Transcript In-step programme & me

In-STEP
(INDIA SUPPORT FOR TEACHER EDUCATION PROGRAM)
AN OVERVIEW
A BRIEF PRESENTATION OF EXPERIENCES AT ASU
FROM- NIRUPOMA BARIK SAIKIA
LECTURER, DIET, MORIGAON, ASSAM
02-04-2014
In- STEP participants at ASU
THE In-STEP COURSE
Topics discussed•
•
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Core learning science and Reform
Planning by Prof. Christopher Clark &
Prof. Suzanne Painter
Dr. Swarup Mathur discussed about
‘Classroom Behaviour Management’& the
PLC.
Veronica Keystone and Sarah Beal-ASU
Teacher Preparation Program (under
graduate)- iTeach AZ, the Graduate
program- ‘Teach for America’ - by Dr.
Brad, Dr. Dave & Dr. Pam.
•
TAP - Teacher Advancement Program by
Dr. Teddy, National Institute for
Excellence in Teaching (NIET)
•
Kay Coleman had classes on Leadership
for Change .
•
‘Education for Democracy’ - by Dr.
Gustavo Fischman, ASU.
•
‘Early literacy- reading and writing’ by
Carol Connor
•
B J Stone of McREL imparted
knowledge on How Classroom Instruction
Works.
SOME OTHER TOPICS
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•
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Issues in Sexual Harassment and Discrimination’recognizing and preventing harassment by
Kamala Green, Office of the Equity & Inclusion,
ASU
‘American Culture and Some challenges of living
and studying abroad’ - Adam Henry & Ketie
Curiel, Centre for Global Education Service, ASU
Dr. Molley Ott -‘Governance Issues in Higher
Education in USA’
Diversity and Equity by Equity Alliance Center,
ASU
•
ICT- technology training was provided by Dr.
Keith Wetzel, Dr. Leanna Archambault and Dr.
Todd Kisicki
•
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Writing workshop with Kristine Wilcox
•
Observed classes of ASU faculties and direct
school experiences
•
Embodied Learning Lab at ASU- Learning games
for Science by Mina C Johnson-Glenberg
•
Sustainability by Lee Hartwell
Smart Board training by CCS
Academic conferences in ASU –by distinguished
professors and researchers from other countries
OUR MOST RESPECTED TEACHERS
Dr. Mary Koerner, Dean, MLFTC, ASU with
Dr. Ara Barsam, Prog, Coordinator, In-STEP
PROFESSIONAL LEARNING COMMUNITIES (PLCs)
 Reform Proposal was the central theme of the PLCs.
The objectives-
 To analyse and satisfy professional learning needs
of each other, collaborative learning, to share and
exchange views, to solve problems, to improve
capacity and outcomes, to create new knowledge,
skills & processes, to collaborate with colleagues
and support each other in professional
development, Continuous evaluation of progress in
reform proposal.
 Based on adult learning principle
THE COURSES I LIKED MOST - ‘THE CORE LEARNING SCIENCE’
AND THE ‘CHANGE LEADERSHIP’’ MODULE
1. Learning from the Core learning science –
The qualities of a good teacher and good teaching based on research findings (from
an article ‘The Good Teacher’ by Prof. Christopher Clark)
Its comparison with NCFTE, 2009
Implications of these two for the reform proposal
Reform Planning-step by step planning to bring about a change – how to start from
ownself, to think big and start from small for a change, to set short term and long
term goals, Change of mind set to develop leadership qualities, etc
CORE LEARNING SCIENCE
Strengthening
of concepts of teaching
and learning already known
Professional
Ethics – Hippocratic Oath
for teacher educators
Theory of Constructivism
Writing practice, eg. on another group
member
Online assignment practices
Panel
discussion
reformers
with
small
scale
2. THE CHANGE LEADERSHIP MODULE Change should not be external, the urge must come from within. Change is a
process, not an event.
A leader of change should have in-depth knowledge of the situation and skill
for the job, kn of capability of co-workers and a good planning to bring
about a change – from vision to reality.
The
Innovation Configuration Map (different modes of operation to get the
task done)- it has major components and variations of components, Stages of
Concern and Levels of use of innovations.
Interventions are key to the success of the change process.
SIGNIFICANT IDEAS OF OTHER COURSES
We learnt-
• Philosophical and psychological background of how
classroom instruction works
• The Instructional Planning Framework- Creating the
environment for learning, Helping students develop
understanding and Helping students extend and apply
knowledge
• Performance evaluation of teachers with the help of
TAP (a system for teacher and student advancement)
rubric
• Ethics in classroom management to create positive
learning environment
• Education and democracy- Everybody has the right of
learning, needs and conditions for learning should be
fulfilled.
• Knowledge of one person should not be the barrier in
learning of others.
• Good education requires good teachers.
• Money is essential for good life, but it leads to inequality
in education and can change the nature of social
values/practices
• Importance of equity in education- equity matters in
learning
• Elementary and higher education systems in USA
• Use of technology in education- Photo peach, creation of
web site, exploring You tube for educational purposes
• Responding to behavioral issues of children and their
management in the classroom
KEY FEATURES OF THE TEACHING –LEARNING
PROCESS IN ASU
 Co-teaching
 Group work
-brainstorming and providing
feedback by the participants and the teachers
 Formation of PLCs
 Reinforcement of various
concepts of education
and strengthening of professional knowledge
 Direct
experiences of American education
system by visiting schools and observing ASU
classes
 Interactions
with experts –with small- scale
reformers and subject experts
 Exposure to technology
 Presentations
by eminent teachers of ASU and
other institutes
 Reading
– we were provided with many
books/materials and ASU Library access facility
 Writing
workshop- for development of writing
skill of participants
 Presentation of assignments by participants
 Peer group discussion
 Guest lecture by visiting professors from other
countries
 Video
video
presentation and questioning on that
NEW LEARNING IN SUBJECT AREASMathematics-
• Use of manipulatives in teaching
• How to teach fraction , its types
and computations with the help of
manipulatives and technology tools.
