Needs Analysis Report - Eliss 2013
Needs Analysis Report - Eliss 2013
Needs Analysis Report - Eliss 2013
www.britishcouncil.in
Needs Analysis Report
Maharashtra English Language Initiative
for Secondary Schools (ELISS)
September 2013
Cover photograph: A secondary school classroom in Jalna district (June 2013)
Produced by:
Rustom Mody
Senior Teacher Trainer, English Partnerships
www.britishcouncil.in
www.britishcouncil.in/programmes/english-partnerships
MAHARASHTRA ENGLISH LANGUAGE INITIATIVE FOR SECONDARY SCHOOLS (ELISS)
ACKNOWLEDGEMENTS
We would like to express our heartfelt thanks to all those who have
helped us in so many ways during this Needs Analysis. We thank the
vision of the Maharashtra Government and the RMSA, in particular the
support of the Honourable Minister of Education, Sri Rajendra Darda,
the Additional Chief Secretary, Mr. J.S. Sahariya, State Project Director,
Mr. A.D. Kale and RMSA Project Coordinator Dr S. Kharat.
We express our gratitude to all those education officials, teachers,
students and parents from Nagpur, Pune, Mumbai, Jalna, Aurangabad
and Nashik districts, who generously gave their time and expertise to
the process, and provided wonderful hospitality throughout our visits.
A special thanks to Mr. Ranjit Deshmukh for the help with planning and
logistical support on the ground.
We are also extremely grateful to the Training Consultants (TCs) who
conducted the Needs Analysis in schools for their professionalism
and enthusiasm: without their tireless commitment, data collection
would not have been possible. The TCs were Uma Raman, Maruthi
Kumari Vaddapalli, Sajni Koruth, Joypreet Anand, Bhairavi Parekh and
Beena Menon. We thank the British Council English Partnerships team
for support throughout the process: Vernon D’Souza, Gauri Puranik,
Poonam Karnik, Mignonne Fernandes and Deepali Dharmaraj. Finally,
thank you to Alison Barrett, Amy Lightfoot and Liana Hyde for their
extremely pertinent comments that have enriched this report.
3
CONTENTS
Executive summary.................................................................................................6
1
Summary of recommendations.........................................................................8
2
ELISS objectives..................................................................................................... 12
3
Findings
6
A: English levels........................................................................................................ 17
B: Classroom context.............................................................................................. 20
C: Textbooks ............................................................................................................. 28
D: Teacher training contexts
and Continuing Professional Development.............................................. 32
L1 First language
MT Master Trainer
TC Training Consultant
5
1 EXECUTIVE SUMMARY
7
2 SUMMARY OF RECOMMENDATIONS
Recommendation 2 Recommendation 5
Use of English vs. mother tongue Personalising learning
Many teachers currently use English as Teachers demonstrated a need to be
the main classroom language, and use L1 trained in the rationale and techniques for
judiciously to boost students’ understanding personalising learning to individual students’
and learning. This balance, and the needs, particularly in large multi-ability class
rationale behind it, should be endorsed situations. Using ‘experiential learning’ and
by ELISS materials in order to normalise ‘loop input’ during ELISS training will enable
this proportional classroom language use teachers to experience these techniques
amongst all teachers. themselves, as the TC will personalise
training sessions to suit trainees’ needs.
Recommendation 3
Teachers’ English development needs Recommendation 6
Elicitation techniques
As the CEFR level of the textbooks is
around B2, all secondary school English Questioning is an important element in
teachers’ English levels should also ideally constructivism, endorsed by the NCF
be at least B2 level. The interactive training (2005). Teachers need to learn how to
methodologies used in ELISS training will use questioning techniques to activate and
give teachers opportunities to develop their elicit students’ prior knowledge, and to
spoken fluency and confidence. Raising give them opportunities to speak. This is
English levels requires intensive long-term more beneficial than directly transferring
training, teacher motivation and self-study information to them in the form of lectures,
which they may or may not retain, and clarity, and with greater student involvement.
which afford few opportunities for active
involvement or speaking. Recommendation 11
Examinations should assess deep
Recommendation 7 understanding
Peer learning
Assessing students’ deep understanding,
In ELISS training, teachers should discuss recognition, and application of language
examples of collaborative tasks, and practise should be the ultimate goal of the assessment
implementing group/pair work, peer- and examinations policy. If required, the
learning and peer-correction during micro- British Council could provide consultancy
teaching. This will develop an appreciation of services to MSBSHSE in assessment design,
how the teacher’s role shifts from that of a so that examinations project a positive
dispenser of knowledge, to a facilitator who influence throughout the curriculum.
monitors students’ activity and encourages
peer-interaction. During training, teachers Recommendation 12
will also participate in pair and group How to teach writing, reading, speaking
activities, and will reflect on the experience, and listening skills
so that they are more aware of the benefits
Teachers’ wishes should be considered
of collaborative approaches.
during ELISS training. When asked about
their training needs in questionnaires and
Recommendation 8 focus groups, they expressed a preference
Understanding and implementing
for ways of teaching the four skills of writing,
strategies and skills
reading, speaking and listening. As we also
Teachers need to understand the rationale identified similar needs, concentrating on
behind the strategies and higher order these areas will aid teacher motivation and
thinking skills contained in the textbook provide face validity to the training.
