QA}

“It is important to evaluate the success and effectiveness of your courses

so that you could make improvements on an on-going basis”.
Justify the statement with reference to Kirkpatrick’s Model.
In order to justify the above statement, it is necessary to study and
understand Kirkpatrick’s Model considering various examples and
situations.
So let’s begin.

Let us understand what Kirkpatrick’s Model is…

Kirkpatrick’s Model also known as Training Evaluation Model:

Above shown is the diagrammatical representation of the model. This model was
introduced by Donald Kirkpatrick in the year 1959.

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It is best known for analyzing and evaluating the results of educational & training
programs also many businesses adopt this model in order to grow and improve
their business strategies, overcome weaknesses, identify opportunities and threats
but focus to improve strengths.

Model describes four learning outcomes from learner’s point of view to measure
more effectiveness and impact on learning programs. Adaption of this model helps
to clarify the learning criteria, create plans and procedures, various assessments of
training outcomes.
It provides a systematic approach to align criteria and educational effectiveness
plus helps receive feedback to the providers in order to provide quality trainings.

Now, moving ahead with the details of the model with examples.

The five dimensions of Patrick’s Model are:

1. Reaction

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 Reaction helps understand basic expectations of the learners.
The objective here is:

 To evaluate the reaction of the learners towards the course, content &
materials.
 To check participant’s level of satisfaction.
 To understand learner’s perception towards any particular training.
 To establish trainees’ thoughts.

For example:
Let us focus on the objective behind evaluation via following questions.
Materials/ books provided for learner’s reference
 How effective were the training materials?
 Were they designed appropriately in accordance to fulfill learner’s
requirements?
The training program and methods applied
 How was the program conducted?
 Were there any clues as to how future training sessions could be
improved?
The course facilitator and the overall administration
 Which facilitator/trainer’s methods were well appreciated?
 How was his level of content knowledge?
 How was delivery pace?
 What will be the ratings and preparations of the program and
administrators?
 Which learning requirements did they fail to meet?
 Other ways to improve?

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 2. Learning
The learning phase is to understand and enhance the quality of learning also what
percentage of learning was implemented practically and how.
Following points are to be considered while evaluating this level:
 Recording participant’s self-assessment
 Individual take up the test prior the training and post training.
 Measuring performances and reflecting via charts/graphs.
 Observations made by individual himself as well as the instructor pointing
out various improvements and areas lacking.

Following mentioned are few ways where the facilitator can boost a learner’s
confidence in areas he is lacking.

a. On establishing required knowledge and skills, a small discussion

shall be facilitated regarding how to implement skills and knowledge
learnt via program plus anticipated barriers and ways to handle.

b. Asking participants to rate their progress and confidence on a scale.

c. Accordingly the trainer has to change his role and try keeping it
flexible towards coaching/training.

d. Understanding their personal opinions on “can do” and “cannot do”

i.e. loosening the stressful environment and opening up with the
participants so that they can give their best which will in turn help the
facilitator to mark actual parameters.

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 3. Behavior
Level 2 is all about creating a behavioral change via means of learning. Current
level (behavior) can be measured by thorough observations in the behavior of the
participant.

Basically understanding the performance and attitude. Evaluating the impact

of training program by using following methods:

 Conducting behavioral assessments( observations and interviews/

discussion rounds)
 In what ways the knowledge and skills learnt were implemented?
 Set of questionnaire to mark significant changes, importance of
change.
 Tests/ exams

The objective here is to track and determine changes as well as considering the
personal opinion and concerns of the participant. To compare what percentage of
learning (input) has been used as an output (effectiveness) and accordingly make
necessary alterations in the strategy.

4. Results
The level itself says to analyze the final outcome, the effect training had in
reaching goals, progress made to reach goals successfully and the importance of
the training.
Generally, the results are measured with the help of KPIs (key performance
indicators)

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 What is a Key Performance Indicator?

KPI is a measurement tracker which shows how effective a training is. This
indicator is generally adopted by companies and organisations to plot the areas of
progress and areas lacking.

For example:
Questions to be considered while detemining the goal/progress with the help of
indicator:
1. What is the ultimate goal/outcome?
2. Why is this outcome important?
3. In what other ways can the progress be measured?
4. What all parameters are to be considered?
5. Time taken to achieve this goal?
6. How often shall the progress be reviewed?
7. Other alternatives to reach this goal?

