Certificate in Reflective Teaching with Information Communication Technology (RTICT)
Location: Mumbai
Centre: Centre of Excellence in Teacher Education
Intake: 5000
Eligibility
I. Secondary and senior secondary school teachers with an under-graduate and teaching degree (i.e. TGT or PGT)
II. Middle school subject teachers with a graduate and teaching degree (TGT or DEd/BElEd with BA/ BCom/ BSc and like degrees)
III. Student-teachers with a graduate degree.
IV. Graduates with access to students in either the public or private teaching sphere in either formal or informal sectors.
Note: This is programme is offered in two pathways: programme certification and Modular (standalone specialisation) Certification.
Announcing 06 courses in the December & January Cycle for 2023-24.
Description
Announcing 06 courses in the December & January Cycle for 2023-24.
NOTE: You can apply to one or more courses
Register and Enroll on https://tissx.tiss.edu Also available on Google Play Store as TISSx App (for Android phones only).
1. E-04: Designing Learning Experiences in the English Classrooms
Enrolment Open: 6th November 2023
Start Date: 5th December 2023
End Date: 16th January 2024
Medium of Instruction: English
Course Fees: 2500/-
Registration Link: https://www.tissx.tiss.edu/courses/course-v1:TISSx+RTICTE04 +2023R2/about
Course Description
The course will introduce best practices, strategies and resources that you can use in your English classroom. You will be able to reflect on your classroom experiences through authentic examples, readings, case studies and thoughtful assignments. The various resources and strategies used in this course can be adapted in any language classroom as well. This course is relevant for English language educators but also beneficial for teachers who teach in English medium and wish sharpen their skills of designing activities, assessments and plans.
2. E-11: Nature of Science and Science Education
Enrolment Open: 6th November 2023
Start Date: 5th December 2023
End Date: 16th January 2024
Medium of Instruction: Hindi & English
Course Fees: 2500/-
Registration Link: https://www.tissx.tiss.edu/courses/course-v1:TISSx+RTICTEnHiE11+2023R2/about
Course Description
Teachers’ understanding about the nature of science influences their teaching practices. Learning the processes involved in scientific knowledge is equally important, if not more, as learning scientific facts. Therefore it is important to shift teachers' focus from transmitting facts to engaging students in the process of scientific enquiry. This can be achieved by exposing teachers to history and philosophy of scienceThis course is meant for the teachers who may want to acquire a state of art knowledge in the field of science education.
3. S-02b: Reflective Mathematics Teaching (Proportional Reasoning)
Enrolment Open: 6th November 2023
Start Date: 5th December 2023
End Date: 16th January 2024
Medium of Instruction: Hindi & English
Course Fees: 2500/-
Registration Link: https://www.tissx.tiss.edu/courses/course-v1:TISSx+RTICTS02b+2023R2/about
Course Description
This course builds on the important ideas for teaching mathematics introduced in So2a course on Geometric Reasoning by introducing another key domain of proportional reasoning to teachers and highlighting the importance of use of resources and assessment.
4. S-01b: Communicative English Language Teaching (Interplay of Learning and Materials)
Enrolment Open: 8th December 2023
Start Date: 5th January 2024
End Date: 15th February 2024
Medium of Instruction: English
Course Fees: 2500/-
Registration Link: https://bit.ly/S01b-CommEnglLT-24R1
Course Description
S-01b: Communicative English Language Teaching (Interplay of Learning and Materials) focuses on building on the classroom practices and possibilities studied in S-01a and delves into the principles of language teaching. Brown, Richards, Cook, Murcia-Olshtain and Kumaravadivelu are some of the theorists referred to in the course.
5. S-03b: Interactive Science Teaching
Enrolment Open: 8th December 2023
Start Date: 5th January 2024
End Date: 15th February 2024
Medium of Instruction: Hindi & English
Course Fees: 2500/-
Registration Link: https://bit.ly/S03b-IntSciTeach-24R1
Course Description
This is the basic course for science teachers. This course includes support material for CLIx module implementation (which is a compulsory part of the course) and introduction to some of the broader issues in science education. The course includes videos, reading material and activities which will help you to think deeply about the nature of science and its implications for science education, the importance of experimentation and argumentation in science education, findings from educational psychology and its relevance to science pedagogy, issues around inclusivity, particularly gender bias which is common in the context of science education and some new pedagogic techniques such as the use of ICT in science education.
