professional development including Seminars, Debates, Workshops &Training etc. The area of teacher professional development is a core area for role and responsibility of DIETs. Thus this is the area that DIETs try best to develop in to institution of excellence for teacher education at district level. I have been working as Lecturer in DIET,Lucknow for three years. I teach Hindi in Pre-Service and educational support to the Inservice faculty and lead the teacher education program. I was trained as Master Trainer of different Teachers Training Programs preparing Resource Person at district level. I have worked as DIET mentor to look after the activities of school in one educational Block, supervisor and provided support in development of Hindi Training module for
middle school teachers.

Human children are born with an innate language learning abilities since they are in the pre-school stage. We know from our everyday experiences that most children internalize an extremely complex and rule governed system of language even before they start their schooling. They passes full linguistic capabilities of speaking with -out proper structural knowledge of learning language. In many cases children came to school with two or three language. They are able to use these languages not accurately and appropriately. Language provide a bank of memories and symbols inherited from generation to generation. Language is a medium through which most knowledge is constructed. They are closely tied to the thoughts and
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Identity of the Individual. Effective understanding and use of language enables the child to make connection between ideas, People and things. To launch a sound program for language teaching in schools it important to recognized in built linguistic potential of the children. Although language get socio culturally contractual and change in our day to day interaction. Language education would ideally build on this resource. The linguistic diversity of India poses complex challenges. But also a range of opportunity India is unique not only in that a large number of languages are spoken here but also in terms of number and variety of language family. There is no other country in the world in which languages from different language family exist. Today we know for certain that bilingualism are multilingualism confers definite cognitive advantages. The three language formula is an attempt to address the challenges and opportunities of India. It is a strategic that should realy serve as a launching pad for learning more languages. It need to be followed both letter and speed. It is clear that children came to school with full-blown competence in their language. They inter the school which thousands of words. They have full control of the rules, that governs the complex and rich structure of language. They are also familiar with the sounds, words, sentences. A child know how to understand and speak correctly in her/his language. Child obviously has the cognitive abilities to abstract extremely complex system of language from the flux of sound. Listening, reading, writing and speaking are the four basic skills related with language. Honing these skills in the classroom is the goal of first language education. Though it is strongly advocated an integrated approach to teach the different skill of language. But school need to pay special attention to reading and writing particularly in the home language. We wish children to read and write with understanding. Reading makes a complete man but writing makes an accurate man. Writing is one of the most important skill of language. Childrens mastery over it is the key factor to success at school.
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According to NCF2005, the importance of writing is well recognized but the curriculum needs to attend to its innovative treatments. There is an urgent need to discourage mechanical copying form the black board, text book and guides. It is also necessary to break the reutilization of tasks like letter and essay writing. So that imagination and originality are allowed to play a more prominent role in developing writing skill. In my school visit, I have observed that not only student but teachers are doing mistake in writing skill . Both students and teachers hand writing is not good. They pronounce wrongly and also commit grammatical and spelling mistakes at the time of writing . In In-service and Pre-service teacher training committing these mistakes in a common problem in our DIET. In DIET student- teacher too committed mistakes mistake concerning spelling, punctuation in day to day appreciation writing. Some student-teachers even fail to use connecting different words in a sentence. Many trainees fail to expressed themselves what they want to say about their problem facing day to day life situation. Lastly it may be concluded that student-teachers are not well-versed in different skills of languageListening, speaking, Reading and writing . That have its effects in use of language. Recently, it has been observed children lack interest in language learning. As a teacher-educator when I started over thinking on this issue some important questions came in my mind. They are as follows: (1) Why is learning achievement level is not up to mark in language among children?
(2) Why adult student-teacher even after passing out graduation

committed the simple mistakes? (3) What are the difficulties in understanding and conceptualization of language teaching learning processes?