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 5. Return on Investment (ROI)

ROI is basically determining the output on the investment. It measures the benefits
that the training program provides and to what extent it meets the learners
expectations.
Few questions can be raised.
Q1. How much is the Net profit/ ROI? Is it worth?
Q2. Are we meeting the needs and reqirements of the learners?
Q3. What input is yet required or methodologies to be implemented?
Q4. Other ways to improve the learning pattern to reach maximum output?

This is an overview of how Kirkpatrick’s model helps an organization or training

program to evaluate the performances, effectiveness & progress achieved to reach
determined goals of any business.
So the study above shows an absolute evaluation with application of four
dimensions of the model; when it comes to determine the success it becomes
necessary to track and analyze every detail and get it verified so that an
organization is able to improve on regular basis.
In order words it can be said that every organization needs to keep tabs on SWOT
chart. Where it can analyze strengths, find weaknesses, widen opportunities and
study threats for perpetual achievements.
Therefore the statement “It is important to evaluate the success and effectiveness
of your courses so that you could make improvements on an on-going basis” is
hence justified.

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Q2. Create one lesson on “your favorite festival” incorporating the four skills and a
grammar component.

Your plan must include relevant activities on listening, speaking, reading and
writing. You should make separate sections for each language skill. Also, include
related vocabulary, grammar component relevant to the topic along with an
exercise based on it and a follow up home work. Include relevant teaching aids
(Images, Videos, Audio clips).
Basic parameters to be mentioned: Number of Students, Age, Level, Language
spoken by students, Duration, Terminal Objectives, Enabling Objectives, etc.

Introduction
India is the only country which has many cultures, various languages spoken,
different practices; in short they say India has unity in diversity.
India is known as the land of festivals. Innumerable festivals are celebrated all over
the county in a year and among them there are 36 festivals considered as most
popular ones.

Lesson Plan - Your favourite festival.

Time duration - 40 – 55mins
Number of students - 20 – 25students
Age category - 9 to 13 years of age.
Language level - Intermediate

Objective of the lesson –

To develop and integrate the use of four language
skills which are Reading, listening, speaking &
writing.
To enable learners to communicate effectively.

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 To imbibe language learning skills and
functioning,
Understand and enhance language learning
strategies
Develop key vocabularies presented in meaningful
context.
To determine grammar, language components
using grammar.
To enhance learner’s ability to describe and
understand festivals, culture and different
practices.
Warmer –
 Meditation ( 45 – 60 seconds)
 Random activities like
1. Claps (in rhythm – 2mins)
2. Guessing games (who am I? – 2/3mins)

Materials -
• Notebooks
• Technology equipment that allows students to watch video/
search/ prepare presentation
• Magazines, newspapers
• Worksheets
• Drawings, color pens

Introduction to the lesson by facilitator – 

 Generating interest among students

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Q1. What is happening in the picture?
Q2. When do we celebrate Ganesh Chaturthi?
Q3. What do you think why do we celebrate it?
Q4. Name some other festivals you know or you have celebrated?
Q5. How is this festival celebrated at your place?

Asking such questions to students and create interest among them so that they
work more effectively.

 Providing a small overview of the session, creating information about

various festivals they could choose from.
 Areas are to be focused while preparing the lesson 
 Explanation of know how.
 Collection of data and sources of collection.
 Guidance on presentations, display of few pictures and information gathered
by the teacher so that the students are getting enough idea on the lesson also
which makes their learning more efficient.
 Any other suggestions as may be required.

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Phase 1 – Listening
Objectives –
• Understanding meaning of various words, new vocabularies.
• Ability to differentiate between statements, commands and instructions.
• Follow directions, 
• Developing language competence through listening.
• To be able to understand the context of any statement/ phrase/ word.
• Listen and grasp the video/content.
• Maintain listening attention for reasonable time.

Before listening:
Prepare students for the listening activity by:
 Making them interested with an interesting introduction to the festivals.
 Giving them a reason for listening by asking them questions
 Explaining the new vocabularies & structure.

Students are being asked about their favorite festival and describe the way they
celebrate it, all other students are required to write any three points from the
description. (This enhances their listening attention) Let’s say for instance, 
A student describes his favorite festival HOLI.
Holi is a popular ancient Hindu festival, also known as the Indian "festival of
spring", the "festival of colors", or the "festival of love", Holi celebrates the arrival
of spring, the end of winter, the blossoming of love, and for many it's a festive day
to meet others, play and laugh, forget and forgive, and repair broken relationships. 
The festival also celebrates the beginning of a good spring harvest season. The first
evening is known as Holika Dahan (burning of demon holika) or Chhoti Holi and
the following day as Holi, Rangwali Holi,

A student notes three important points which he listens and remembers: 

• HOLI is known as Festival of colors
• On this festival people forget and forgive, repair their broken relations.