activities, and practise activities that use
them during micro-teaching sessions, so Recommendation 13
that they can then implement them in their Alignment to state and central
classrooms. To do this they also need to government curricula
understand how children learn languages at
The pedagogical content and delivery models
this stage in their development.
of ELISS will be anchored to the principles of
the NCF 2005, NCFTE 2010 and Maharashtra
Recommendation 9 State Curriculum Framework 2010, with
Understanding the rationale behind
relevant references to these documents in
textbook activities
training materials when appropriate. This
It is essential that teachers develop will ensure ELISS is aligned to the vision of
awareness of the rationale behind the the Maharashtra State Government and the
activities and tasks given in the new Central Government, will raise teachers’
textbooks, and the motivation, know-how awareness of this vision, and increase the
and confidence to use them in class. This credibility of the programme. Monitoring and
may lead to the British Council and MSBSHSE evaluation of ELISS will provide more accurate
collaborating to develop resource notes and measures of teachers’ understanding of the
lesson plans to guide teachers in how to use NCF 2005 and Maharashtra State Curriculum
the new textbooks. Framework 2010.
Recommendation 10 Recommendation 14
Giving clear instructions Interactive and practical training
sessions
Teachers should be trained in a variety of
instruction-giving techniques that will enable Training methods must be interactive and
them to set up activities faster, with more practical, to ensure that teachers experience
9
learner-centred training, with a focus on the traditional cascade model of teacher
practice as well as theory. This is particularly training.
crucial for commonly-covered topics such
Before selecting willing Mentors, the
as “group/pair work” and “adapting the
Maharashtra government must decide on
textbook”, which participants may find
the exact nature and length of their role,
repetitive unless the approach is highly
eligibility criteria, with which schools and
practical. This is also essential as the Needs
teachers they work, the exact aims of the
Analysis findings indicate that teachers are
initiative, and how to monitor and evaluate
aware of theoretical principles, but they
it. The British Council can advise on this,
find it difficult to operationalize these in the
and suggest best practices acquired from
classroom.
similar initiatives in India and in similar
contexts elsewhere. It would be beneficial to
Recommendation 15 pilot the mentoring initiative in two talukas
Rigorous MT selection first, in order to identify best practices. We
Selection and retention of skilled and should also ensure that this is in consultation
motivated Master Trainers is essential if we with any existing mentoring and/or subject
are to improve teachers’ perceptions of matter expert initiatives currently underway
INSETT, and enable ELISS to successfully in Maharashtra, and aligned to British Council
reach its stated objectives. The British ELIPS and MCGM projects.
Council MT selection process is rigorous,
having been developed as a result of our Recommendation 17
experience with ELIPS and other projects Reflective practice
across India. We should not compromise on
Training should gradually raise the
MT selection, to ensure that ELISS training is
teachers’ habits of reflection, by regularly
of the highest quality. Research conducted
conducting reflection activities, introducing
by the British Council indicates that it is
reflective journals, eliciting feedback during
preferable for MTs to work in pairs while
microteaching, and sharing case studies of
cascading, so that they share responsibility
how teachers use reflection to develop their
with a partner, rather than training the full
professional practice.
day alone. MTs stay fresher, learn from each
other, feel more confident and trainees
benefit from the combined experience and
Recommendation 18
support of two MTs. This also helps in the
Continuing Professional Development
case of absence or drop out. Cascading can Developing teachers by going beyond
be conducted in two rounds, to reach all training interventions is vital. To support and
teachers. encourage teachers’ CPD:
i. Block and Cluster-level teacher clubs
Recommendation 16 can bring teachers together to interact,
Establishing an institutional role for discuss pedagogical innovations and
mentors challenges, and develop their English.
We recommend selecting 70 exceptional Such clubs should be nurtured
MTs (two per district) at the end of year 1 to by removing institutional barriers,
become Mentors. Training will enable them providing case studies of successful
to lead Block and Cluster-level workshops clubs elsewhere in India, sharing
on English language and pedagogical resources and tools that give inputs
development, and create conducive and facilitate peer interaction.
environments for Cluster-level teachers’ ii. Increasing ICT literacy presents
English Clubs to sprout. They can also opportunities to use technology to
observe teachers, and provide them with support teachers’ CPD and contribute
constructive feedback and action plans to their motivation and feeling of
to support their development. This builds self-worth. Email, SMS, and dedicated
the capacity of the RMSA to go beyond social media groups can be used to
create communities of practice, for for them to learn. This would build on best
resource sharing, and as a platform practices we have established working with
for self-access learning. They can parents in other states of India.
also be used for administrative
Regular communication with stakeholders
communication related to ELISS.
would result in greater support for all aspects
iii. The British Council audio resource of ELISS, and minimise any dissatisfaction
TeachingEnglish Radio India should be caused by teachers being away from their
broadcast and distributed via CDs and/ classrooms to attend ELISS training.
or other media to BRCs and CRCs. It
should be made available for teachers Recommendation 21
to access alone, or in groups, possibly Research into teachers’ clubs
facilitated by mentors.
The British Council, in consultation with
iv. Teachers should be informed of how the ELISS core team and RMSA, will create
to develop their own English, using a proposal containing specific research
online and off-line resources, including hypotheses that explore teachers’ clubs.
