TLP P&I Course Lesson 1 Block 2: TLP Program Components

Block Description

Learners get introduced to the major components of the TLP program 
Note: Some aspects might not be applicable/relevant to the school. 

During Block

Step 1: Greet Class (2 min)

Step 2: Review Previous Session (2 min)
What did we learn in the previous block? (The overview, vision, and goals of the TLP Program).

Can you share your Block 1 homework? (Have learners share their homework and ensure the homework expectations are met).

Step 3: Set Expectations (2 min)
Today, we are going to work on understanding the components of the TLP program.

Step 4 Description

  • Learners go through the TLP Program Component Chart

Step 4 Content 

Please go through the following Component Chart carefully. You will be asked questions about it once you’re done. 

Answer the following questions: 

  1. What are the 6 major components of the TLP program? (Academic Competence system, School and Classroom Management System, School House, Club and Showcase System, Principal and Coordinator Training System, Teacher Training System, Gamified Learning Management Website)
  2. What is the Academic Competence System?
  3. What is the School and Classroom Management System?
  4. What is the School House, Club, and Showcase System?
  5. What are the components within the Principal and Coordinator Training System?
  6. What are the components within the Teacher Training System?
  7. What are the components within the Gamified Learning Management System?

Step 5 Description

  • Learners get a high-level understanding of the Academic Competence System 

Step 5 Content

Overview of the Academic Competence System

  • Comprehensive breaking down of NCERT learning outcomes to the granularity of 1 to 1.5-hour blocks for English, EVS, And Mathematics.
  • Detailed lesson plans and session plans that guide teachers to:
    • Deliver the subject learning outcome:
    • Provide a concrete experience of the concept
    • Lead an inquiry-based and reflective discussion about the concept
    • Lead students to conclude on the abstract concept and reinforce the concept
    • Homework in the form of worksheets that test the understanding of the concept
    • Hands-on assignments that help students apply the concept
    • Formative and summative assessments
  • Delivery Guides and assessments available on the Omnimse LMS, accessible to teachers through their mobile phones

Here are some questions for you: 

  1. Can you give an example of a “concrete experience” of a concept?
  2. What does “inquiry-based discussion” mean?
  3. What does “reflective discussion” mean?
  4. What does “abstract concept” mean?
  5. What is the difference between “formative” and “summative” assessments?

Program offering for Oct 2021 to Apr 2022

  • 300 hours of Math curriculum in the form of delivery guides for all math teachers. This curriculum covers 100% of Grade 3-5 NCERT mandated curriculum
  • 100 hours of English curriculum in the form of delivery guides for all English teachers. This curriculum covers 100% of the Grade 3-5 NCERT English learning outcomes and goes beyond.
  • 100 hours of EVS curriculum in the form of delivery guides for all EVS teachers. This curriculum covers 64% of Grade 3 NCERT EVS lessons and 41% of Grade 4 NCERT lessons EVS.

Step 6 Description

  • Learners get a high-level understanding of the School and Classroom Management System

Step 6 Content

Overview of School and Classroom Management System

The TLP program has defined the student and staff leadership hierarchy, responsibilities, and milestones that will help in effectively running the school and achieving the program goals.

School Staff Leadership Roles:

  • School Assistant Director
  • Principal
  • Coordinators
  • Teachers
  • Class Teachers
  • House Teachers

School Student Leadership Roles

  • School Head Boy and Head Girl
  • School Vice-Head Boy and Vice-Head Girl
  • House Captains
  • Class Leaders

Expectations from all members of the school:

  • Clearly defined behavior and emotional intelligence expectations from Principals and teachers
  • Clearly defined behavior and emotional safety expectations from all students in the school

Procedures to help student teams take ownership of their classrooms and school.

Here are some questions for you: 

  1. Can you name all the leadership roles available for school staff?
  2. Can you name all the leadership roles available for school students?
  3. “A school cannot run smoothly without clearly defined roles and expectations”. Discuss this statement. 
  4. What do “procedures” mean?
  5. “The more students take ownership of their school, the better their learning experience will be.” Discuss this statement. 