Language-
• A short lecture by the teacher on Academic and Social Language
• Use of metaphors and graphic organisers
• Group discussion with peers on topics given by the teacher & sharing
HOW TO MAKE OTHERS LEARN THE COURSES (NEW
LEARNING IN ANY SUBJECT AREA)
• By creating PLC (of faculties) and participating in it
• Sharing of knowledge in PLC and with other stake holders
• Visual presentation of new concepts with questions on that
• Workshop, Seminar
• Discussion
• Short- term training of teachers
• Soft wares can be developed on various school subjects
SCHOOL EXPERIENCES
We visited elementary and high schools in Arizona. I visited 4 schools-
1.
Pedro Guerrero Elementary School, Mesa Public School District (10/15/13)
(Grade 4)
2.
3.
4.
Longview Lancers, Osborn School District (11/05/13) (Grade 4)
Desert Thunder Elementary School, Phoenix (12/10/13) (Grade 5,8)
Alhambra High School, phoenix Union HS District (11/19/13) (Grade 9 &
11)
IMPLICATIONS FOR OUR SCHOOLSAN EYE-OPENER
We can imbibe some of the elements into our educational practices-
• Technology based teaching and learning
• Coordination between theory and practice
• Application of Theory of Constructivism in the classroom practices
• More emphasis on well organized group- work
• Small size of the class (18-20 students only) is very much encouraging
for effective
teaching and learning
•
•
Professional help to teachers (like TAP Lead Teachers)
•
Academic planning by teachers for one week
Grouping of students according to their performance in a subject and providing them
inputs accordingly
GROUP WORK IN SCHOOL
PROFESSIONAL HELP
INFRASTRUCTURES OF AN ELEMENTARY SCHOOL
OBSERVATION OF ASU
CLASSSES
We observed classes of ASU faculties-
Classes of Dr. Photini Spanias on Mathematics
Class of Dr. Irina Okhremtchouk on Language
(Reading and Writing)
Learnings-
1. Emphasis on content
2. Extensive use of technology
3. Use of manipulatives
4. Use of metaphors and graphic
organiser
Dr. Spanias taking class on Teaching of fraction (Maths)
VIEWS FOR BETTER TEACHER PREPARATION
PROGRAMMES
Internship programmeo Intense internship for PSTE courses for rigorous teaching experience and to relate theory
with practice
o Internship can be for one semester (preferably the last sem) and 4/5 days in a week; in
the remaining days trainees will attend TEIs/ site-coordinator’s office (like in ASU).
o Follow- up and monitoring of internship in the line of ASU- provision of site- coordinators
for an area to monitor internship and the site- coordinators will coordinate with the
respective TEIs.
o Provision of Pre- observation and Post- observation Conferences
o Evaluation on the basis of report of site- coordinators.
o Co-teaching can be done with regular teachers.
Dr. B J Stone
 Some other aspects To increase the accountability of teachers norms can be fixed-eg. each teacher has
to attend 2/3 short-term trainings/courses per year to be eligible for yearly
increment.
 Duration of these trainings should be at least 7 days.
 Only one nodal agency should coordinate the teacher-trainings in the district. (Only
DIET will impart training and SSA could be the organizing authority)
 Training of teachers on Theory of Constructivism is important.
 More emphasis on action- research (teachers conduct AR only in training period)
 Introduction of some more courses in TEIs, such as- Montessory/ Nursery edn (Kasreni), on teaching of differently abled children, community involvement in edn, etc.
 Physical facilities make a difference
 For faculty development Refreshers courses for teacher educators
 Incentives to best performing teachers
 Deputation of faculties for higher studies- doctoral, post-doctoral
 Orientation of faculties on new trends in education
 Orientation on ICT based teaching- learning processes
 Improvement of infrastructures of TEIs- building, enrichment of library with
research studies, digital resources, journals; learning labs,
SIGNIFICANT ACADEMIC LEARNING IN ASU
• Practical experience of Co-Teaching
• Exposed to technology based teaching-learning processes
• Continuous feedback to every individual
• Input to students according to their need
• Advance planning for the next week
• Management of time- Time is money
• A humane relationship, bonding of love and respect among teacher and pupil
• To start from small, small success matters- the biggest learning
STRENGTHS AND WEAKNESSES OF THE PROGRAMME
IMPLEMENTATION OF THE REFORM PROPOSAL
• After attending learning sessions and observing classrooms at ASU and visiting schools, I realized the differences in
between USA and my country in terms of educational opportunities. I also want to expose my fellow-teachers and my
students to the world of information, world of knowledge, to the world of technology. As such, I proposed to undertake a
pilot-study to change the instructional methods followed in our institute .
The title of the proposed study is‘
Capacity Building Of Teachers In Inclusion Of Information And Communication Technology In Classroom Practices’
‘A vision without a task is only a dream,
A task without a vision is only a drudgery,
A vision with a task can change the world.’ (Attributed to Black Elk)
My vision is greater student learning with the task of integrating technology in classroom practices to make a
change in the educational practices.
SUGGESTIONS FOR THE PHASE II
PROGRAMME