British Council free online resources. Depending on research findings, a possible
output in Years 2 and 3 would be the sharing
Recommendation 19 of tips, case studies, and resources with
Creating a core team teachers and other ELISS stakeholders.
These could then lead to the growth of
We propose the creation of an ELISS
more teachers’ clubs in Maharashtra, and
academic core team, consisting of ten
innovative models and practices that could
voluntary members drawn from RMSA,
be replicated across India.
MSBSHSE, SCERT, Yashada, SIE, the British
Council, and other relevant bodies. They
should meet regularly, face-to-face and/
or remotely, before and after key project
milestones. British Council experience from
other states indicates that this is one of
the most crucial components in ensuing
the intervention is locally appropriate and
sustainable. We should examine possible
synergies with proposed core teams in the
ELIPS and MCGM projects.
Recommendation 20
Stakeholder communications plan
RMSA and the British Council should
devise an ELISS communications plan for
stakeholders: parents, school principals,
School Management Committee members,
Education Officers and local persons of
influence, such as Panchayat members. This
should involve dissemination of brochures,
workshops, and regular updates on ELISS in
Marathi-language newspapers, radio and TV
stations. Education department newsletters
should also communicate key information
about ELISS milestones to education
stakeholders. We also propose a series of
tips in Marathi, that advise parents how best
to support their children in learning English,
along with some useful English phrases
11
A secondary school student, Maharashtra
3 ELISS OBJECTIVES
Detailed project outcomes and outputs will ii. To enable teachers to understand the
be agreed with the state core team and then rationale behind personalised, student-
described in a comprehensive monitoring centred approaches, and apply them to
and evaluation framework that will define and conducting activities aligned to their
measure key impact indicators quantitatively curriculum and/or textbooks.
and qualitatively throughout the project and
iii. To encourage and support teachers to
beyond. The following objectives are based
take responsibility for their own CPD. This
on the recommendations from this Needs
will contribute to teachers feeling greater
Analysis and are proposed for discussion
professional satisfaction, considering
with project partners:
their professional ambitions, and
i. To build the capacity of the RMSA to delivering classes using enhanced English
deliver high quality cascade training, language and pedagogical approaches.
and to move towards other more
decentralised and sustainable models of
in-service teacher development.
Further, building trust, good relationships • Identify any similarities and differences
and a rapport with those directly affected by between different categories of schools.
and responsible for the change is a key factor
in overcoming challenges and encouraging • Identify what is needed and why in order
acceptance. to bridge the gap between the existing
situation and the proposed changes.
This Needs Analysis aims to:
• Assess the current levels, teaching • Ensure that all stakeholders’ voices are
practices and needs of teachers and considered, therefore increasing buy-in
learners in 9th and 10th standard and commitment to any potential project.
Government and Government-aided
schools of all language mediums from • Enable the development of delivery
across Maharashtra. models and training modules that will be
relevant to the needs and requirements
• Define the baseline situation of teaching of the teachers and their teaching and
and learning at the start of the project, socio-cultural contexts.
against which to measure subsequent
achievement of project aims and
outcomes.
13
5 METHODOLOGY OF
THE NEEDS ANALYSIS
Student focus Students were interviewed by a TC, in groups of around 453 students
group SFG1 15-20. Interviews took place in Marathi and Hindi, with in 24 focus
a little English when possible. The students interviewed groups
were usually the same ones as those observed in class,
and who filled out questionnaires. The focus groups
gave the TCs opportunities to delve deeper into issues
from the student questionnaires. The TC conducted a
typical warmer activity that the ELISS materials may
recommend. This “broke the ice”, and also enabled
the TCs to assess the suitability of such warmers for
students. Students were then asked about their use
of English inside and outside the classroom, teaching-
learning in the classroom, and their future ambitions.
15
Name of tool Description Number
*Some stakeholders were involved in more than one Needs Analysis tool. For example, some teachers who
were given the teacher questionnaire were also interviewed in teacher focus groups. The total number of
stakeholders interviewed was 1,049.
6 FINDINGS
A: English levels
1. Students’ English levels may be higher than their speaking levels.
Certainly, after observing students in class
In 2001, English was made a compulsory and meeting them in focus groups, TCs felt
subject from 1st standard in all schools of that some had reasonable understanding of
Maharashtra. All students currently in 9th spoken English, and were able to understand
and 10th standard should therefore have a range of vocabulary at an A2 level. Students’
studied English from 1st standard. During main language needs include increased
classroom observations, British Council TCs exposure to listening to English, and the
estimated students’ average speaking levels confidence and skills to construct simple
in each classroom according to the CEFR, sentences from the isolated vocabulary they
as formally testing each student’s level was may already know, which they could then
beyond the scope of this survey. Although use for basic communication. The syllabus
these estimates are only approximations, requires students to acquire a broad range
and the sample size is too small to infer of speaking, listening, writing and reading
general trends, comparing students’ spoken skills.