6. C-02: Constructive Teaching and Learning using Technology Part-1(CTLT)
Enrolment Open: 8th December 2023
Start Date: 5th January 2024
End Date: 15th February 2024
Medium of Instruction: Hindi & English
Course Fees: 2500/-
Registration Link: https://bit.ly/C02-CTLT-24R1
Course Description
This is a practice-based online course that will help teachers develop both a critical awareness and a deeper understanding of the role of technology in teaching and learning, provide hands on experience of designing lesson integrating technology in curriculum and pedagogy for students to improve understanding of subjects and develop higher order thinking skills. The course will also explore distance technologies and various pedagogies for active and collaborative learning.
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The following courses will be offered in the upcoming academic year.
1. E-08: Mentoring for Teacher Professional Development
Course Description
The course is aimed at equipping teacher educators and pedagogic leaders to become able resource persons for fellow teachers using a variety of resources and mediums including online ones. It would explore other mentoring programmes such as ECHO project in Hyderabad, the Delhi SCERT’s Mentor-Teacher programme, CEQUE Teacher Fellowships, and ELISS. It would refer to and use research and materials in this field such as those produced by TESS-India. The course focuses on building leadership skills in teachers to enable dialogue and interactions and help build and develop Communities of Practice (CoP).
2. E-06: Teaching Literature: Strategies for Short Stories
Course Description
This is an introductory level course that seeks to familiarise teachers with the key features of the short story as a literary genre, which can help them understand, interpret and critically engage with a creative work.
In this course, we will focus on the narrative and representational features that underlie short stories. Using these as rubrics for interpretation, we will explore ways in which the genre lends itself to multiple interpretations. Participants will also be equipped with basic analytic tools to interpret, appreciate and teach a short literary work in class.
3. S-02a: Reflective Mathematics Teaching (Geometric Reasoning)
Course Description
This course will provide participants opportunities to develop their understanding of mathematics pedagogy by engaging in practice-based tasks and reflecting on their practice through participation in mathematics teacher communities. The course facilitates practitioners’ use of technology-enabled student modules in classroom instruction. Participants will also explore mathematics ideas and concepts.
4. S-03a Interactive Science Teaching (Experimentation)
Course Description
The course encourages teachers to think about what is science. Then it showcases how episodes in the history of science can be used as a story in pedagogy to make the subject interesting, to develop better understanding of content and to help students appreciate the nature of science. Then we go on to see that experimentation and reasoning are the two main pillars in science and how they can be manifested in pedagogic context. The course also includes exemplar material which draws upon these two themes (i.e. using history of science and experimentation in science education) to teach three topics: Health and Disease, Ecosystem and Sound.
5. S-01a: Communicative English Language Teaching (Strategies)
Course Description
S-01a: Communicative English Language Teaching (Strategies) focuses on building an understanding of the socio-cultural context language use and learning-teaching processes. The classroom practices will be delved into in this course. The impact of media and the changing needs and demographics of the students will be the core focus of this course. The course will also evaluate policy recommendations (UN, India’s NPEs, etc) for language teaching and practices adopted across boards, states and nations to enable teachers to develop practices that best suit their contexts.
6. E-03: Hands-on Learning through Toy-Making
Course Description
In this course, we will integrate learning from digital medium and hand-on learning. The videos in this course are developed by an eminent educationist, Arvind Gupta and his team at the science outreach centre of the Inter-Univercity Centre for Astronomy and Astrophysics (IUCAA), Pune with the support from the Tata Trusts.
7. E-14: Reflective Teaching for Inclusion
Course Description
The course ‘E14-Reflective teaching for Inclusion’ will help teachers to create inclusive teaching and learning environments by equipping them with the necessary professional dispositions, skills, and conceptual knowledge to address all forms of exclusion. Participants can critically reflect on their beliefs and biases in a school and social atmosphere, enabling them to become classroom change agents for inclusion. By the end of the course, teachers will be equipped with the skills and knowledge necessary to create an inclusive classroom environment where all students feel valued and supported.
For further details visit: https://www.tissx.tiss.edu/
International Students interested in joining the courses may write to us at cete.stp@tiss.edu or cete.stp@clixindia.org
Distribution of Credit Hours:
Detailed Description of the RTICT Programme
RTICT or Reflective Teaching with Information Communication Technology is an initiative to develop a community of practitioners to connect with each other through pedagogic and policy discussions rooted in their professional experience. The programme is designed such that practitioners are given a chance to be reflective and to include the latest tools and technology in their teaching.
