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GLOBAL EDUCATION & TRAINING INSTITUTE (GETI)

Transforming professional learning for teachers and education leaders GETI is India’s premier training institute for in-service , pre-service teachers and education leaders. GETI also provides schools opportunity to hire teachers who can lead a new and transformative agenda in their schools.


GETI Professional Qualification in Fundamental Skills

GETI Professional Qualifications in Fundamental Skills (PQFSs) provide a strong foundation, enrichment and a framework to support effective continuing professional development of teachers and leaders.

The program is designed to empower teachers with teaching processes and methods to bring out the best in each child. It helps teachers recognize each child as a perennial fountain of unmatched capacities and capabilities which with the right interventions can bring out the best in each one. It enables teachers to nurture positive self concept and high self esteem of self as well as children so as to empower them to achieve the fullest of their potentials by using positive languages and building growth mind-set. It supports for development of universal values, service-learning and life-skills in all students.

The training is geared towards individualized instruction for addressing learning needs and providing opportunities to create stress-free learning. Proven research-based processes and innovative methods of teaching help teachers create interventions to meet diverse needs of the class. Assessment methods based on the premise ‘Compete with Yourself’ rather than with others, emphasizes on progress and effort rather than grades. Personalised work plans and feedback techniques inspire each individual to introspect on effort put in and progress made.

The program supports each teacher to play the role of a scientist; collect evidence of influence of enriched classroom practices through training on classroom environment and student performance.

GETI’s aim is to help teachers develop their professional thinking and practice, and enhance the quality of their teaching and learning. Reflective practice is enriched by critical engagement with new ideas and approaches. This is also supported by collecting data on influence of such practices on academic performance of learners.


GETI in Action: How Teachers Are Transformed

GETI is training that ‘sticks’.

Here is a portfolio of teachers engaged in GETI training and presentation of their classroom interventions that vary from flipped classroom to group work that improves student learning and well-being. The teachers created their own evidence by collecting before and after data and as scientists observed the difference in their student’s outcome both in terms of improvement in their academic achievement and their engagement. Teachers as scientists conducted various interventions that they thought would improve these in their classrooms. They gathered data to see the influence of the intervention in student achievement & well-being. Below are a few glimpses of a few of the interventions carried out by the teachers of a school community.

Transformation of teaching practice is real and measurable!


CHILD-CENTRIC EDISON EDUCATION

BEYOND ‘TRAINING’ TO ‘TRANSFORMATION’ IN TEACHING PRACTICE

Teacher planners save time and improve effectiveness of implementation.

Each unit / theme in the study materials begins with a teacher / parent page that serves as a reminder and ready reference.

A process of perfection provides guiding principles of effective transactions and mastery.

Teachers are encouraged to use their own creative ideas while those ideas provided on teacher pages act as a point of departure, and motivate a teacher to try out new processes.

Teachers are appreciated and supported in their journey towards highquality professional development.

Support materials for transacting learning are either provided or a list is provided to the schools for them to procure, so that there are no barriers to effective implementation.

Pedagogical partnership ensures a longer term commitment to change and to professional development, ‘stickiness’ and effectiveness in reaching the objectives of the CISCE curriculum.


THE GLOBAL CLASSROOM DIFFERENCE

Beyond the ‘Typical’ to ‘Global Education’

Focus on understanding

 Category  Global Education  Other Education Providers  Book Publishers
 Complete academic solutions, no other books required  YES  Some outside books required  NO
Are combined textbook, workbook, teacher guide  YES  All of these are separate  NO
Easier for students to master by themselves  YES  NO  NO
Value association with each chapter  YES  NO  NO

Focus on process

Category Global Education Other Education Providers Book Publishers
Process of Perfection YES Another process Chalk & Talk
Every student’s progress is documented guide YES NO N/A
Hands-on activities inside each textbook YES In separate teacher manuals Sometimes
Instant feedback and immediate corrective action YES NO NO
Focus on perfection before moving on  YES  Not specified  NO

Personalised learning

Category Global Education Other Education Providers Book Publishers
Diagnostic reports and feedback 6 times a year YES NO NO
Personal targets 6 times a year YES NO NO
Principle of ‘Compete with Yourself’ YES NO NO
Reports help improve learning, inspire and empower YES NO NO
Questions based on Bloom Taxonomy, HOTS  YES YES  NO

Empowerment that ‘sticks’

Category Global Education Other Education Providers Book Publishers
Management level with international experts YES NO NO
Research and evidence training YES NO NO
Learning by doing/apprenticeship YES YES NO
Class management training YES YES NO
Teacher creativity encouraged  YES Not really  NO
Training conducted by academic experts YES Not always Sometimes

Standards, transparency, accountability

Category Global Education Other Education Providers Book Publishers
Teacher planners YES YES NO
School quality audits YES YES NO
Roleplays for moral education YES NO NO
Hands-on materials for every student’s participation YES NO NO