English levels between the vernacular
medium schools and the English/Semi-
2. The importance of English
English medium surprisingly reveals few
differences of CEFR distribution. It certainly for students
appears likely that the speaking levels of Data from student questionnaires and
most 9th and 10th standard students in such focus groups reveals most appreciate the
schools is A1 or even lower (see Figure 1 importance of English to their future jobs,
below). After eight or nine years of studying and the vast majority of students wish to
English, this suggests that the approaches go to university after leaving school (see
to English teaching and learning commonly Figure 2 below), for which English is often
used in government and government-aided an important skill. To be able to cope with
schools have not succeeded in giving the demands of Higher Education studies
students anything more than the ability to that are partially or fully in English medium,
produce basic spoken utterances related to we estimate that students would require at
familiar situations. least a B2 level (see Appendix 1 for CEFR
Students’ listening, reading and writing skills descriptors).
18
16
16
14
13 Vernacular medium schools
12
English/ Semi-English medium schools
10
6 5
5
4
4
3 3
2
1
0
Less than A1 A1 A2 B1 B2 No data
Figure 1: CL1 question 34: Vernacular vs. English/Semi-English students’ spoken CEFR levels based on
informal estimates (total: 51 classrooms)
17
450
409
400
350
300
250
200
150
100
65
50 36
17
0
Go to University or college Get a Job Other Blanks
Figure 2: SQ1 question 3.1: What do you want to do when you leave school? (total: 527 students)
450
No
409
400 Yes
346
350
300 No Yes
275 274
Yes No
247 242
250
200 No
166
150
Yes
109
100
50 Blank Blank
Blank Blank
9 15 11
5
0
I speak English at home I speak English with my friends Can you use a computer? Do you use the internet?
Figure 3: SQ1 questions 17, 18, 2.6, 2.7: Students’ use of English outside the classroom, and students’ computer
and internet use (total: 527 students)
30
25 24
20
15
13
11
10
5
2
1
0
No use of English Conducts the majority Conducts the majority Uses English No data
of the lesson in L1 of the lesson in English throughout. Any L1 use
is entirely appropriate
Figure 4: CL1 question 8: Teachers’ use of English in the classroom (total: 51 classrooms)
B1
33% A2 B1
A2 33%
B1 33% A2
39%
33% 27%
Combined Grammer, Vocabulary and Speaking CEFR score Observed teachers' CEFR speaking levels
Reading CEFR score
B: Classroom context
1. Classroom infrastructure 2. Classroom decoration and
In the 51 classrooms we observed, class sizes displays
ranged from 17 to 112, with an average of 55.8 Decorating classrooms with charts, posters
students per class. Language learning in such and/or students’ work is important. It provides
large classes requires certain techniques to be learning resources, acknowledges students’
effective, including those documented above. good work, and personalises the learning
Space is often limited, filled with classroom environment. If more than one school
benches. However, as one British Council TC operates from the same school premises, then
pointed out, “even though the desks were different classroom shifts can be allocated
immovable, the teacher still could have used different parts of the classroom for display
the furniture more effectively.” We found that space. Figure 9 shows that classrooms are
in a majority of classrooms, there was scope not sufficiently decorated, as can be seen in
for improved use of the space (see Figure 8 the photograph on page 13, that was taken in
below). Jalna district during a classroom observation.
35
31
30
25
20
15
11
10 8
5
1 0
0
Ineffective use, even Not used as Mostly used Optimally used No data
though there are effectively as possible effectively
opportunities to use
it more effectively
Figure 8: CL1 question 13 Use of classroom space and furniture (total: 51 observations)
40
36
35
30
25
20
15
10
10
4
5
1 0
0
Little or no use Limited use Used to improve Optimally used No data
learning ambiance
Figure 9: CL1 question 14: Use of walls and space for displaying charts and/or students’ work
(total: 51 classrooms)
30 28
25
20
18
15
10
5
2 3
0
0
Rarely or Never Occasionally Mostly Consistently Unfilled
but not questionaires
consistently
Figure 10: CL1: question 4: The teacher uses students’ names (total: 51 classrooms)
21
true in both primary and secondary classes, 5. Considering students’
yet this feature is often particularly neglected
in secondary classrooms, where teaching may
individual needs
be more impersonal due to large class sizes.
Indeed, in the field of language acquisition; “Teaching and learning processes in the
Krashen’s Affective Filter hypothesis suggests classroom should be planned to respond
that language learning is blocked if students to the diverse needs of students.”
do not feel confident and at ease. (NCF 2005, pg 17)
Figure 13 below shows that observed students
receive little praise and encouragement. As Considering students as individuals, and
one TC stated, “Names were never used, except bearing in mind their learning styles, levels,
in one class. No feedback (or even praise or and interests, is a key feature of learner-
encouragement) was given when students centred pedagogy. However, Figure 12 shows
answered.” It should also be remembered that most teachers do not sufficiently take
that teacher-centred approaches provide students’ individual needs into account at all.
few opportunities for teachers to praise and Recommendation: Personalising learning.