(4) Why developing writing skill is not taken seriously by students, teachers and parents? (5) What is wrong with our schooling system? And where does lies the remedy for improvement? Who will responsible for learning? (6) What should be the strategies for developing effective writing skill among children and student-teacher? Lastly , what can Hindi language education do to engage the mind of every student and how can it strengthen the student and teachers resource for better writing skill development ? The existing system of Hindi language education is very disappointing. This serious issue need immediate attention. A reflection over the teaching-learning processes of Hindi language in the school will reveal the truth .Teaching of Hindi language in the school continued to be neglected and teacher centered. Teacher is transecting of knowledge and students are passive learner. Students are expected to memorize the knowledge provided by the teacher or presented in the textbook and to produce the same in the examination. The result of this kind of teaching-learning is dangerous for the future generation in Hindi speaking region. Memorization and recall of knowledge does not insure that students have understood and will be able to use this knowledge in different life situation. Perhaps some problems are exiting in our Hindi language teaching pedagogy which is unable to develop adequate knowledge and writing skill among the student-teacher to solve these issue. To enable our students-teacher to have better understanding and improve their writing skill for their development and for this reason, I proposed to undertake this project as a small initiative for improving writing skills. In this reform proposal ,I shall focused on different dimensions of teaching-learning processes of writing skill development in Hindi

language. This will help the student-teacher in better understanding of the writing skill, pedagogy and teaching strategies for effective writing development skill in Hindi language. Thus this Small-scale Reform Project fit for our institution because of (1) It will create basic conceptualization of the nature of Hindi language in student-teacher. (2) It will help student-teacher in better understanding of writing of writing skill and pedagogy involved in writing skill development in Hindi language.
(3) The student-teacher will be able to understand the teaching-

learning processes of writing skill development in the Hindi language. (4) It will develop an insight of writing skill component in Hindi language among the student-teacher. (5) It will equip student-teachers with effective writing skill in Hindi language.

Therefore, to find out the strategy of setting objectives and developing the writing skills in Hindi language, as faculty of DIET, Proposed the reform topic as: Improving
Writing Skill in Hindi Language for Student-Teacher. The long term goal is to promote effective writing skill development in Hindi language among student-teachers and school children. Live classroom full of different activities for writing skill development in Hindi language. Providing a forum for discussion and debates on Hindi language learning difficulties and issues for the student-teachers. Hindi languages classes should be resemble as language- lab in the DIET, Lucknow for improving the writing skill in Hindi for Primary and Upper Primary school teacher of the districts in long term perspectives. Action Plan for Implementing Small-Scale Reform Proposal:

Writing skill is one of the dominant part of any one of personality. For developing effective writing skill among student-teacher and children we have to work consistently. To improve writing skill in Hindi language among student-teacher I proposed to make a small but significant change in the way for Hindi language teaching. My self with the support of subject specialist faculty member will improve the situation by continuously promoting writing skill development in the classroom by adapting different strategies. To implement this idea and Reform proposal following will be my action plan:STEP-(1): Sharing the experiences of learning in In-Step Program with DIET faculty members with an objective of making favorable environment for implementing Small-Scale Reform Proposal. TimelineFirst week of January 2014 (2 days, 2 hour per day)

STEP-(2): Selection of student-Teacher for implementing Small-Scale Reform Proposal: Timeline- 3rd week of January2014 STEP-(3) Sharing the idea and concept of the Improvement of writing skill in Hindi language with my Hindi colleague and selected studentteachers. Timeline-4th week of January 2014 (2 days, 2 hour per day)

STEP-(4) conducting workshop for Improving writing development, Timeline :- 1st week of Feb2014 ( 2 days ) STEP-(5) Project work on writing skill development Timeline:- 3rd and 4th week of February 2014

skill

STEP(6) Conducting letter writing workshop for the student-teacher Timeline:- 1st and 2nd week of March 2014 (2days)
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STEP(7) Teaching a model lesion plan on writing skill and strategies Timeline:- 3rd week of March 2014 STEP( 8) Teaching Lesson on writing skill development by the student-teacher Timeline- 1st ,2nd,3rd,4th week of April 2014 STEP ( 9) Data Analysis and Evaluation Plan:

Sharing the experiences of learning in In-Step Program with DIET faculty members with an objective of making favorable environment for implementing Small-Scale Reform Project. Timeline-First week of January 2014 (2 days, 2 hour per day) Content Area Experiences of learning in In-Step Program McREL Classroom Instructions that Works, Teacher Evaluation system(TAP Rubric), Leadership Module-Implementing Change, Use of Different Tools of ICT in Education, Gender Equity& Inclusion etc. Idea of my small-scale Reform Project-Improvement of writing skill in Hindi language for student-teacher in DIET Lucknow. why it is important, beginning the process of writing skill (Teacher diary, peer observation, recording lesson, student feedback), Theme Paper on writing skill-what to do next (think, talk, read, Ask), conclusion. Video film on writing skill- Concept &Practice Role of faculty member in Implementing small-scale Reform Project

(Theme paper on writing skill will be given to the participant )

Tools Used for presentation Theme Paper/Handout on writing skill and discussion on it Power Point Presentation on content area Video on writing skill development Evaluation Tools; Pre &Post Assessment of the orientation session will be done by Evaluation tools developed by me. STEP-2: Selection of student-Teacher for Implementing SmallScale Reform Project: To implement this Small-Scale Reform Proposal 30 studentteacher will be selected in the first phase of implementation starting in Feb.2014. This selection will be done on the basis of student-teachers aptitude and interest for Hindi language learning and teaching. To ensure equal representation of male and female student-teacher 50% of them will be male and rest 50% will be female. Thus 15 male and 15 female student-teacher will be selected to implement this small-Scale Reform Project in the first phase starting in Feb, 2014. These selected student-teacher will undergo different activities for writing skill development in Hindi language in my facilitation. TIME LINE:The selection process of student-teacher will start after completion of orientation session with faculty members. It will be completed by the 3rd week of January 2014. STEP-3 Sharing the idea and concept of the improvement of writing skill in Hindi language with colleague and selected student-teachers
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Timeline-4th week of January 2014 (2 days, 3 hour per day) Content Area-

Idea of my small- scale Reform ProposalImprovement of writing skill in Hindi language for student-teacher in DIET, Lucknow. Theme Paper/Hand out on Improvement of writing skill development will be given to all participant meaning, why it is important, beginning the process writing skill (Teacher diary, peer observation, recording lesson, student feedback), what to do next (think, talk, read, Ask), conclusion. Video film on writing skill- Concept &Practice Teacher Evaluation Tools TAP Rubrics and its component

(Theme paper/Hand out on writing skill and TAP Rubrics will be given to the participants and discuss how to improve the writing skill. Tools Used for presentation(1)Discussion on Theme Paper/Handout on writing skill for development in Hindi language and TAP Rubrics (2) (3) Power Point Presentation on content area Video on writing skill development

Evaluation Tools

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Pre and Post Assessment on orientation session of student-teachers will be done by the evaluation tools developed by me.

STEP4: Conducting workshop for Improving writing skill development TimeLine:- 1st week of February2014(2days) 2 day workshop on improvement of writing skill in Hindi language for student-teacher will be organized in the first week of February 2014.Selected student-teachers, Hindi language faculty member and me shall participate in the workshop. I shall facilitate the session and faculty member will assist me. Selected student-teacher will actively participate in this workshop. In this workshop different strategies for improving writing skill will be highlighted and practiced. Student-Teachers will be divided in to small groups of five. They will be given different tasks and activities. They will work in groups and learn effectively writing skills collaboratly. Student-teacher will be instructed to practice strategies of writing skill in the second week of February 2014. I shall facilitate those practice session. In this workshop Important topic for discussion will be: Why student-teacher commit mistakes in spelling writing? Why student-teacher make mistakes in using different punctuation symbols? What are the Issues and challenges in the way of effective writing? What are the strategies for improving effective writing? What type of activities should be introduce in developing writing skills?

