TOT for the new Osh city KGTESOL leaders

Introduction to ToT PROCESS

This module presents the theory and practice behind teaching and learning. The aim of this module is to describe the basics of teaching English and to
gain strategies to support young teachers in their local schools. You will discuss the different issues in teaching and learning English at school in Osh
city. You will identify the different types of learners based on their learning styles and internal characteristics and strategies to deal with them.
Furthermore, you will be aware of your own learning style as a trainer and how much this can affect your teaching. You will also gain strategies to
support your colleagues in enhancing their students’ language skills.
You will discuss new perspectives of teaching by identifying the different roles that EFL teachers adopt in a classroom situation. Moreover, you will
define what it means to be an effective teacher by reflecting on your own experience as a student and comparing that information with research papers.
You will learn about some theories of education, such as behaviorism, cognitivism and constructivism and compare the advantages and disadvantages
of each methodology. You will reflect on the impact of motivation on the success of learning a language.

Course objectives
After completing the Train the Trainer course, the participants have:

 Knowledge of how to plan, deliver and evaluate an effective, educational and inspirational classroom lesson/presentation.
 An understanding of the adult learning theories and how to convert them into successful classroom lessons.
 Knowledge of classroom management and how to achieve a motivational and educational flow.
 An understanding of group dynamics - how to make the class work constructively together.
 Knowledge of various training tools to be used within the classroom environment.
 The ability to develop and utilise the participants’ individual skills and capabilities to deliver successful classroom lessons.
 Knowledge of tips and tricks on how to gain the audience's interest, trust and attention.
 developed an understanding of good practice in observing and giving feedback to course participants
 Course overview
The duration of the Train the Trainer course is from January to April months. We’ll have training on different topics in each week where trainers gain
and after two weeks plan their own cascading trainings. After two weeks they conduct their training to their selected groups with 16-18 participants.
The training is divided into theory lessons, discussions, group work and practical exercises.
The practical aspect of the training allows the participants to learn from their own experiences as well as from each other. Each participant will be able
to put into practice the theory they have learnt and provide a classroom lesson and cascade training in front of an audience i.e. the other participants.
Practical exercises are followed by individual debriefing and personal feedback.

Modules structure:
Introduction
The structure, content and principles of the Train the Trainer course.

Who are Trainers

The aim of the Train the Trainer module is to provide the participants with the necessary skills and knowledge to deliver effective classroom training.
The participants become more confident in delivering presentations to an audience. The course is designed for instructors, training specialists or other
staff delivering classroom-based lessons/presentations in a training environment.
VOCABULARY
This module deals with a “key element“ in language learning: vocabulary. In this module you will define various vocabulary terms and reflect on the
importance of teaching vocabulary. You will study a selection of techniques and strategies to present new vocabulary. You will select the techniques
that seem appropriate to your personal teaching experience. Also, you will learn some strategies to suggest your colleagues students to help them learn
vocabulary on their own. Finally, you will receive a list of game-like activities for practicing vocabulary.

GRAMMAR
In this module, we will discuss the reasons why grammar is so important and will reflect on the misconceptions about teaching grammar that limit
good instruction in this subject matter. You will study a model to present grammar in a communicative, contextualized manner and you will have the
opportunity to plan a grammar lesson using your creativity to motivate your students’ learning. You will recognize the different teaching stages and
will get some ideas on how to present each stage.

THE FOUR SKILLS

In this section you will discuss aspects related to the receptive skills. You will study some strategies and activities to develop your students reading and
listening skills. Also, you will analyze a model lesson plan for a reading or listening class and will create your own lesson plan based on this mode.
You will also discuss some aspects related to the productive skills. You will examine various ways to teach and assess the productive skills and you
will develop your own speaking and writing materials to use in the EFL classroom.

CLASSROOM MANAGEMENT
In this module, you will become aware of different aspects related to classroom management such as verbal and non-verbal communication, grouping
and interaction, error correction, use of materials and discipline. You will observe and examine different samples of classes considering these aspects.
Classroom management may often be taken for granted by many teachers but as you go through this unit you will find out how important it is to be
aware of those aspects and how much they will help you in different classrooms situations.

