NISHTHA Teacher Training Modules, Leadership Modules (NISHTHA Course Material): Union Human Resource Development Minister Shri Ramesh Pokhriyal ‘Nishank’ launched the National Mission to improve Learning Outcomes at the Elementary level- NISHTHA, National Initiative for School Heads and Teachers Holistic Advancement. During the programme, NISHTHA Website, Training Modules, Primer Booklet and a Mobile App were also launched by the Minister.
This is the largest teachers’ training programme of its kind in the world. The basic objective of this massive training programme ‘NISHTHA’ is to motivate and equip teachers to encourage and foster critical thinking in students. Teachers will get awareness and develop their skills on various aspects related to Learning Outcomes, Competency Based Learning and Testing, Learner-centered Pedagogy, School Safety and Security, Personal-social qualities, Inclusive Education, ICT in teaching-learning including Artificial Intelligence, Health and well-being including yoga, Initiatives in School Education including library, eco club, youth club, kitchen garden, School Leadership qualities, Environmental Concerns, Pre-school, Pre-vocational Education and School Based Assessment in a joyful learning manner.
The teachers are the powerhouse of the nation and they must be of the highest quality. This integrated programme aims to build the capacities of around 42 lakh participants covering all teachers and Heads of Schools at the elementary level in all Government schools, faculty members of State Councils of Educational Research and Training (SCERTs), District Institutes of Education and Training (DIETs) as well as Block Resource Coordinators and Cluster Resource Coordinators in all States and UTs.
The initiative is first of its kind wherein standardized training modules are developed at national level for all States and UTs. However, States and UTs can contextualize the training modules and use their own material and resource persons also, keeping in view the core topics and expected outcomes of NISHTHA.
The training will be conducted directly by 33120 Key Resource Persons (KRPs) and State Resource Persons (SRP) identified by the State and UTs, who will in turn be trained by 120 National Resource Persons identified from National Council of Educational Research and Training (NCERT), National Institute of Educational Planning and Administration (NIEPA), KendriyaVidyalayaSangathan (KVS), NavodayaVidyalayaSamiti (NVS), Central Board of Secondary Education (CBSE) and Non-Government Organisations.
It was observed that the expectation from teachers in the present day is different and includes many new attributes. Teachers today are also expected to be aware of the provisions regarding Gender, The Rights of Persons with Disabilities Act and the Protection of Children from Sexual Offences (POCSO) Act. The integrated programme therefore seeks to train all heads and teachers as first level counsellors to be alert and responsive to the needs of the students, in addition to promoting joyful learning and taking special care of the requirements of special children.
The prominent features of this integrated programme are activity based modules including educational games and quizzes, Social-emotional learning, motivational interactions, team building, preparation for school based assessment, in-built continuous feedback mechanism, online monitoring and support system, training need and impact analysis (Pre and Post training).
In order to enhance professional development of teachers, special emphasis has been given on design and development of training modules (Modules download links are provided in NISHTHA Teacher Training Modules Table. The training Modules for NISHTHA have been developed through a consultative process involving the suggestions from the States and UTs and CBSE, KVS, NVS, School Principals and Non-Governmental Organizations, such as Kaivalya Foundation, Tata Trust, Azim Premji Foundation and Aurobindo Society.
This mega capacity building programme has been integrated with technology to ensure smooth facilitation, availability of digital content and technology enabled teaching methods to support the teachers. A Mobile App and Learning Management System (LMS) based on MOODLE (Modular Object-Oriented Dynamic Learning Environment) have been developed by NCERT (https://nishtha.ncert.gov.in/). LMS will be used for registration of Resource Persons and Teachers, dissemination of resources, training gap and impact analysis, monitoring, mentoring and measuring the progress online.
In order to ensure sustainable impact on classroom transactions, this integrated training programme is embedded with post training interventions including provision of mentoring. After the completion of KRP training, National Resource Persons will regularly be in touch with KRPs through WhatsApp/Facebook groups etc and will form Quality Circles that will work to share ideas, challenges and their solutions and best practices. This will help in building pedagogical skills and connecting with peers, thereby leading to improvement in learning outcomes of the students.