Step 7 Description

  • Learners get a high-level understanding of the School House System

Step 7 Content

Overview of the TLP House System

The TLP program has an exhaustive house system and curriculum to implement the house system effectively. The components of the house system are:

  • A school-wide house system with 4 houses. Each house has a name, house values, and house mascot
  • A house competition and project system with competition guidelines, project guidelines, and preparation guidelines for competitions, and projects
  • A house leadership system with defined responsibilities for  school staff and student leaders
  • A house points system that ensures competitiveness and a sense of belonging
  • Plans and procedures for teachers and house leaders to guide the students in preparing for house competitions and projects

Step 8 Description

  • Learners get a high-level understanding of the Principal and Coordinator Training System 

Step 8 Content

Principal Training: TLP Product and Implementation Course

A 30 to 40-hour course designed to support principals in becoming effective leaders to students, staff, parents, and the school administration. The course has two goals:

  • Support principals in the discovery of what it means to be an effective, emotionally safe leader that can create change and impact in students, staff, and parents;
  • Support principals in understanding the TLP product and implementation processes

The course has the following lessons:

  • Lesson 0: Leadership and Integrity Training
  • Lesson 1: About the TLP Program
  • Lesson 2: TLP Stakeholders and Stakeholder Responsibilities
  • Lesson 3: TLP House System
  • Lesson 4: TLP Classroom Management System
  • Lesson 5: TLP Emotional Safety System
  • Lesson 6: TLP Assessment and Gamification System
  • Lesson 7: TLP Implementation Training
  • Lesson 8: Sales and Prospective Parent Management
  • Lesson 9: Omnimuse LMS

Coordinator Training
A 20 to 30-hour course designed to support coordinators (who have been trained in TLP and have implemented it as teachers) in becoming effective implementers of the TLP program and mentors to TLP Teachers. The course has two goals:

  • Support coordinators in the discovery of what it means to be an effective, emotionally safe leader that can create change and impact in teachers;
  • Support principals in understanding the TLP product and implementation processes

The coordinators experience parts of Lesson 1, 2, 4, 5, 6, and 7 of the TLP Product and Implementation Course.

Step 9 Description

  • Learners get a high-level understanding of the Teacher Training and Development System 

Step 9 Content

Teacher Training: Teaching Competencies Course

This is a 30 to 40-hour course that helps teachers become competent teachers. The course contains the following lessons:

  • Lesson 1: Learning – What learning means, how it happens, and why it is important
  • Lesson 2: Emotions – What emotions mean, why they occur, and their role in learning
  • Lesson 3: Inside Children’s brains – How children’s brains are different from adults, and how to adapt teaching strategies to suit children
  • Lesson 4: The 6 foundations for effective learning –
    • Safety & Security
    • Stability & Consistency
    • Boundaries & Expectations
    • Emotional Support
    • Fairness & Autonomy
    • Feeling Loved & Valued
  • Lesson 5: Classroom Management –
    • Rules and expectations from students in the classroom
    • How to maintain expectations and provide consequences in the classroom
    • Procedures in the classroom
    • How to ask questions in the classroom
    • How to provide instructions in the classroom
    • How to provide explanations in the classroom
    • How to use attention grabbers in the classroom
    • How to manage varied-level group work in the classroom
  • Lesson 6: Emotional Intelligence and Maintaining Emotional Safety
    • TLP Teacher Contract for Emotional Safety
    • Student contract for emotional safety
    • Expression of emotions through art
    • Management of emotions through meditation
    • RULER system for managing emotions
  • Lesson 7: Implementation Training
    • TLP processes: School staff responsibilities, Teacher responsibilities, post-class meeting tasks, student red-flag escalations
    • Introduction to School House System
    • Teacher demo classes and detailed feedback
    • Teacher classroom observation and detailed feedback
    • Subject-based session plan training for teachers

Step 10 Description

  • Learners get a high-level understanding of the Gamified Learning Management Website

Step 10 Content

Gamified Learning Management Website

The entire program is hosted on a gamified website, which is this website – www.omnimuse.in.

This website

  • Holds all session plans for the training course and subject session plan courses
  • Can be accessed by students and teachers using unique usernames and passwords
  • Tracks the engagement of the participants in the program
  • Awards points and badges to participants
  • Holds student assessment data and student learning reports
  • Generates reports for various parameters that assess program success

Homework

You came up with problems/obstacles students might face while working towards achieving the school vision. You also came up with solutions to the problems. Try and match the solutions to the components and subcomponents of the program. 

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