encourage students, as students typically Teachers demonstrated a need to be
remain passive. trained in the rationale and techniques for
personalising learning to individual students’
needs, particularly in large multi-ability class
situations. Using ‘experiential learning’ and
‘loop input’ during ELISS training will enable
teachers to experience these techniques
30
27
25
20
15
15
10
5
5 4
0
0
Rarely Sometimes Mostly Always, Unfilled
whenever appropriate questionaire
Figure 11 CL1: question 3: The teacher praises and encourages students (total: 51 classrooms)
45
42
40
35
30
25
20
15
10
5
5
2 2
0
0
No attempt Some attempt The teacher caters to The teacher Unfilled
some aspects of learners' consistently caters questionaire
individual needs, with to learners'
some success individual needs
Figure 12 CL1: question 18: Catering to learners’ diverse individual needs (total: 51 classrooms)
35
30
30
25
20
17
15
10
5 3
0 1
0
High TTT, Some attempts, Some PAT, TTT PAT opportunities Unfilled
low or no PAT but limited success at somewhat reduced maximised questionaire
reducing TTT and
increasing PAT
Figure 13 CL1: question 5: Teacher Talk Time vs. Pupil Activity Time (total: 51 classrooms)
23
200
180 172
166
160
140
140
120
100
80
60
40 33
20 15
0
All the time Most of the time Half the time Less than half the time Blanks
Figure 14 SQ1 question 2.1: How much does your teacher speak during your English lesson? (total: 526 students)
One Training Consultant noted, “teachers Training Consultants summarised her eight
seemed unaware of the importance of student observations by saying, “students were mainly
participation and involvement. They are still passive, listening to the teacher. There was
using traditional ways of teaching; lecturing, no student participation.” Figure 15 below
explanation etc.” This finding was supported shows that most teachers observed exploited
by the student questionnaires, see Figure 14. only a few or no opportunities of giving their
students speaking opportunities.
A related indicator of participation was
the extent to which the teacher exploited Recommendation: Elicitation techniques.
opportunities to encourage students to Questioning is an important element in
speak. For example, after students’ responses constructivism, endorsed by the NCF (2005).
to standard questions, the teacher could ask Teachers need to learn how to use questioning
extra questions that encourage students techniques to activate and elicit students’ prior
to speak in more unscripted, authentically knowledge, and to give them opportunities to
communicative ways, or the teacher could speak. This is a more beneficial than directly
ask a question and ask students to come up transferring information to them in the form
with answers by discussing it for 30 seconds of lectures, which they may or may not retain,
with the student sitting next to them, so and which afford few opportunities for active
that all are involved. However, one of our involvement or speaking.
25 23
19
20
15
10
6
5
2
1
0
Misses almost all Exploits a few Exploits some Consistently Unfilled
opportunities opportunities opportunities exploits questionaire
opportunities
Figure 15 CL1 question 6: To what extent does the teacher exploit speaking opportunities? (total: 51 classrooms)
45
40
40
35
30
25
20
15
9
10
5
2
0
0
No pair/group work Some pair/group work, Pair/group work Pair/group work
but not appropriate or somwhat appropriate always appropriate
meaningful and meaningful and meaningful
45
40
40
35
30
25
20
15
10 7
5
2 2
0
0
No monitoring A little Mostly effective Monitoring Unfilled
monotoring monitoring always questionaire
appropriate
25
45
39
40
35
30
25
20
15
10 9
5 1
2
0
0
None A little At times Optimal Unfilled
questionaire
30
27
25
20
16
15
10
5
5
3
0
0
No attempt to A limited attempt Students are Students are Unfilled
teach/encourage to teach/courage taught/encoraged taught/encouraged
students use students use to use them, to use them,
them them somewhat effectively effectively and
appropriately
Figure 19 CL1 question 17: Reading and writing strategies (total: 51 classrooms)
40
36
35
30
25
20
15
10
7
6
5
2
0
0
Not probed Rarely/ Sometimes probed Consistently and Unfilled
inappropriately appropriately probed
probed
Figure 20 CL1 question 21: Students’ higher order thinking skills (total: 51 classrooms)
can then implement them in their classrooms. Government, but the schools are managed
To do this they also need to understand how privately. They include individual schools, or
children learn languages at this stage in their smaller/larger chains. They can be operated
development. by family trusts, religious institutions, NGOs,
and corporates.
10. Different types of schools
involved in ELISS
ELISS will include all 9th and 10th standard
English subject teachers from Tribal schools,
Government schools and Government-
aided schools, of all language mediums.
As Table 2 below shows, around 90% of
schools and 93% of enrolled students attend
Private Aided schools. In Private Aided
schools, teachers’ salaries are paid by the
27
Type of school Number of schools Enrolled students
The RMSA informed the British Council that too small, and no clear trends emerged. It
around 65% schools are vernacular medium is however likely that there are substantial
(predominantly Marathi), and 35% are semi- differences between standards of teaching-
English, in which Science, Maths and English learning in these schools, due to teacher
are taught in English and the remaining and head master motivation, trustees’ vision,
subjects in the vernacular language. There the wealth of the education trust, classroom
are also a few fully English medium schools. facilities, teacher recruitment policies,
Semi-English and English medium use the school infrastructure, students’ backgrounds,
‘English as a first language’ textbooks, whilst school and class size, etc. Such factors could
vernacular mediums use the ‘English as a third influence the feasibility of comparing baseline
language’ textbooks. The RMSA have informed data and monitoring and evaluation data
the British Council that the total number of throughout the project, due to the amount
English subject teachers to be trained by of possible variables. Different categories of
ELISS is around 20,000. schools may also be more or less in favour
of teachers attending CPD initiatives with
This Needs Analysis attempted to investigate
teachers from other local schools, who may
possible differences between all these
also be competitors.
categories. However, sample sizes were
C: Textbooks
1. Textbook overview
The English Reader (English as a third language),
Unfilled questionnaires
and Kumarbharati textbook (English as a first 9%
language) date from 2012 (class 9) and 2013
No
(class 10). Each book contains eight broad 9%
themes, with multiple activities designed to
facilitate students’ deeper understanding of
both the themes, and the language required
to investigate them. They include broad
themes that are relevant to contemporary
Maharashtrian society, rather than containing
antiquated, inaccessible literature.
