Transcript JABATAN PENDIDIKAN TEKNIK

Enhancing Professional Development of
Brunei Teachers through Lesson Study:
A Preliminary Study
Hjh Aishah binti Hj Mohd Husain & Ali Hamdani M Diah
Department of Schools,
Ministry of Education,
Brunei Darussalam
20 February 2010
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Meeting the national vision
By 2035, Brunei wishes to be recognised for:
•
the accomplishments of its well-educated and highly
skilled people
•
the quality of life
•
the dynamic and sustainable economy
To achieve this there are 8 main strategies and an
education strategy is one of them
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Meeting the National curriculum
change
• To raise to the challenge of Vision 2035, MoE, with the
contribution of work done by National Education
Review Committee, has made a change. The product of
this change is the new education system for the 21st
century SPN21
•
1.
2.
3.
The new system has 3 main changes
Education Structure
Curriculum and Assessment
Technical Education
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THE 21ST CENTURY NATIONAL EDUCATION SYSTEM
(SPN 21) EDUCATION STRUCTURE
FURTHER EDUCATION/UPSKILLING/EMPLOYMENT
TERTIARY
EDUCATION
TERTIARY EDUCATION
STPU
Pre– University
Nursing Education
Vocational & Technical
Education
Diploma
Specialised Education
Learning
Profile
BGCE “O” / IGCSE and other alternatives
ARABIC SEC
EDU
[4/5 YEAR]
SPU
SECONDARY
EDUCATION
BDTVEC
(NSC,D)
BGCE”A”/ VCE
Nursing Diploma
SECONDARY
GENERAL
EDUCATION
PROGRAMME
2 YEAR COMMON
CURRICULUM
Primary
PRIMARY
EDUCATION
Entry Test to ARABIC SCHOOLS
at YEAR 4
[5 YEAR]
POSTSECONDARY
EDUCATION
SECONDARY
APPLIED
PROGRAMME
2 YEAR COMMON
CURRICULUM
School
SPECIALISED
EDUCATION
PROGRAMME
(5 YEAR)
SPECIAL
EDUCATIONAL NEEDS
PROGRAMME
(5 YEAR)
Assessment
Primary education (Year 1-6) (Age: 6-11 )
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Pre School (Age: 5 )
Profile: Brunei Schools
http://www.moe.edu.bn
6 Sixth Form
Colleges
29 Secondary
Schools
118Primary
Schools
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Profile: Brunei Teachers and Students
http://www.moe.edu.bn
Levels
Primary
Schools
Secondary
Schools
Sixth Form
Colleges
No of
Teachers
2738
2739
678
No of
Students
31010
30851
2451
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Impact of National changes
• Demands on Teacher Quality:
“The quality of a school system rests on the quality
of its teachers…, the quality of education cannot
exceed the quality of teachers in any system of
education, getting the right people to become
teachers is critical to high performance..”
McKinsey & Company (2007). How the world’s best-performing school
systems come out on top.
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Professional development that works
• Ensure that professional development focuses on the
subject matter teachers will be teaching
• Align teachers' learning opportunities with their real
work experiences, using actual curriculum materials and
assessments
• Provide adequate time for professional development
and ensure that extended opportunities to learn
emphasise observing and analysing students’
understanding of the subject matter
• Ensure that school districts have reliable systems for
evaluating the impact of professional development on
teachers’ practices and students' learning
Research Points, American Education Research
Association, Summer 2005
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Role of CDD with new curriculum
•
Prepare curriculum materials required for the
implementation of new mathematics curricular
initiatives (including new syllabuses) in schools –
- textbooks
- workbooks
- teachers’ resource books
- other non-print materials
•
Provide orientation and developmental workshops
and training to inform teachers and school leaders
implement curricular changes.
(Teacher Development by CDD to socialise the new
material and text books being used in mathematics)
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Example of mathematics topics at
Year 4
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Role of schools in translating
curriculum
• Effective school leaders are key to large-scale
sustainable education reform. Creating and sharing
knowledge is central to effective leadership (Fullan,
2001).
• Thus School-based Professional Development need to
be emplaced and sustained.
• A norm of sharing one's knowledge with others is the
key to continual growth for all.
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LESSON STUDY
PLANNING
OBSERVING
REVIEWING
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Aims of the LS Pilot Project
• To develop a group of key-teachers with an interest in
mathematics who will assist the MoE in implementing
LS initiatives;
• To improve the quality of mathematics teaching and
supporting teachers’ professional development in
Brunei Darussalam as desire in the SPN21;
• To show that LS has an impact on pupils’ involvement in
learning of mathematics.
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The LS Pilot Project - Profile
 3 primary schools;
 The headmasters & coordinators from respective
schools; 34 primary maths teachers; specialists from the
CDD and University.
 Year 1 and Year 4 classes involving two cycles.
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The LS Project – Instruments and Analysis
• Research Lesson Plans
• Observation checklist
• Interview questions
• Using mean and percentage
• Similar count of responses
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Finding
• Observation checklists:
– Increased by 63.4% and 46.7% for Year 1 and Year 4 on pupils’
participation, motivation, communication and involvement in
the activities conducted in the lessons.
• Teachers responses:
1.
2.
3.
Positive attitude towards the lesson study process;
Collaboration assisted teachers to be more aware of their
pedagogy and content;
Motivation to learn new approach in pedagogy of teaching.
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The way forward
• More schools in 2010?or for the next 5
years?
• How can this initiative be sustained?
• Experts? Do we have enough locally?
• Materials/text books? Are the current ones
enough?
• Sharing of lessons/depository
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Thank you
[email protected]
[email protected]
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