The need of the hour as per the latest UGC, NCERT and UNESCO Sustainable Development Goals guidelines is the need for the teacher to act as a facilitator of learning in a student-centered classroom that encourages collaboration, uses ICT tools, develops creativity and communication skills and creates a safe space for learning from mistakes. These form the core of the 21st century skills that every child needs to acquire to be a successful, productive citizen of the world.
This certificate programme for postgraduates in Reflective Teaching in ICT (RTICT) is designed as a programme of teacher professional development for in-service teachers that aims to enhance the practice of elementary (upper primary) and secondary school teachers, with a special focus on the use of ICT in improving the quality of education and pedagogy. The programme has been specifically designed in conjunction with the Centre’s work in and development of interactive ICT-enabled student learning modules that aim to strengthen the quality of secondary schools, particularly government schools, and use Indian languages through the Connected Learning Initiative (CLIx). The research and field action undertaken by the Centre in collaboration with MIT, Cambridge, MA; the Homi Bhabha Centre for Science Education (TIFR), Mumbai; Eklavya, Madhya Pradesh; and other organisations, with support from the Tata Trusts, has provided experience in and understanding of the strategic uses of ICT to support the spread of quality education and teachers’ pedagogy.
The change in the mindset of a teacher to shift from the passive lecture-based classrooms to active and interactive learning spaces cannot be wrought overnight. It is with this thought that the vision of a long-term systemic intervention in the form of inter-related courses to enable deep, sustained engagement with the philosophy that drives the education system was conceptualised.
RTICT has been recognised among the top 10 finalists of 198 entries across the world for the UNESCO-Hamdan bin Rashid Al-Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers in 2020.
The RTICT Courses are hosted on TISSx (https://www.tissx.tiss.edu/) . It is an Open edX based MOOC platform that is easy to navigate and allows the learners to see their progress instantly. This also has an Android-based TISSx App to allow for mobile based learning.
In the RTICT Certification Programme teachers engage in online courses on TISSx, implement ICT-based learning activities in their schools and reflect on their practice. Binding all of this there is a Community of Practice forum through discussions on TISSx that enable teachers to connect and stay connected to each other and to experts as fellow practitioners.
The Certificate in RTICT aims to strengthen teacher practice by:
· Developing professional communities of practice
· Supporting the (re)formation of practice through opportunities to use pedagogies with contextual, authentic practices for teachers
· Enabling teachers to reflect on their practice and develop as autonomous professionals
· Developing critical perspectives on and skills to use ICT in the classroom and for teachers own development.
The programme takes to heart the need for instruction in regional languages and currently relevant courses are being offered in both English and Hindi.
The fundamental aspect of the programme is practice-based reflection. The entire programme focuses on enabling teachers to source, use, adapt and adopt ICT-based activities to encourage active learning and develop Pedagogical Content Knowledge. In this programme, teachers engage actively in communities of practice to collaboratively generate knowledge of teaching and in turn enable students to become knowledge prosumers and thus consume and produce knowledge. This technology-enabled learning pedagogy is implemented by the teachers and documented and shared within the community and beyond.
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TWO Compulsory Courses | 2 credits each | 6 weeks duration each | Any Two C-01: Digital Competencies for School Education C-02: Constructive Teaching & Learning with Technology PART - I C-03: Constructive Teaching & Learning with Technology PART - II |
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TWO Subject Pedagogy Courses in any ONE Specialisation | 2 Credits | 06 Weeks duration each S-01a: Communicative English Language Teaching (Strategies) S-01b: Communicative English Language Teaching (Interplay of Learning and Materials) S-02a: Reflective Mathematics Teaching (Geometric Reasoning) S-02b: Reflective Mathematics Teaching S-03a: Interactive Science Teaching (Experimentation) S-03b: Interactive Science Teaching S-04a: Pedagogy of Social Sciences S-04b: Pedagogy of Social Sciences S-05a: Teaching Modern Indian Languages S-05b: Teaching Modern Indian Languages |
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Any FOUR Electives | 02 credits each | 06 weeks duration each E-01: Values Development in Adolescent E-02: Using Media in the Classroom E-03: Hands-on Learning through Toy-making E-04: Designing Learning Experiences for the English Classroom E-05: Assessment for Learning in Mathematics Education E-06: Teaching Literature: Strategies for Short Stories E-07: Lesson Study based Professional Development for Mathematics Teachers E-08: Mentoring for Teacher Professional Development E-09: The ICT Lab in School E-10: The School Science Lab E-11: The Nature of Science and Science Education E-12: Evaluation in ELT E-13: Teaching Mathematics and Science using Dynamic Mathematics Software E-14: Reflective Teaching for Inclusion |
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Culminating Compulsory Course | 4 credits | 12 weeks C-04: Action Research / Digital Portfolio
NOTE: Learners take up an action research project or choose to build their own digital portfolio of teaching-learning activities and materials. This course is intense and each learner has a mentor from TISS to guide him/her through the process. |
RTICT Modular Course Certification
Select courses from the RTICT Programme certification will be announced periodically and learners can enrol in these courses for stand-alone certification worth the credits of the course/s.