Yes
However, our observations revealed tasks and of the rationale behind the activities and
activities were not being used appropriately tasks given in the new textbooks, and the
(see Figure 22 below). One TC remarked, motivation, know-how and confidence to use
“Activities in the textbook were not done by them in class. To achieve this, we suggest a
the students at all. The teachers just read out combination of the following three options:
the instructions as well as the tasks and gave
i. Training in the theory and rationale
answers.” This is not unexpected considering
behind the tasks and activities
the new textbooks were only introduced in
recently, so ELISS provides the opportunity Teachers will not be motivated to
to build teachers’ ability to use the new implement new activities unless they
textbooks. understand their purpose. They have
already received some training on the
Recommendation : Understanding the new textbooks. It would be extremely
rationale behind textbook activities. It is useful to view the training content, and
essential that teachers develop awareness
30
25
20
15 14
10
5 4
2
0 0
Few or no tasks Some variety of tasks and A variety of tasks and A wide variety of Unfilled
and activities activities, but not all are activities, most of which meaningful and
meaningful or appropriate are meaningful and appropriate tasks and
appropriate activities
Figure 22: CL1 question 16: Use of meaningful and appropriate tasks and activities (total: 51 classrooms)
29
any monitoring and evaluation data, to a resource. This may lead to the British
understand what was covered, and how Council and MSBSHSE collaborating to
successful it was. This would help us avoid develop resource notes and lesson plans
any overlap of training content, which to guide teachers how to use the new
could lead to training “fatigue” amongst textbooks.
teachers if ELISS covers similar areas in
similar ways. 3. Teachers’ use of
ii. Implementation of tasks and activities instructions in class
Demonstration lessons and micro-training Students can only conduct tasks and activities
during training sessions enable teachers to if the teacher gives clear instructions. Figure
observe, plan and conduct activities with 23 below shows that in more than half of the
colleagues, followed by developmental classes observed, there were no tasks or
feedback. Having practised the activities activities, so the teacher had no opportunities
in the training room, they will be more to give instructions. In the remaining classes
confident to implement them in their observed, instructions were often ineffective.
classrooms.
Recommendation: Giving clear instructions.
In the classroom, ELISS mentors can Teachers should be trained in a variety of
observe teachers, and ELISS-trained instruction-giving techniques that will enable
teachers can observe peers. Observers them to set up activities faster, with more
can give developmental feedback, as well clarity, and with greater student involvement.
as reflecting on any lessons they have
learnt from the other teacher’s teaching
4. Adapting the textbooks to
style.
meet students’ needs
iii. Teacher resource notes
The level of the textbooks (both first language
These could guide teachers how to use and third language) is B2 level, whereas
the activities. It is our experience that most students’ levels are substantially lower.
teacher resource notes, when provided, This discrepancy probably stems from the
are not necessarily followed by teachers. low achievement of learning outcomes in
Some teachers interviewed in focus English during standards 1 to 8, and means
groups felt notes would be useful, others that students will struggle to understand the
disagreed. Any notes should be concise, textbook unless it is adapted and personalised
and incorporated directly into textbook to meet their level and needs. Figure 24 shows
margins, rather than in separate resource that this is not happening.
books. We suggest the ELISS core team
should further assess the need for such
30
26
25
20
15
13
10 9
5
3
0
0
Instructions are Instructions are Instructions are Instructions are Non-applicable: there
ineffective not always effective mostly effective always effective are no tasks/ activities
Figure 23 CL1 question 10: Instructions for tasks and activities (total: 51 classrooms)
30
25
25
20
15
15
10
8
5
3
0
0
Little or none A little Substantial Always adapted No textbook available
Figure 24 question 20: Adaptation and/or personalisation of textbook content to learners’ needs and contexts
(total: 51 classrooms)
It is therefore particularly important that behind the new system. The best exam
teachers are able to adapt the textbook to suit preparation should involve following the sorts
their students’ needs, deciding which activities of activities already in the textbook, with a
are valuable and realistic, and which are less focus on deeper learning rather than surface
suitable due to constraints of time and level. memorisation. It is appreciated that sudden
TCs found that lessons “were mostly realistic shifts in exam policies can lead to unintended
for learners’ levels” in only 9 out of 51 classes consequences for parents, students and
observed (CL1 question 15). teachers, so change should be introduced
sensitively and transparently.