LESSON PLANNING
Now it is time to combine the different elements that you have learned throughout this course. Lesson planning is like an orchestra where each and
every element has an essential role in order to create a smooth, harmonious melody. The success of your class may depend on the effort and time you
dedicate to planning. Lesson planning covers the following topics: pre-planning, the plan itself, and an evaluation of the plan. In this unit we will
discuss the aspects to consider when planning a class. Then, you will make a checklist and will plan a lesson on your own.

GAMES
In this module we will discuss the importance of using games in the classroom. Also, you will identify different types of games used for different
purposes.

GRAMMAR AND PRONOUNCIATION

 In this module you will study, in a very simple way, the basis of grammar and phonology, which are essential for your ESL teaching. You will get web
resources and handouts which can help students to improve their grammar and pronunciation skills. There will be given activities for recording and
assessing your pronunciation.

Who are our Trainers?

 Our trainers are all qualified as teachers and trainers – the KGTESOL Lead trainer holds a Post Graduate Certificate in Education or
Certificate in Education, Trainer of Trainer Certificates or equivalent
 Are knowledgeable and experienced in the key tenants of Training of Trainers in complex and challenging environments
 They have delivered training in city and regions
 They can adapt training packages to your requirements
 We can provide mixed gender training teams or gender specific training

Training delivery process planning

 Trainings goals, objectives and expectations

 Trainers Role and responsibilities
 Module on Developing language Competences
 Module on Speech development
 Planning course training and learning outcomes.
 Evaluation of lessons and courses
 Awarding ceremony

Tools in the training

 Power Point, Flip chart, Whiteboard etc.

 How to use group exercises, discussions in pairs, individual reflection, etc.
 Case studies, particpants’ presentations and project ideas
 Training material, handouts , “icebreakers”, other tools
 Tools useful for the evaluation
 Google classroom for the assignments (or Moodle)
  Padlet interactive board

Course Training Modules Framework

Modules Topics Learning outcomes Date /month/week Responsible
1The Future trainers’ Roles and responsibilities Understanding the training needs of the future trainers;
1.1 SWORT analysis Developing the outline of the course contents in
TOT roles

1.2 Learning styles and preferences accordance with the requirements of the future trainers;
1.3 Plannng skills Preparing the subject matter;
1.4 Practical Teaching skills –using basic and
advanced techniques  Understanding the principles and practices of suitable Abdieva G
1.5 Raining styles and communication ToT training methods; January 26 Jumanova J
1.6 Feedback and evaluation  Arranging training infrastructure; February 2
2.1 Teaching vocabulary MPF/CCQ Use MFPF / CCQ techniques in their practice February
Language
2.2 Systems of Framework presentation Plan and deliver training session
Competence
https://www.youtube.com/watch?v=OH5XNdYgz0Y
3.1 Teaching Grammar Identify and use different strategies of teaching Grammar
Language 3.2 Systems of Framework (Grammar and Plan and deliver Grammar session
competence Vocabulary
3.3 Lesson plan Delivery
Speech 4.1Systems Fours skills teaching Framework Identify the strategies of developing 4 skills
competence Activities for teaching EL/Games Use strategies in their planning
development 4.2 Pronunciation activities Deliver sessions on 4 skills
4.3Lesson delivery Identify and use strategies on improving students
pronunciation
5.1Classroom management Discuss issues on classroom management
Socio-cultural (Cooperative learning) Identify approaches on improving classroom
development Time management management
Resource management Plan and share with whole class
Giving instruction Get feedback
6.1Lesson Planning Apply what they have gained and develop training plan
Lesson planning 6.2 Feedback /Self evaluation Share draft and get feedback
and learning Improve plan
outcomes
 Developing visual aids(classroom posters, web
Classroom resources)
management Presentation and get feedback

  Final Plan presentation and feedback Deliver their plan

  Write report

Awarding Ceremony KGTESOL Board Certificate for the trainers

Summer camp

Reporting and getting feedback