Learners can choose to slowly build their portfolio to work towards the RTICT programme certification within a three year period from completing the first course.
Learners of RTICT Programme Certification can also choose to enrol in additional courses and get modular certificates for the add-on courses.
RTICT is also offered to cohorts in a blended learning mode which has a face-to-face workshop component for select courses. So far, the RTICT Cohort Model has been offered in four states: Chhattisgarh, Mizoram, Rajasthan and Telangana in partnership with the state administration. This includes the whole programme and the two following models.
I. Learners must be practising teachers with access to middle and secondary school students and learning labs to try out and implement ICT resources for student learning.
II. If employed in an institution, the school management must have provided a no-objection certificate to the teacher participating in the programme.
III. Teachers must have access to at least ONE of the following (preferably both) computing devices with internet connectivity for the entire duration of the course/programme:
A. A smart phone with internet to participate in the programme and online communities of practice.
B. A computer with internet access to access the course and complete and upload assignments.
Assessment will be periodic and consist of the following:
· Machine Graded Assignments
o Multiple Choice Questions, Checkboxes, Drag and Drop and such.
· Peer Graded Assignments
o Open Response Assessment will be qualitative and marks will be awarded as per a rubric by fellow learners. (Not used in all courses).
· Staff Graded Assignments
o The uploaded assignment/st will be graded by the course team.
All marks will be visible on the progress page.
The overall certification will follow the TISS 10 point grading scale.
The certificate with a grade card will be made available per course online.
For the programme certification, a physical certificate with marksheet for each course will be issued.
Semester wise Courses:
Will only be scheduled if the entire programme is offered to a cohort.
Semesterwise Courses:
Fee Structure:
INR 2500/- per 2 credit course and INR 25,000/- for the whole programme.
Admission Procedure
The admission process for the RTICT online modular courses will be completed on https://www.tissx.tiss.edu/
The candidate will have to register himself/herself on the website and share the information asked for online. The details asked for are as mandated by the UGC Guidelines for Online and Distance Education (June 2018) and TISS rules. There will also be an honour code that the candidate has to read and accept. This honour code reiterates acceptable and unacceptable practices and expectations from and of the candidate and is keeping with the best MOOC practices and the TISS regulations.
Once the details are submitted, the candidate will receive a verification mail on his/her email ID provided. Clicking on the link given in the email confirms the learner’s registration.
To be admitted into a course under the RTICT programme, the candidate will have to first select the course. The candidate will then be directed to the TISS Payment Gateway. Once the online transaction is completed, the candidate will receive an e-mail confirming his/her admission in the course/programme. This process can take upto 04 working days since the bank transaction would need to be verified.
Fees
The fees for the two credits online modular RTICT courses are ₹25000/- per 2 credit course of 06 weeks duration.
Since the courses are online and in the distance mode, the course fees only include the following:
· Admission to the course selected and paid for.
· Online Certification (that can be downloaded and printed by the learner) on successful completion of the course.
· Institutional charges, including registration on and continued access to TISSx.
Please note: The fees do NOT include the following:
· TISS Identity Card
· TISS Email ID
· Access to TISS Online Library (available only through TISS ID).
Contact
For enquiries about all other certification types under the RTICT Programme please contact cete.stp@clixindia.org or cete.stp@tiss.edu
Welcome to CETE TISS!
Together with teachers, we hope to begin writing a new chapter in the development of education in India.
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