5. Alignment between Recommendation: Examinations should
textbooks and examinations assess deep understanding. Assessing
students’ deep understanding, recognition,
Teachers report that all teaching-learning in
and application of language should be
class 10 is limited to preparation for board
the ultimate goal of the assessment and
exams, and that success in exams is achieved
examinations policy. If required, the British
by getting students to rote-learn question-
Council could provide consultancy services
answers. During a focus group, one teacher
to MSBSHSE in assessment design, so that
stated that, “students have no interest in
examinations project a positive influence
classroom learning because coaching classes
throughout the curriculum.
prepare them for exams”.
As the new textbooks will be assessed by
new exams, teachers’ comments on the
exams may not be relevant, as they are not
yet familiar with the new exams. An exam that
requires students to rote learn in order to pass
will influence the entire teaching process, by
encouraging and rewarding rote-learning. By
moving examinations towards the assessing
of understanding, and incorporating more
Continuous Comprehensive Evaluation
(CCE), examinations could project a positive
influence throughout the curriculum (known
as positive wash-back), particularly in 10th
Standard. In order for students to fulfil their
academic potential in the assessments, all
Class 9 students interacting in a Pune Secondary
stakeholders should understand the rationale
School (June 2013)
31
D: Teacher training contexts and Continuing Professional
Development
1. Teachers’ beliefs about
Blanks
their own training needs 9%
In the Teacher Questionnaire, 70% of • “too much time on lecture, not enough on
respondents (see Figure 25 below) claimed to discussion”
have implemented new ideas and techniques
• “too much theory”
from training in their classroom, mentioning
approaches such as group/pair work, • “no clear objectives of training”
constructivism, and using teaching aids. This • “not participative”
is positive, but the 51 teachers we observed
showed insufficient evidence of actually This further emphasises the need for the
demonstrating these techniques. Therefore, British Council to work collaboratively with the
training may have raised theoretical awareness state government, RMSA and the core team
of certain learner-centred concepts, which to ensure that the project is participatory and
is an important step in pedagogical change. meets stakeholder needs.
Further training can help bring about changes Recommendation: Interactive and practical
to classroom practice. There is also a danger training sessions. Training methods must
that as these important topics have already be interactive and practical, to ensure that
been “covered” in training, they may lead to teachers experience learner-centred training,
fatigue and resistance to further training on with a focus on practice as well as theory.
similar topics. This is particularly crucial for commonly-
covered topics such as “group/pair work” and
Blank “adapting the textbook”, which participants
19%
may find repetitive unless the approach is
highly practical. This is also essential as the
Needs Analysis findings indicate that teachers
are aware of theoretical principles, but they
No find it difficult to operationalize these in the
11%
classroom.
Training can be made more practical by
including elements such as:
Yes • trainees designing learner-centred lesson
70% plans using the their own textbook
• micro-teaching of mock lessons
from teachers’ own textbook, with
Figure 25 TQ1 question 4.2: Did you implement the
developmental feedback from peers and
training in your classroom? (total: 379 teachers)
the trainer
• reflective activities that help teachers
Indeed, in focus groups, some teachers were develop their own teaching
cynical as to the benefits of any teacher
training. They frequently described previous Recommendation: Rigorous MT selection,
teacher training as being “a waste of time”, or with MTs cascading in pairs. Selection and
“useless”. They mentioned factors such as: retention of skilled and motivated Master
Trainers is essential if we are to improve
• “poor planning” teachers’ perceptions of INSETT, and enable
• “unsuitable Resource Persons” ELISS to successfully reach its stated
objectives. The British Council MT selection
• “complete lack of “follow-up” to the
process is rigorous, having been developed
training”
as a result of our experience with ELIPS and
Also, teachers frequently mentioned issues other projects across India. We should not
related to the pedagogical content and compromise on MT selection, to ensure that
delivery of training, such as: ELISS training is of the highest quality. Research
conducted by the British Council indicates that
it is preferable for MTs to work in pairs while
cascading, so that they share responsibility
33
with a partner, rather than training the full day practices. We should also ensure that this is in
alone. MTs stay fresher, learn from each other, consultation with any existing mentoring and/
feel more confident and trainees benefit from or subject matter expert initiatives currently
the combined experience and support of two underway in Maharashtra, and aligned to
MTs. This also helps in the case of absence or British Council ELIPS and MCGM projects.
drop out. Cascading can be conducted in two
rounds, to reach all teachers. 5. Teachers’ reflective practice
4. The role of Mentors The NCFTE (2010) suggests that
Mentors can support teachers’ CPD in reflective practice should be,
a sustainable and localised way. This is
“the central aim of teacher education.
aligned to what the Government of India
Pedagogical knowledge has to
(2012) recommends in its 2012 publication
constantly undergo adaptation to meet
“Restructuring and reorganising of the
the needs of diverse contexts through
centrally sponsored scheme on teacher
critical reflection by the teacher on his/
education: Guidelines for implementation”. It
her practices.”
states:
(pg.19)
Before selecting willing Mentors, the “Yes, students understood the activity”
Maharashtra government must decide on the “Yes, I think that the students achieved the
exact nature and length of their role, eligibility stated aims – the skill of comprehension.”
criteria, with which schools and teachers they
“I am satisfied because students
work, the exact aims of the initiative, and how
response me”
to monitor and evaluate it. The British Council
can advise on this, and suggest best practices These sorts of answers reveal that teachers
acquired from similar initiatives in India and probably do not consider aims as being
in similar contexts elsewhere. It would be SMART: Specific, Measurable, Achievable,
beneficial to pilot the mentoring initiative Relevant and Time-bound. Their claims to
in two talukas first, in order to identify best achieving lesson aims, when compared to the
No
300 290
No
246
250 Yes No
218 212
200
No Yes
154 160
150 Yes
117
Yes
100 83
50 Blank
Blank Blank Blank
6 13
3 4
0
Are you able to use Do you have access to a Do you own a computer Do you own a mobile
a computer and the computer with internet? with internet? phone with internet
internet? access?
