3. Job Scope RoleLearning Design (LD) Teacher Trainer ResponsibilityTo use Learning Design (LD) Key Purpose To train teachers in the use of LD effectively To provide inspiring, innovative and outstanding coaching and support in developing LD to improve teaching and learning

4. Specific responsibilities G30 Trainers will:  cascade LDs: train teachers to develop LDs within school, between schools and within clusters (encourage and promote teacher collaboration)  delegate the tasks in vetting the LDs among themselves  micro-teach LD within school, between schools and within clusters  select a Focal Person from each cluster to compile the developed LDs and the vetted LDs  Focal Person will upload the vetted LDs to google drive and inform BDTA’s LD Coordinators  Focal Person to plan weekly/fortnightly/monthly meetings with the G30s and teachers to discuss the progress of LD and any other issues raised  Provide support to each other (LD Trainers) and the trained teachers within schools and clusters  Conduct lesson observations when necessary

5. Professional conduct G30 Trainers are expected to:  maintain the highest professional standards and to promote and implement the use of LD effectively  to work pro-actively towards the success of MOE’s initiatives

7. A method that enable teachers to make decisions in designing learning activities and interventions, which is pedagogically effective and using appropriate resources and technologies. The key principle is to make the design process more explicit and shareable. (Conole, 2013) What is Learning Design?

8. To help pupils with poor basic knowledge To help teachers with less experience Identify weakest items Formation of G30s Common Lesson Plan template Teacher Collaboration Why? How? What is Learning Design?

9. Best practices NIP Lesson study Lesson Plans Learning Designs Since all teachers have Lesson Plans, teachers can share what they learned from workshops to other teachers through developed lessons planning. These developed lesson plans are called Learning Designs. It is a medium where teachers can share best and effective lessons with other teachers. IBSE TIARA 21CTL

10. Tuning in Finding out Making Connections Going Further Taking Action Sequence of Learning Engage, determine prior knowledge and prepare students Organize & process ideas Sorting out Locate & gather information Provide other activities to apply the new knowledge Draw conclusions, articulate and validate new understandings Provide opportunity for students to consider the bigger picture and make cross-subject links

11. Sequence of Learning  New LD Template

12. Develop Learning Design (through collaboration) Review & Refine the Learning Design Moderate (vetting) Implementation in schools (download from BDTA or Google Drive) The process:

13. bdta.moe.gov.bn https://goo.gl/kE470L LDs are available at:

15. Teachers G30 Uploaded to Google Drive and BDTA’s Website Collaboratively develop LDs Within schools With other schools Within cluster G30 Trainers will train the Teachers to develop LDs Other G30s will validate the developed LDS Ensure LD coverage for all topics in EMS