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• The HOLIKA DAHAN means burning of demon HOLIKA which says victory of
good over evil.

Similarly, all other students will note accordingly.

Listen to the story behind the festival (why do people celebrate that particular
festival)
Engaging students in discussions expressing ideas, describing culture of various
Indian festivals.
A questionnaire session where students ask questions to other teammates on
the basis of their studies.
A Practice sheet/ worksheet.

During listening:
 Students listen to the content for the first time as every student gets an
opportunity to speak few lines (2-3mins)
 Helping them guess what will happen next after listening to the speech.
 They compare their speech after their first listening.
 Ask some questions to answer before they listen to other( Here the questions
will be asked by the teacher)
 Students listen and answer. (Depending on their answers, teacher can make
out whether they’re comprehending the language in a particular context)
 They do some activities.

Activities – 
Diving the class in groups, on the basis of same festivals. 
Students start making their research, collect data using web, share pictures/videos.
Learning about history of festivals in India.
Preparing for presentations (2 – 3min)

Questions will be prepared by students themselves and asked to other groups.

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Creating a set of a questions about how other students will learn about the
particular festival. (Let’s take an example of Diwali)
Q1. Why do we celebrate Diwali?
Q2. Why is it termed as “festival of lights?” 
Q3. The festival celebrates victory of evil over good, comment.
Q4. What is the importance of Dhanteras?

Students when prepare such questions the other groups will have to listen,
understand context and accordingly answer.
While students are engaged in this session, the facilitator focuses on the listening
skills of the students, their language level and competency, ability to grasp and
understand.

Phase 2 – Speaking

Objectives –
 Ability to speak intelligibly
 To make correct pronunciation of English words.
 Accurate use of word stress, intonation patterns.
 To speak and respond to questions, commands, giving instructions
and ability to differentiate the response accordingly.
 Accurate description of the observations.
 To converse in social/ formal situations.

When it comes to speaking, many students usually don’t prefer speaking at all;
reason being? They have ideas but lack to express in words.
Are afraid of making mistakes, very conscious of the environment (getting judged)
Passive students do not even participate in speaking activities.
Sometimes, students don’t find the topic interesting enough to speak on.

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What role a teacher should play in the aforementioned situations, how to
incorporate speaking skills within them?

 The teacher can divide the students in group activities and allot different
topics and tasks, creating a situation where students are eager and excited to
place their points.
For example:

Activities like –
 Group discussions, debates, real time based scenarios etc.

Focusing on the context here, let’s consider students are

engaged in debate.

Student 1: Why is it necessary to light “Diya” and “lanterns” in festival of

Diwali? Why can’t we simply light candles?

Student 2 answers on the basis of research he has made, tries his best to give
befitting replies.
Where other students are excited to win by arguing with the points they
have.

 The teacher answers and asks the learners to frame the questions
for such answers.

The motive behind this activity is that teacher can observe the ability of students
to understand the language in the context, framing of appropriate sentences using
grammar, speech and intonation, body language, level of stress put on each words
etc.

For pointing mistakes, every teacher should remember that –

Appreciate in public but criticize in private, this has been my personal experience.
Whenever a teacher always pinpoints the mistakes, an inferior complex is
generated among students, they fear speaking not only speaking but their
performance goes down.

For example:

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If a student makes endless mistakes, the teacher should ask him to stop and try
again.
Again, the loud voice of teacher will put student down instead say, “Can we try
speaking this in a different way?”

Lastly, the teacher should correct the mistakes that are common.

Phase 3 – Reading
Objectives –
 To understand the content and underlying meaning in the context.
 Identify and understand the phrases, sentences
 Grasp meaning of words.
 Ability to draw conclusions and predictions
 Form the habit of reading.
 Acquiring the ability to use a suitable dictionary
 Develop correct reading habits both extensively and intensively.

According to the research in order to imbibe reading skills among students, the
KWL technique is practiced mostly by teachers/facilitator who design contents.

KWL Technique (What I know – What I want to know – What I learned)

 The teacher uses the title ‘Favorite festival’ asking the students to
explain everything they know and lists their points on the basis of
their information.(What I know)
 Students ask questions to get information on festivals they are
reading about. The teacher accepts any questions that the students
ask (What I want to know)

For example –

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Q1. Why India is called “land of festivals”

Q2. What role do festivals play in our life, what do they teach us?