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The conclusion of the discussion will be documented and implemented in the practice session. Tools used for presentation Power point presentation Video clipping/video on writing skills Using handouts for punctuation Evaluation:Pre and post assessment will be done STEP 5 Project work on writing skill development

Timeline:- 3rd and 4th week of February 2014 Project work on writing skill development the student-teacher will be given individual and group project work related to writing skill development. I shall share all the language learning component with student-teacher. They will be asked to prepare the project on writing skill and present it first in their small group and after that big class of selected 30 studentteacher. I shall take one class a week and student-teacher will practice twice in a week. Tools used for presentation Power point presentation on project work ( meaning of project work , objectives ,types of project work, steps of project work, writing format of project work..) Video on project work Evaluation Pre and Post Assessment will be done by evaluation tools STEP (6) Conducting Letter writing workshop for the student-teacher Timeline:- 1st and 2nd week of March 2014 (2 days) I shall conducted workshop on a letter writing. In this workshop different types of letters format will be discussed. Some model letters
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will be presented to the student-teachers. They will be asked to write letters on the assigned topics individually and in groups .Their letter will be evaluated by faculty members and me on the basis of standard format presented to them . Tools used for presentation (1) Power point presentation of different types of letters

Evaluation:Pre and Post session letter writing by student-teacher will be evaluated on the model frame of letter. STEP 7Teaching a Model Lession Plan on writing skill and strategies . Timeline- 3rd week of March 2014 To encourage writing skill development I shall teach some model lessons covering different areas of writing skills. This will make studentteacher familiar with different component of writing skill development in the lesson. In the lesson writing skill activities and practices will also be included whole lesson plan . It will be designed in such a that will give student-teacher theoretical framework followed by a practice session . I shall teach once in a week 3rd and 4th week of March 2014. Tools used for presentation(1) Power point presentation (2)Hand out on the writing skills Evaluation Pre and Post assessment will be taken on the given format

Step 8
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Teaching Lesson on writing skill development by the student-teacher

Timeline:- 1st ,2nd ,3rd and 4th week of April 2014

Once the model teaching lesson plan is finished by me the studentteacher will be able to understand different component of writing skill development. Then they will be asked to present lesson on writing skill development. This will make them more clear about the components and strategies of writing skill development. In this lesson plan teaching they will also not only teach theories but also taking care of practice. This lesson plan teaching will be done thrice in a week by the studentteacher and I shall facilitate all the session. Tools used for presenting lesson By the observation sheet assessment will be performed Evaluation Lesson plan teaching by the student-teacher will be evaluated on the basis of instructional strategies.

Long Term Action Plan Outlines In the first phase starting from February 2014 to April 2014, only selected student-teachers will be part of this small-scale Reform Project. The Implementation Action Plan will be confine to them at DIET, Lucknow, UP. However in the longer term starting from JULY 2014 and onwards the scope of this small-scale Reform Project may be extended to larger group of student-teachers. Some step may be taken to connect schools to this small-scale Reform Project. The student-teachers after writing skill development in Hindi language with peer groups at DIET may be sent to schools. This will provide opportunity to the student-teachers to practice in real school situation. It will be a step towards linking my small-scale Reform Project to

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schools. The long term action plan will be proposed accordingly.

STEP 7 - Data Analysis and Evaluation Plan

Data analysis and evaluation are the important and most challenging parts of any Reform Project. My first Reform Project improving writing skill development in Hindi language will involve one or more of the following four level of analysis and evaluation:-

Level 1- Action Feasibility Analysis- In this part Feasibility of Action Plan will be analyzed. It will document the extent to which it was possible and practical to implement the planned action. In the end what were the estimated cast and is that affordable in future? Based on the analysis is the Reform sustainable? What were the immediate consequences.

Level 2-Participant Satisfaction Analysis In this part satisfaction level of the participants will be analyzed. It will organized information derived from interviewing and surveying participants, including Involved Hindi faculty member and me. It will enquire about how satisfying they feel to do things differently i.e. special focus on improving writing skill in Hindi language.Whether are not the participants recommend continuing with the change.

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Level 3- Immediate Consequences Analysis- It will Analise immediate consequences of small-scale Reform project. After its first session implementation is completed. It will use data on post intervention out comes. It will also observe side effects to make claim about short term benefits of the action. The immediate consequences analysis will also employ PrePost Design comparison .It will provide us clear picture of real outcomes.

Level 4- Local Theory Analysis- It will use data and informed Reflection on Small-Scale Reform Project to construct a testable theoretical explanation of how and why a change in a process of teaching and learning operated as it did in one local context. While conducting and writing up Analysis, I shall step back and describe the action that I actually implemented. Then I shall explore my data looking for patterns, formulating expectation trying out my ideas with colleague making connections between the data of the Small-Scale Reform Project and the research literature that I have read.