Figure 26 TQ1 questions 1f, 1g, 1h, 1i: Teachers’ computer and internet access (total: 376 teachers)
35
7. The role of Continuing 8. Core steering team
Professional Development An academic core team can help guide
ELISS is a three-year programme, with five days the ELISS project, unite key education
of teacher training and six days of training for stakeholders, share experiences and best
Master Trainers per years. Compared to other practices learnt from previous teacher
teacher training initiatives the British Council training initiatives, obtain specific academic
has been involved in, this is a small amount of inputs, and help ensure that teacher training
training, so it is therefore vital that between initiatives are consistent across the field of
annual training, ELISS project outcomes are secondary education. Individuals involved will
achieved through other interventions that also be able to learn from their experience of
help teachers in their CPD. working on ELISS and apply it to future teacher
training initiatives in Maharashtra.
Recommendation: Continuing Professional
Development. Developing teachers by going
beyond training interventions is vital. To Core team in Assam AHA project
support and encourage teachers’ CPD: The core team consists of twelve
i. Block and Cluster-level teacher clubs members, including SCERT consultants,
can bring teachers together to interact, DIET lecturers, the Head of English
discuss pedagogical innovations and Language Teaching Department,
challenges, and develop their English. Guwahati University, ELTI (English
Such clubs should be nurtured by Language Teaching Institute) Professors,
removing institutional barriers, providing SSA Academic consultants and a
case studies of successful clubs UNICEF Consultant.
elsewhere in India, sharing resources and
tools that give inputs and facilitate peer Meeting monthly or quarterly, it aims to
interaction. ensure the overall quality in the delivery
of training and allied project activities.
ii.
Increasing ICT literacy presents
By establishing and sharing good
opportunities to use technology to
support teachers’ CPD and contribute practices, the Assamese SSA will have
to their motivation and feeling of self- greater capacity and expertise to run
worth. Email, SMS, and dedicated social future teacher training initiatives.
media groups can be used to create Its activities include reviewing materials
communities of practice, for resource
for teacher training and Master Trainer
sharing, and as a platform for self-access
training, mentoring teachers and MTs,
learning. They can also be used for
observing training, and advising on
administrative communication related to
ELISS. CPD initiatives. Members’ wide range of
relevant skills and know-how strengthens
iii.
The British Council audio resource the project. Members advocate the AHA
“Teaching English Radio India” should be
project to a wide range of external
broadcast and distributed via CDs and/or
stakeholders, and provide external
other media to BRCs and CRCs. It should
independent monitoring and evaluation
be made available for teachers to access
alone, or in groups, possibly facilitated by feedback to British Council and SSA.
mentors.
Recommendation: Creating a core team.
iv. Teachers should be informed of how to
We propose the creation of an ELISS academic
develop their own English, using online
core team, consisting of ten voluntary
and off-line resources, including British
members drawn from RMSA, MSBSHSE, SCERT,
Council free online resources.
Yashada, SIE, the British Council, and other
relevant bodies. They should meet regularly,
face-to-face and/or remotely, before and
after key project milestones. British Council
experience from other states indicates that key agents in facilitating positive change in
this is one of the most crucial components in schools and teaching-learning practices. By
ensuing the intervention is locally appropriate informing them of ELISS aims, and involving
and sustainable. We should examine possible them in the project, we can obtain their
synergies with proposed core teams in the cooperation in the administrative aspects
ELIPS and MCGM projects. of ELISS, and encourage their support for
teachers in CPD initiatives and pedagogical
9. The role of parents improvements in the classroom.
37
language and/or English language teaching output in Years 2 and 3 would be the sharing
methodologies of local teachers. We wish to of tips, case studies, and resources with
investigate such clubs, in order to understand teachers and other ELISS stakeholders.
how best we can support and encourage These could then lead to the growth of more
them, how much guidance is advisable, which teachers’ clubs in Maharashtra, and innovative
resources can be shared, the possible role of models and practices that could be replicated
technology, and other features of successful, across India.
sustainable clubs. We will also investigate to
what extent CPD can be developed through
existing Gatha Sammelan initiatives (regularly
held teacher meetings).
Recommendation: Research into teachers’
clubs. The British Council, in consultation with
the ELISS core team and RMSA, will create
a proposal containing specific research
hypotheses that explore teachers’ clubs.
Depending on research findings, a possible
APPENDIX
A1 Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can
introduce him/herself and others and can ask and answer questions
about personal details such as where he/she lives, people he/she
knows and things he/she has. Can interact in a simple way provided
the other person talks slowly and clearly and is prepared to help.
39
www.britishcouncil.in/programmes/english-partnerships
www.britishcouncil.in