NISHTHA Teacher Training Modules:
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclusive Education
a. This module will help teachers to:
b. 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
Learning Objectives – This module will help teachers to:
a. Build their understanding about the personal-social qualities.
b. Reflect on their own personal-social qualities for the development of the same in learners.
c. Develop qualities and skills required to provide guidance in classroom.
d. 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:
a. understanding of ‘Arts’ as pedagogical tool and of its impact on the holistic learning and development of every child.
b. familiarity with art experiences (different art forms) as medium of exploring his/her creative expression.
c. 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.
Module 13: School Leadership : Concepts and Application
System level functionaries (CRC/BRC/ABRC/BEO/ABEO/DEO/DPO) would be able to:
Develop a shared vision on leading clusters, blocks and districts for quality improvement in schools
Head Teachers would be able to:
Understand and develop a perspective on school leadership with a focus on multiple roles and responsibilities of a school leader
Develop academic leadership for improving student learning and quality improvement in schools
Gain knowledge, skills and attitudes to lead the school through building a collaborative learning culture conducive for student learning
Module 14: Pre-School Education
At the end of this module learner will be able to:
Define Preschool education
Describe the need and importance of preschool education
Describe the Pedagogy used in preschool education
Demonstrate an understanding of assessment in the preschool years
Outline the Role of Parents and Community in promoting preschool education
Describe how linkages can be made with Primary schools for smooth transition
Module 15: Pre-Vocational Education
After going through this unit, the trainee should be able to:
Comprehend historical perspectives on work based education in India
Describe the key features of skill development in India
Describe the purpose of work experience and pre-vocational education programme.
Describe the vocationalisation of school education under SamagraShiksha
Module 16: Relevance of Gender Dimensions in Teaching and Learning Process
The module will help to –
Identify existing gender biased attitudes and behavior among teachers and students
Develop gender sensitive pedagogical processes in transaction of various disciplines
Use and adopt learning activities that foster gender sensitive classroom environment
Module 17: Initiative 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.
|పాఠశాల నాయకత్వం భావనలు, అనువర్తనాలు.|
|పూర్వ ప్రాథమిక పాఠశాల విద్య .|
|పాఠశాలల్లో వృత్తి పూర్వక విద్య.|
|భోధనాభ్యసన ప్రక్రియల్లో లింగ వివక్షత యొక్క ఔచిత్యం .|
|పాఠశాల విద్య కార్యక్రమాలు/పథకాలు.||Telugu PPT|
POCSO ACT And CSA Training Material
|POCSO ACT And CSA Training Material||Download|
|Session Plan||Get File|
|Pre Test||Get File|
|Post Test||Get File|
|Session on Children & POCSO||Get File|
|CSA Broucher||Get File|
|Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclusive Education||Get file|
|Module 2: Developing Social – Personal Qualities and Creating Safe and Healthy School Environment||Get file|
|Module 3: Art Integrated Learning||Get file|
|Module 4: School Based Assessment||Get file|
|Module 5: Health and Well-being in Schools||Get file|
|Module 6: Integration of ICT in Teaching-Learning and Assessment||Get file|
|Module 7: Initiatives in School Education||Get file|
|Module 8: Pedagogy of Environmental Studies (Primary Stage)||Get file|
|Module 9: Pedagogy of Mathematics||Get file|
|Module 10: Pedagogy of Languages||Get file|
|Module 11: Pedagogy of Science (Upper Primary Stage)||Get file|
|Module 12 Pedagogy of Social Sciences (Upper Primary Stage)|
Introduction to the Package for School Leadership Development
|Module 13: School Leadership : Concepts and Application||Get file|
|Module 14: Pre-School Education||Get file|
|Module 15: Pre-Vocational Education||Get File|
|Module 16: Relevance of Gender Dimensions in Teaching and Learning||Get file|
|Module 17: Initiative in School Education||Get file|
|Workshop Schedule and Session Design||Get file|
|Introduction to the Package for School Leadership Development||Get file|