The goal of the analysis and evaluation process is to construct a credible description and explanation of what we set out to do, and what we actually did, what we learned and what we proposed to do next. The goal is to write a Small-Scale Reform Project Report that convinces readers that we acted strategically and learned something that improved (or had a reasonable chance of improving ) our professional practice.

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Different Analysis and Evaluation Level, Data Collection Tools and Intention

Analysis and Evaluation Level Level 1-Action feasibility

Data collection Tools Daily Project Journal, Collection of documents and artifacts(e.g. meeting agenda, Annotated Lesson Plan, Annotated Calendar)

Intention

To fully describe the actions /Interventions as it was implemented day by day. To Document the energy and resources required to implement the action day by day. To record thoughts about impediments to full implementation .

Level 2Participant Satisfaction

Short survey (s) asking participants about their satisfaction with the Small-Scale
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To describe the satisfaction or lack of satisfaction of all participants as

Reform Project. Interview/ conversation protocol for post intervention. Conversation with participants. Daily Project journal. Documenting my own satisfaction and frustration with the work in progress. Level 3Immediate Consequences Short , Simple PrePost majors of participants knowledge, skill, or attitude at the beginning and end of the first action cycle(e.g. a self assessment of ones knowledge about improvement in writing skill before and after session. Daily Project Journal Documenting my
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they experience the action/change. To describe whether the participants are eager to continue with or to expand the action /change in future.

To be able to make a claim that the action has had a small positive effect on the learning and performance of participants.

Level 4- Local Theory

To note patterns To explain how locally observed

thoughts and insights about how the action /Intervention works

patterns fit in to a larger frameworks(e.g. Constructivism)

Desired Outcomes If all goes as I hope it will, we will learn a great deal about the practical challenges of organizing writing skill development program . We will learn how capable studentteachers can be by implementing this Reform Project. However our teacher preparation programs will be stronger as a result of implementing this Small-Scale Reform Project. Following will be the expected outcomes of this Small-Scale Reform project-

The DIET Hindi Language faculty member and me will be able to understand different practice of Improving writing skill in Hindi Language in a better way. We shall be able to know Improvement of writing skill in Hindi Language strategies and challenges involved to our context. This will help us in organizing writing skill improvement program at DIET in future. This will be the desired change that will happen in our work place. Thus focus on writing skill development will be the integral part of our teaching-learning strategies. The student-teacher will also be able to understand the different practices of writing skill improvement. They will start using writing skill development strategies in
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their practice teaching with peer groups at DIET ,Lucknow. As a result of implementation of this project, the Studentteacher will be having a better understanding of writing skill development strategies and practices in teachinglearning processes of Hindi. In the long term the studentteacher will be able to use context specific appropriate writing skill development strategies in Hindi language .They will use this strategy in the classroom transection in the schools and they will be a good teacher. The student-teacher will be able to know components, techniques, activities and strategies of improving writing skill in Hindi language to their context. The long term outcome of this small-scale project will be implementing writing skill development strategies in the schools. This will improve learning achievement level of children in writing skill of Hindi language . Thus children will be benefited. The quality of writing skill will better in Hindi language.

Scholarship Support

In order to strengthen the design of this reform proposal and make success more likely, I plan to review scholarly publications by researchers on teacher education, National Curriculum Framework 2005, including National Curriculum Framework for Teacher Education2009, ,Reflective Teaching Practice,Reflective Teacher DIETS: Potential and Possibilities-(2007), each of whom has published on the topic of my reform proposal.

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References (1) National Curriculum Framework Education-(2009) NCTE New Delhi For Teacher

(2)DIETs: Potential and Possibilities(2007)National Institute of Advanced Studies IISc Campus Bangalore India

(3)The Reflective Teacher 2006,Department of Teacher education and Extension , NCERT, New Delhi ,INDIA

(4)Reflective Teacher Department of Education University of Southern INDIANA.

Teacher

(8)

Reflective Teaching

Practice,www.nclre.org

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