Q3. Why must we celebrate festivals? What if we don’t?

Q4. Where are the practices practiced during the festivals originating from?

 The teacher answers to all the relevant questions asked by the

students and lists these pieces of information (What I learned)

Activity –
 Each student will be given an opportunity to read the information
collected by him/her.
 The student reads the information (2 – 3mins), where the teacher asks
questions like
o What are their views?
What do they think about it?
Why it must not be done the other way?

 Teacher after listening to their answers now guides them with appropriate
answers and asks them –
o Did they guess right?
Were the answers relevant?
If wrong, according to you (student) why are they wrong?

 Teacher displays a picture where she chooses students to explain what

they see.

 The intonation and stress of English native speakers are different from
speakers of other languages.

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Phase 4 – Writing

Objectives –
 To be able to write English correctly.
 Ability to master the Mechanics of writing; the use of correct
punctuation marks and capital letters; spell words correctly.
 Write legibly and with reasonable pace.
 Write coherently in more than one paragraph.
 Complete accurately and fluently semi controlled compositions
like stories, events, processes etc.
 Write paragraphs, letters, (personal and official) simple,
narrative pieces, reports, notices, messages.
 Ability to make appropriate notes and conclude.

Teacher instructs the students to do the following activities.

 Identifying the main festivals of India.

Listing of 5 – 8 popular festivals of India discussing with the class.
Further, students pick their festivals and write and introduction on the same.

For instance,
Let us talk about ‘Durga Puja’

Durga Puja, or the annual celebration of Hindu goddess Durga, is one of India’s
grandest festivals. The BIGGEST dance festival. In most parts of the country, the
festival commemorates the victory of the goddess over a demon called
Mahishasura.

 Collecting  information and writing a small paragraph on any one festival

(Worksheet 1)
 Recalling the main festivals of India ( Worksheet 2)
 Presenting information coherently
 Writing  five lines about any one festival

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  Depicting a picture connected with the festival.

Students have to write 5 points viewing the above picture of ‘Durga Puja’

 Matching the names of the festivals (flash cards) with the details
 Unscrambling the names of festivals (worksheet)
 Preparing an illustrated  booklet on the festivals of India

Grouping discussion.

Encouraging students to discuss in groups. The advantages of this are:

 Students have different viewpoints.
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  Good students help weaker ones to improve and track their errors. (Self-
evaluation is the best evaluation because it lets one identify his own
mistakes also builds one’s knowledge on the particular topic.)
 Also helps teachers to examine whether students have enough vocabulary
and are good at language structures.

Post writing (reviewing errors)

 The teacher tells students to write on every other line of their paper to allow
room for revising and editing.
 They write the first form of their writing.
 Then they revise whether the content of their writing is clear or not, either in
pairs or alone.
 Students edit their writing, either in pairs or alone, as they focus on
grammatical, spelling, and punctuation mistakes they might have in their
writing.
 In the end, they write the final form of their writing.

Grammar Component

Activity:
 Students will be given with the following worksheet where they have to
identify the tenses and its types.

1. Diwali is the festival of lights. – simple present

2. Geeta was making rangoli. – past continuous
3. All women will be wearing traditional saree during puja. – Future
continuous
4. My friends were playing Garba. (dance during Navratri festival) – Past
continuous
5. My parents have given me a dress as a gift for Durgapuja. – present perfect
6. We will have been visiting the Ganesh temple. – Future perfect continuous.

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  Describe a typical day in any festival.
This can be done with the whole class, paying attention to their use of the tenses.
(Focusing on simple present tense)
Encourage use of linking words/phrases like:  after that  and then  next  before
–ing; after –ing  finally

 Ask questions on tenses and students answer in groups/pairs.

Three examples of past continuous tense from group 1.
Similarly, seeking answers from entire class and helping them with phrases.

Q3. Research
Suggest two suitable language learning methods and their benefits in an EFL/ESL
class. Base your answer on research studies, citing relevant examples/evidence.
Also mention the skills/attributes a teacher should possess in order to facilitate an
EFL/ESL class efficiently.
(Word limit within 450 to 500 words).

There are many different ways to learn language; learning language by itself is
difficult.
Language learning methods with effective support have proven to be more
successful especially when language learning involves memorising a great deal of
vocabulary, grammar rules and pronunciation techniques, intonations and many
more.

