Global Teacher Accreditation

Global Teacher Accreditation (GTA) is a unique opportunity to gain recognition for high-quality professional practice, grounded in peer development and reflection for serving teachers undertaking development activities. The British Council and Cambridge Education Foundation, work together to deliver the GTA programme, funded by the UKAid, to promote a global dimension in the school curriculum through the development of innovative, equitable and sustainable school partnerships.

CHSV teachers have been actively engaged in GTA since 2013 as it builds on their learning in the classroom, their knowledge of how students learn, and the impact of their partnership work. The teachers work on action research projects through six months based on guidelines given by Cambridge facilitators. Participant teachers are provided local mentors and training on the process and framework of working on Action Research.


Ms. Shashikala Varadarajan – Science Teacher Class V and VI (2014-15) 

Ms. Shashikala was motivated to do action research in her Class V environment to better understand global trends in education, to include innovative teaching practices in her classroom and utilize this as an opportunity to grow with her students. She chose the topic ‘Nutrition in Food’ – her quest was to equip her Grade 5 students to identify the nutritive value of food through experimentation.

‘Eat right day and night to always keep you looking bright’

As a Science teacher, Shashikala wanted to reach out to the children of today, who are increasingly under the risk of developing health problems due to poor food choices. She worked on raising awareness in young minds, training and motivating them to broaden their thinking. They were encouraged to analyze the problem from a practical angle.

A visual representation of Shashikala’s action research


CHSV Principal is nominated as the GTA mentor.

As a GTA mentor, Ms. Deivanai is the educator coach for 5 teacher applicants from South India. She mentors the action research participants during the course of their project and facilitates training and review sessions.

Teacher applicants for the year:

1. Ms. Shobana Balaji – Math HoD & teacher Class 10

Of the 5 GTA topics offered for research, Ms. Shobana Balaji chose “Digital Innovations in the Classroom” and the project she is working on is titled “How will Blended Learning enable delivery of Differentiated Instructions in Mathematics for Grade 10 students?” 

Blended Learning is an education program where the student learns in part through online delivery of content and in part in a classroom (“brick and mortar”) setting. Differentiated Instructions is a teaching methodology where students with different learning abilities are given opportunities to learn at their own pace.

Hence the action research on this topic will help formulate a blended learning environment to deliver differentiated instructions and resources to students. Students will be able to learn at their own pace, place and time. This personalised teaching/learning will also help them become independent learners, responsible for their own learning. It will also cater to visual and auditory learners.

In her Action Research, she is using the “Flipped Class room” model of Blended Learning where students learn the content online through videos, related links, worksheets etc., and come prepared for the class the following day to complete the numericals and proofs on the same topic.

2. Ms.Rajalakshmi  – Math Teacher Class 6,7,8

Ms. Rajalakshmi, is involved in the GTA project to optimise teaching, understand the hindering variables between teaching and learning, measure the variables, analyse them, and arrive at tangible results to maximise the imparting of learning objective. Her research topic is “Dispelling misconceptions in integers to maximise learning in class 6”. The purpose of this endeavour is to gain an insight into the causes of misconceptions in this topic and to enable the students to come up with individual learning strategies. She has chosen class 6 as her interest group as this is the level where students learn the basic concepts of integers and build it thereafterThe main objective of her study is to adopt a student centric approach to learning.

3. Ms. Sivagamasundari – Math teacher  Class 8,9

Ms. Sivakamasundari is implementing an Action Research Project in Class VIII. With the intent of bringing innovations in the Math class, the project aims to help students overcome their fear of abstract algebraic concepts and retain algebraic identities with ease. The students are given opportunities to connect with prior learning, visualise identities using algebraic tiles and engage in activities which facilitate understanding. Understanding the logic behind algebraic concepts and relating it to geometry aids recollection. Students are also encouraged to use website links in the form of games and work sheets.

Class room activities include videos for the visual learner, hands-on activity for the kinaesthetic learner and interactive smart board lessons for both types of learners.  This project is also an opportunity for the teacher and student to benefit from teaching strategies being practised across the globe.

4. Ms.Viji Arunkumar– Social Studies teacher Class 4,5

The CHSV Social Studies curriculum under Anveshna is shifting focus from content centered instruction to learner based instruction.  With this as the primary objective, Ms.Viji’s Action Research aims at using technology as a VAK tool to enhance interest in Social Studies at the upper primary level.  As students today are tech savvy, a technology-driven pedagogical approach should perk their interest and encourage them to take a deep dive into the subject.  With technology advancements, they will be in a better position to leverage technology to gain more knowledge about the global community.


Teacher applicants for the year: 

Ms. Meenakshi Nagaraj – English HoD & teacher Class 9,10

Ms. Meenakshi Nagaraj has completed an Action Research Project in Class IX. Her project involved designing an effective and time efficient strategy to teach Prose, Poetry and Shakespeare using Visual, Auditory and Kinaesthetic activities. She was inspired to explore alternate teaching methodologies which encourage active class room involvement by partial and passive participants in the class. Her research involved studying the VAK approach and developing effective teaching strategies based on student feedback. It brought out the effectiveness of VAK styles and student involvement in the planning process, highlighting learner centric teaching-learning.

As Head of the English department, her work also helped orient English teachers in the school. Her presentations on her Action Research, made to the school management and 3 group schools, were received with evident interest and it was decided to extend VAK to all language departments. She intends to formulate a plan to share her learning on VAK and make it synonymous with class room teaching.

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