Let’s understand few learning approaches.

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Communicative language teaching (CLT)

Learning is a two way process.

Objectives of the CLT approach:
 The importance of communication in learning aspects also as life skills.
 Focuses on grammar and communicative competency.
 Engage learners in functional areas of language learning.
 Encouraging open expression of ideas, learning techniques.

According to the research, the CLT focuses on ability of the learner to

communicate in the target language.
In this approach, the teacher doesn’t play the role of a teacher but a facilitator.
What happens in CLT sessions?
 Generally, teachers take the charge of the learning environment. They create
the lesson plan and direct the course to which students are supposed to
follow. Imparting of the knowledge is one way, which teachers deliver via
different means. Tests are usually the form of evaluation.
 Facilitators do not really impart the knowledge but they build the
knowledge. These are not experts unlike teachers but they hold a special
training in every specific aspect to inculcate learning among students
effectively using processes such as conflict resolution, strategic planning and
team building 

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 By asking questions and keeping the group focused, a facilitator helps the group
establish a set of ground rules, as well as its own learning objectives.
Students do the activities on their own where a facilitator guides, assists them in
their tasks.
Researchers found that traditional learning methods were ineffective in classrooms.
They saw a need for students to develop communicative skill and functional
competence in addition to mastering language structures.
This means as a learner one needs to ‘know’ the language before commencing to
learn.
CLT approach includes oral activities over writing and reading because they
involve active participation and creative responses from students.
The commonly used activities in CLT classrooms are:
 Group work
 Opinion sharing
 Information gap
 Interviews
 Role-plays
 Scavenger hunt
Activities to be conducted in ESL classroom (examples)
Group work
 Students are grouped in 5 – 6
 Following instructions are to be given:
i) Choose own set of vocabulary words.
ii) The first student comes up and writes his vocabulary on the
board.
iii) Following him the other teammates add their vocab to form
a meaningful story.
iv) Students are free to use dictionary/ thesaurus.
 This widens their thinking abilities, ability to construct sentences
meaningfully, appropriate use of grammar components and boosts
self-confidence.

Sharing opinions
 Teacher chooses a topic that class appears to be interested in.
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  For example: At market, a holiday etc.
 Students again have to be in pairs.
 They write as many vocabularies that are connected to the topic
above.
i. Market related vocab – buyers, sellers, discounts,
customers, bargain etc.
 Students are benefitted where they come up with phrases and are
able to understand the functioning of target language also be able to
use language more effectively in practical sense.

The Direct Method (Natural method)

Direct method is also known as Oral/Natural method. This

approach considers active participation of the student in both speaking and
listening to the new language in realistic everyday situations. The learner is
encouraged to think in the target language.

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 Rule – No translation allowed.

The meaning is to be conveyed directly through audio – visual aids,

demonstrations.

Objectives of direct method:

 Ability to think directly in target language.

 Oral communication skills are built up in a carefully
graded progression.
 Every teaching point is introduced orally first and only
after it is orally mastered, reading and writing will be
dealt with.
 Focuses on the pronunciation and grammar.

Examples:
Techniques used in direct method.

 Reading aloud – Students read any paragraph, passage or dialogues

and later teacher helps them understand the meaning.

 Dictation – The teacher reads the passage three times.

The first time the teacher reads it at normal speed, while
the students just listen.
The second time she reads the passage phrase by phrase,
pausing long enough to allow students to write down
what they have heard.
The last time the teacher again reads at a normal speed,
and students check their work.

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Q3. Skills/Attributes of an ESL teacher to facilitate the class effectively.

 The teacher must play the role of a facilitator and not a teacher.
 Ability to understand the students and their strengths and weaknesses.
 Approach of language teaching must be to let students ‘know’ the language
before beginning to learn it.
 Required to be a good communicator as well as to maintain a cordial
relationship with the learners so that students feel comfortable in their learning
environment.
 Must not be too hard on students.
 Involves organizing and planning.
 Should set the objectives and principles for the lesson and convey them clearly.
 Ability to understand the level of learners and accordingly plan the lessons.
(where the planning strategies can be learnt while trainings)
  Enjoy language learning as well as teaching and possess good interpersonal
skills
  Different learners may respond differently to a lesson so a teacher should be
able to explain the same thing differently to each learner using diverse
examples and activities
 Motivating skills, a teacher is the source of motivation. A teacher’s actions,
nature, words reflects as a person which should also motivate the learners to
meet their goals.

The End.

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